I hope everyone had a good Thanksgiving last week. Today I thought I would share with you a question I received from Renee Sartore. She is the Director of ELL Programs in Yorkville, IL.
QUESTION: Regarding making transformations to the MPIs, I wonder how to keep the same content or topic goal, and adjust the MPI appropriately for Language Proficiency levels. Would it just be changing the type of support, or changing the language function, or both? Would you say the progression of language functions reflects the progression of the level of higher order thinking skills?
My question comes from wanting to make the common district learning goals and outcomes for a given subject area accessible and adaptable for ELLs.
ANSWER: Part 2 of the transformations blog will give you more details and examples of how to transform the MPIs. But let me see if I can provide some additional clarification beyond what is in the previous posts.