Guidance for BASIC (Core) Language Instruction Educational Program (LIEP) Services
2014-2015 Title III Application
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’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. Students can be served by an array
of educational professionals through services including but not limited to the menu of services provided above in collaboration with ESL staff.
NC Title III Application 2014-2015 Appendices Page 1 of 2
SAMPLE BASIC (Core) Language Instruction Educational Program (LIEP) Services
2014-2015 Title III Application
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 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.
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)
Direct Services Level 1
Direct Services Level 2
Direct Services Level 3
Criteria:
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.
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.
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.
Context:
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.
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.
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.
Services:
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.
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.
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.
NC Title III Application 2014-2015 Appendices Page 2 of 2