Context1 in which services are provided in the lea/Chart, the Criteria



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Language Instruction Educational Program (LIEP) Services

2016-2017
Using the constructs below, create an LIEP continuum rubric of services (Basic and Supplemental) for your LEA/Charter.*Consider the Context1 in which services are provided in the LEA/Chart, the Criteria2 for determining the category of service, and the actual Menu/List of Services3 that correspond to each category of service from the sample list below. Specify how you are providing LIEP services for EL/AIG and EL/EC students.
The frequency and services may vary from district to district and school to school based on EL population, resources, and schedules. Students can be served by an array of educational professionals through a variety of services in collaboration with ESL staff.


1 Context/Resources




  • Size of LEA/Charter

  • Low/High % EL population

  • ESL teachers: itinerant, stationary, part time

  • Teacher/Student Ratio

  • Other (please specify)




2 Criteria* to determine the category in which each EL is “placed” NCDPI recommends the utilization of multiple data sources and data reflective practices




  • Range of English Language Proficiency Levels (Domain specific and/or overall proficiency levels)

  • Years in US School

  • First Language literacy

  • Previous Schooling (interrupted/continuous)







  • Grade level expectations (Struggling/meeting/exceeding)Meeting HS Graduation Requirements

  • Recommendations by former teachers

  • Grade (PreK, K, 1-2, 3-5, 6-8, 9-12)

  • Other (please specify)

3 Menu of Services* (include frequency of services)




  • Tutors (ESL/Content)

  • Sheltered Instruction

  • Co-Teaching

  • Pullout ESL

  • Content-based ESL

  • Newcomers Program

  • Teacher/Student Coaching

  • District/Student LEP Plan

  • Small Groups, Peer Tutoring







  • Teacher Assistants

  • EL related PD for content teachers

  • Appropriate Scheduling

  • Targeted Instructional Modifications/Accommodations (LinguaFolio, SIOP, ExC-ELL, relevant data analysis, use of supplemental materials, etc.) Supplemental Computer Programs

  • Others (Please specify)

The U.S. Department of Education’s (ED) Student Achievement and School Accountability Programs (SASA) office, Title III State Consolidated Grant Group monitored the North Carolina Department of Public Instruction (NCDPI) the week of October 24-27, 2011. This was a comprehensive review of NCDPI’s administration of Title III, Part A, authorized by the Elementary and Secondary Education Act of 1965 (ESEA), as amended. As a result of this monitoring visit, NCDPI is collecting each LEA’s Language Instruction Educational Programs (LIEP) information.
*Title III Subgrantees will upload the LIEP to the NCCCIP as part of the Title III Application under Related Documents. Consortium fiscal agents should upload an individual LIEP for each member. Non-Title III Subgrantees will submit this form individually. Additional instructions and a template can be found on the ESL Wiki at http://eldnces.ncdpi.wikispaces.net/

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SAMPLE: Language Instruction Educational Program (LIEP) Services Chart

CONTEXT

Medium size LEA. Approximately 7% of the LEA population is English Learners. The teacher-student ratio ranges from 1:28 to 1:65 at the elementary level. At the middle school level, student-teacher ratios range from 1:20 to 1:49. High School has ratios ranging from 1:22 to 1:40. A teacher may serve more than one school. The EL plan is developed at the school level for each EL.




CRITERIA

Comprehensive Language Services

Supportive Language Services

Transitional Language Services

Students should meet most of the criteria under each type of language service.

K: W-APT score of 14 or below.

1-12: W-APT/ACCESS scores

Overall Composite 1.0-2.0

Reading &/or Writing 1.0-2.0

Listening &/or Speaking 1.0-3.0

<2 years in US Schools

Not proficient on EOGs/EOCs

Needs language support to participate in content classes

Students w/Interrupted Formal Education (SIFE)



K: W-APT score 15-21.

1-12: W-APT ACCESS scores

Overall Composite 2.0-4.0

Reading &/or Writing 2.0-4.0

Listening &/or Speaking 2.0-4.0

>2 years in US schools

Not proficient on EOGs/EOCs

Struggles to manage academics



K: W-APT score 22-26.

1-12: W-APT/ACCESS scores

Overall Composite 4.0-4.8

Reading &/or Writing 4.0-5.6

Listening &/or Speaking 4.0-6.0

Years in US schools varies

May be proficient on EOGs/EOCs

Manages class content well



Services for dually identified students (EC/EL OR AIG/EL) will be determined on a case-by-case basis.



SERVICES: Elementary School -grouped by proficiency level when possible. 3-5 include EOG and class performance.

Comprehensive Language Services

Supportive Language Services

Transitional Language Services

Pull out 5 days a week for minimum of 30-45 mins. Some co-teaching, content teachers SIOP trained, appropriate instructional modifications in place, afterschool tutoring provided and some TAs.


Mostly co-teaching with some pull out to focus on specific skill sets identified through data reflection, content teachers SIOP trained, appropriate instructional modifications in place, afterschool tutoring provided.



Mostly served by SIOP trained teachers. ESL support as needed for teachers (coaching, EL strategies) and student (1 on 1, small group, content specific) to meet specific language needs as identified through data reflection. Appropriate instructional modifications in place.





SERVICES: Middle School- grouped by proficiency level when possible. Include EOG/EOC and class performance

Comprehensive Language Services

Supportive Language Services

Transitional Language Services

Content based ESL class for 45 minutes per day. Content teacher team SIOP and ExC-ELL trained and students strategically scheduled. Appropriate instructional modifications in place, and after school tutoring provided in most schools.



Some content based ESL classes for 45 minutes per day, but mostly co-teaching. Content teacher team SIOP and ExC-ELL trained and students strategically scheduled. Appropriate instructional modifications in place, and after school tutoring provided in most schools.



Mostly served by SIOP trained teachers. ESL support as needed for teachers (coaching, EL strategies) and student (1 on 1, small group, content specific) to meet specific language needs as identified through data reflection. Appropriate instructional modifications in place.







SERVICES: High School- grouped by proficiency level when possible. Include EOG/EOC and class performance

Comprehensive Language Services

Supportive Language Services

Transitional Language Services

One school offers a newcomer program for ½ day. All others offer content based ESL class for 90 minutes per day. Content teachers SIOP and ExC-ELL trained and student clustered. Appropriate instructional modifications in place and after school tutoring provided in most schools.


Some content based ESL classes for 90 minutes per day, and some co-teaching. Content teachers SIOP and ExC-ELL trained and student clustered. Appropriate instructional modifications in place, and after school tutoring provided in most schools.


Mostly served by SIOP trained teachers. ESL support as needed for teachers (coaching, EL strategies) and student (1 on 1, small group, content specific) to meet specific language needs as identified through data reflection. Appropriate instructional modifications in place.



Note: Template available in a separate document.


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