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Deaf Education, Deaf Culture and the Common Core:
Bringing it together for Deaf children
ESSP Conference
7 November 2014
Thomas Holcomb and Michele Berke
Who are we?
Tom Michele
A shifting world
Common Core & Next Generation Science Standards
Shifts for all students
Depth of Knowledge
Deaf Education
ASL Standards
Shifts in educational programming
Deaf Culture
How it all fits together
THINK ABOUT THIS…
If we teach today the way we were taught yesterday,
we aren't preparing students for today or
tomorrow.
John Dewey, 1944
Shift happens – Deaf Education
A typical deaf student in 1964 would: Be a residential student at a school for the Deaf Not be allowed to use sign language in the classroom until middle or
high school Never meet a Deaf administrator Only have Gallaudet College as the post secondary education option Have no experience with educational interpreters Have no exposure to the Total Communication, SEE, or mainstream
debate Not be able to enjoy TV shows with captions Not be able to use the phone as there were no TTYs or VPs Have no idea that ASL is a legitimate language Struggle with literacy skills
Today, a typical Deaf student would
Have cochlear implant Attend a local public school Learn sign language in high school Have unlimited choices of post secondary programs, thanks to ADA
and 504 Be expected to perform at the same level as their hearing peers
according to No Child Left Behind and Common Core Standards. Have access to interpreters via VRS/VRI or in person Communicate with hearing peers via email, texting, facebook,
twitter, etc. Be able to enjoy 24/7 captions on TV Struggle with literacy skills
21st Century Learners
In the Coming Years
Cochlear Implants becoming obsolete
Seamless interaction between Deaf and hearing people via technology
Elimination of “on site” interpreters
Elimination of Teachers of the Deaf
CCSS/NGSS/ASL
http://www.youtube.com/watch?v=B55_CvvJMHU&feature=youtu.be
Shifts in Education Respond to World Demands
11
Insert ASL standard logo
0 http://www.gallaudet.edu/clerc_center/clerc_center_priorities/clerc_center_strategic_plan/asl_standards_action_plan.html
12
College and Career Readiness
These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. -Common Core State Standards
CC
SS
• English Language Arts
• Math
EL
D
• Bilingual Common Core Initiative (New/Home Language Arts
Progressions)
NG
SS
• Next Generation Science Standards
C3
• College, Career & Civic Life Framework
ASL
• Coming soon: National ASL Standards PA
RC
C
• Partnership for Assessment of Readiness for College and Careers
College and Career Readiness
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The Common Core Standards: Portrait of a Proficient Student
Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, and Language
• They demonstrate independence. • They build strong content knowledge. • They respond to the varying demands of audience,
task, purpose, and discipline. • They comprehend as well as critique. • They value evidence. • They use technology and digital media strategically
and capably. • They come to understand other perspectives and
cultures.
All Teachers Support Literacy
18
This interdisciplinary approach to literacy
stems from extensive research
establishing the need for college and
career ready students to be
proficient in reading complex
informational texts, independently, in a variety of content
areas.
Most of the required reading
in college and workforce
training programs is informational in structure and challenging in
content
Postsecondary education programs
typically provide students with both a higher
volume of such reading than is
generally required in K–12
schools and comparatively
little scaffolding.
The 2009 reading framework of the
National Assessment of Educational
Progress (NAEP) requires a high and
increasing proportion of
informational text on its assessment as
students advance through the grades.
CCSS are not only college ready standards but also career readiness standards.
Reading, writing, communication, and math reasoning are all skills needed for success in
careers, the workplace, as well as post secondary. All disciplines can help students
develop, deepen, and refine these core skills.
CCSS provides the opportunity to better align academics and CTE.
Why Me?
Implications for Deaf Education
Challenges of educating Deaf children
There is good and bad news for us in Deaf Education!
CCSS-ELA
The CCSS Requires Three Shifts in ELA/Literacy & Content Areas
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Regular practice with complex text and its academic language
Reading, writing and speaking grounded in
evidence from the text, both literary and
informational
Building knowledge through content-rich nonfiction
1
2
3
Regular practice with complex text and its academic language
Shift #1:
1
What are the Qualitative Features of Complex Text?
