Guidance for BASIC (Core) Language Instruction Educational Program (LIEP) Services
2014-2015
LEA, Consortium, or Charter: __________________________________________________
Date: ____________________
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/Charter’s Language Instruction Education Programs (LIEP) information.
Directions: Using the constructs below, create a LIEP continuum rubric of services for your LEA and/or
Charter. Consider the Criteria for determining the category of service, the Context in which services are provided
in the LEA/Charter, and the actual Menu/List of Services that correspond to each category of service from the
sample list below. Please specify how you are providing LIEP services for ELL/AIG and ELL/EC students.
Sample LIEP Continuum of Services Categories (NCDPI recommends a minimum of 3 categories of LIEP Services)
Category 1: Direct Service Level 1
Category 2: Direct Service Level 2
Category 3: Direct Service Level 3
LIEP Continuum of Services Rubric (Indicate the name your LEA will use for each category or LIEP Services)
Category 1:
Category 2:
Category 3:
General proficiency levels 1-2
Generally proficiency levels 3-4
Generally proficiency level 5
Criteria:
Please see sample page.
Please see sample page.
Please see sample page.
Context:
Please see sample page.
Please see sample page.
Please see sample page.
Services:
Please see sample page.
Please see sample page.
Please see sample page.
*NCDPI recommends the utilization of multiple data sources and data reflective practices.
The following constructs have been generated for your reference.
Criteria to determine the category in which each ELL is “placed”
Range of English Language Proficiency Levels (Domain specific and/or overall proficiency levels), Years in US Schools, 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)
Context/Resources
Itinerant teachers, low incidences, Teacher/Student Ratio
Other (please specify)
Menu of Services* (include frequency of services)
Supplemental Computer Programs, 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,
ELL related PD for content teachers, Appropriate Scheduling, Targeted Instructional Modifications/Accommodations
(LinguaFolio, SIOP, ExC-ELL, relevant data analysis, use of supplemental materials, etc.)
Others (Please specify)
*The frequency and services may vary from district to district and school to school based on LEP population resources and schedules.
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SAMPLE BASIC (Core) Language Instruction Educational Program (LIEP) Services
2014-2015
LEA, Consortium, or Charter: __________________________________________________
Date: ____________________
Sample LIEP Continuum of Services Categories (NCDPI recommends a minimum of 3 categories of LIEP Services)
LIEP Continuum of Services Rubric (Indicate the name your LEA will use for each category or LIEP Services)
Direct Services Level 1
Direct Services Level 2
Direct Services Level 3
Criteria:
Context:
Services:
Generally proficiency levels – 1-2 R/W
Year in US Schools <2
May be SIFE, not meeting HS
graduation requirements or
struggling academically, non-literate in
first language.
Medium size LEA with strong LEP
support and small teacher to student
ratio. 1 teacher may serve more than
one school. LEP plan is developed at
the district level and for each LEP
student.
K-5: Pull out 5 days a week for
minimum of 30-45 mins. Some coteaching, content teachers SIOP
trained, appropriate instructional
modifications in place, afterschool
tutoring provided and some TAs
available for additional support.
6-8: 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.
9-12: 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.


Generally proficiency levels – 3-4 R/W
Years in US Schools >2 , long term ELLs
May be SIFE, not meeting HS graduation
requirements or struggling academically.
Medium size LEA with strong LEP support
and small teacher to student ratio. 1
teacher may serve more than one
school. LEP plan is developed at the
district level and for each LEP student.
K-5: 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
6-8: Some content based ESL classes for
45 minutes per day, but mostly coteaching. 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.
9-12: Some content based ESL classes for
90 minutes per day, and some coteaching. Content teachers SIOP and
ExC-ELL trained and student clustered.
Appropriate instructional modifications
in place, and after school tutoring
provided in most schools.
Generally proficiency level 5 R/W
Years in US Schools varies
May be meeting HS graduation
requirements and/or succeeding
academically in most subject areas
or language domains.
Medium size LEA with strong LEP
support and small teacher to
student ratio. 1 teacher may serve
more than one school. LEP plan is
developed at the district level and
for each LEP student.
K-5: Mostly served by SIOP trained
teachers. ESL support as needed for
teachers (coaching, ELL 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.
6-8: Mostly served by SIOP trained
teachers. ESL support as needed for
teachers (coaching, ELL 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.
9-12: Mostly served by SIOP trained
teachers. ESL support as needed for
teachers (coaching, ELL 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.
Collaboration between ESL , content, EC, and AIG teachers on appropriate curriculum, instruction and differentiation to meet language and academic
needs of all ELL students.
ESL, EC, AIG and content teachers adhere to the student’s LEP Student Plan which lists instructional modifications and testing accommodations
ESL services are part of a web of student support services, including but not limited to EC, AIG support, and/or academic tutoring. In order that
students may receive the most appropriate services to meet their academic needs without removing them excessively from required content classes,
English Language Learners who are supported by one or more other services may receive a reduced level of ESL services, appropriate to their needs.
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