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Subtle and/or frequent transitions
Multiple and/or subtle themes and purposes
Unfamiliar settings, topics or events
Lack of repetition, overlap or similarity in words and sentences
Density of information Complex sentences
Uncommon vocabulary Lack of words, sentences or
paragraphs that review or pull things together for the student
Longer paragraphs Any text structure which is
less narrative and/or mixes structures
Scaffolds for Reading Complex Text
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Chunking Reading and rereading
Read aloud
Strategic think aloud
Scaffolding questions
Heterogeneous small groups
Recording
Pre-prepping struggling readers to
support confidence and participation
Annotation strategies
Cornell notes
Paraphrasing and
journaling
Substantial Moderate Light
Provide students with
language models:
• sentence frames
• sentence starters
• academic vocabulary
walls
• language frame
charts
• exemplary writing
samples
• teacher language
models
• recordings
Provide structured and strategically supportive opportunities for students to develop more academic ways of interacting meaningfully: • routines and expectations
for equitable and accountable conversations
• paraphrasing and journaling
• Cornell Notes • scaffold questions • construct questions that
promote critical thinking
Use a range of information systems: • graphic organizers • diagrams • photographs • videos • multimedia to enhance
access to content
Scaffolding practices will vary based on the standards‐
based goals of the lesson, the identified learner needs, and the anticipated challenge of
the task.
Good News!!!!
Those working in Deaf Ed are the masters of providing various levels of support
Reading, Writing and Speaking* Grounded in Evidence From Text, Both Literary and Informational
Shift #2:
2
Distribution of Communicative Purpose
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Writing
Speaking* and Listening*
Sample Informational Text Assessment Question:
Pre-Common Core State Standards
Have the students identify the different methods of removing
warts that Tom and Huckleberry talk about.
Discuss the charms that they say and the items (i.e. dead cats) they
use.
Ask students to devise their own charm to remove warts. Students could develop a
method that would fit in the time of Tom Sawyer and a method that would incorporate items and
words from current
Common Core State Standards
Why does Tom hesitate to allow Ben to paint the fence?
How does Twain construct his sentences to reflect that
hesitation?
What effect do Tom’s hesitations have on Ben?
From The Adventures of Tom Sawyer
Bad News?
More inferential concepts
Need to explain or persuade based on sources
BUILDING KNOWLEDGE THROUGH CONTENT-RICH NONFICTION
Shift #3:
3
Building Knowledge Through Content-rich Nonfiction – Why?
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Students are required to read very little
informational text in elementary and middle
school.
Non-fiction makes up the vast majority of required reading in college/workplace.
Informational text is harder for students to
comprehend than narrative text.
Supports students learning how to read
different types of informational text.
Distribution of Literacy and Informational Texts
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Text Types Brochures Classified Advertisements Consumer Math Textbooks Editorials Electronic Mail Employee Handbooks Fiction Forms and Applications Graphs, Charts, Tables, and Timelines Instructions Lab Directions Maps News Stories
Nonfiction texts Operating Manuals Photos, Illustrations, and Their Captions Primary Sources Reference Books Research Reports Secondary Sources Tests Textbooks Timetables Web sites
Key Changes
Reading
• Balance of literature and informational texts
• Text complexity
Writing
• Emphasis on argument and informative/explanatory writing
• Writing about sources
Speaking & Listening*
• Inclusion of formal & informal talk
Language
• Stress on general academic and domain-specific vocabulary
Good news?
Math Shifts
Shifts in CCSS Math
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Focus Rigor
Coherence
1
2
3
Focus
Mile wide, inch deep to narrow and deep
Solid understanding of concepts
High degree of procedural skill and fluency
Ability to apply math to solve problems inside and outside the classroom
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K 12
Number and
Operations
Measurement
and Geometry
Algebra and
Functions
Statistics and
Probability
Traditional U.S. Approach
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Focusing Attention Within Number and Operations
Operations and Algebraic
Thinking
Expressions
and
Equations
Algebra
→ →
Number and Operations—
Base Ten →
The Number
System
→
Number and
Operations—
Fractions
→
K 1 2 3 4 5 6 7 8 High School
Coherence
Across grades and linking major topics
Build new understanding onto foundations built in previous years
•
One of several staircases to algebra designed in the Operations & Algebraic Thinking domain.
Alignment in Context: Neighboring Grades
and Progressions
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Rigor
conceptual understanding of key concepts from different perspectives
procedural skills and fluency
application
Implications for Deaf Education?
Instructional Practices
Shifts Mean a Change in Practice!
From…
Content knowledge primarily from teacher-led lecture
To…
Content knowledge comes from a balance of reading, writing lecture, and hands-on experience
Instructional Changes of CCSS
Students ask text-based questions Students interpret texts, negotiate multiple interpretations Teacher frames reading as collaborative inquiry Teacher and students foreground the process of figuring things out
Teacher asks text questions and tests comprehension Teacher interprets texts, has right interpretations Teacher frames reading as fact extraction Teacher and students foreground knowing content and having correct answers
Evaluating Progress Appropriately
CA ELA-ELD Curriculum Framework (Adapted from Herman and
Heritage 2007).
Assessment
Cycles
TOM TORLAKSON STATE SUPERINTENDENT OF PUBLIC INSTRUCTION
Moving to the Common Core System
Build Teacher, Coach, and Admin Awareness
Examine required instructional shifts and build pedagogical alignment to CCSS
Develop curriculum units aligned to CCSS
Implement effective instructional strategies and curriculum units Develop new assessments
Implications for Deaf Education?
Depth of Knowledge (DOK)
Depth of Knowledge
DEPTH OF KNOWLEDGE LEVELS
Level 1 •Recall
•Reproduction
Level 2 • Skills
• Concepts
Level 3 • Strategic
Thinking
Level 4
• Extended Thinking
The Good, The Bad, and The Ugly
Some Deaf students will continue to do well regardless
Some Deaf students will continue to barely make it
Some Deaf students will continue to lag
Common Core Standards
The Good
Common Core Standards align very well to the traditional practices of Deaf education
The Bad
Many students who are currently marginal will “drown”
The Ugly
Once again, you are expected to perform magic!
Deaf Culture
“Same old same old” Historically created solutions
Information sharing Healthy Identity formation Self-determination Full access to communication
Deaf Culture becoming mainstream Information sharing/full disclosure Texting/gliding Worldwide contacts
Bringing it all together for Deaf children
• Capitalize on the strengths of the traditional deaf education approaches
• Capitalize on the cultural capital of the Deaf community
• Capitalize on the opportunities made available by the Common Core Standards movement
• Capitalize on more openness to Deaf students as English Learners (use of ELD standards)
• Capitalize on upcoming ASL standards
Thank you
Colleagues at the California School for the Deaf (Deaf Education Resource Center)
Joey Baer Nancy Brill
Clark Brooke Brenda Call Kate Kovacs
Kathleen Mockus Janice Orton Rory Osbrink
Resources • SBAC on CDE website: http://www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp
• Common Core Professional Learning Modules:
Brokers of Expertise www.myboe.org
• Understanding Language http://ell.stanford.edu/
• Common Core Lesson Ideas: http://www.achievethecore.org/
• DOK: http://prezi.com/dtt-g7uut7f4/depth-of-knowledge-training/ http://www.aps.edu/rda/documents/resources/Webbs_DOK_Guide.pdf
• Standards and Frameworks: http://www.cde.ca.gov/be/st/ C3 further information: http://www.socialstudies.org/c3 NGSS: http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp ELD: http://www.cde.ca.gov/sp/el/er/eldstandards.asp
References for Presentation Cadiero-Kaplan, K. and Linquanti,R. (2013) Transitioning to the New CA English
Language Development Standards: Overview and Implications for Policy & Practice. Schools Moving Up Webinar.
Greenleaf, C. and Noche, A. (201) Social-Emotional Learning Integrated with
Acaemic Literacy Equals Secondary Students’ Common Core Success. WestEd Webinar. 7 Nov. 2013.
Gunderson, C. and Perez, L. (2011) Common Core State Standards for English
Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. California Teachers Association 2011 Summer Institute.
Rosenfeld, R., Sarasohn, J., & Savinar, W. (2013) Building Your District’s Common
Core Curriculum Plan: Lessons from the Field. WestEd Common Core Webinar. 31 Oct. 2013.
Sigman, Deborah V. (2013) What is Smarter Balanced? What Will Assessment Look
Like? Schools Moving Up Webinar. 19 Oct. 2013.
Proficiency Level Descriptors
When you see . . .
• English
• Oral/Written
• Words
• Read
• Text
• Write
• Pronunciation
• Writing Conventions
For ASL analysis, think . . .
• ASL
• Signed
• Signs
• View
• ASL Text
• Sign
• ASL Production
• ASL Structure
We must align the level of support with the level of challenge to enter the ZPD!
Intellectual Challenge and Levels of Support
The ideal co-worker . . .