Supporting English Learners within the Common Core State Standards

Supporting English Learners within the Common Core State Standards Stacey Larson-‐Everson Administrator, Services for English Learners & Specialized Instruc>on Orange County Department of Educa>on September 24, 2013

Sponsored by:

In this session we will explore:

•  CCSS implica>ons specifically for English learners •  ELD standards connec>ons to the CCSS •  NCLB, Title III and other federally mandated requirements

•  Key research to support best professional prac>ces •  Essen>al program elements to support implementa>on of the CCSS in tandem with the ELD standards

•  The need for varied language supports aligned with concept development and language development so that students are supported in comprehension and produc>on of language

Session Outcomes Session par+cipants will: •  Pinpoint key performance outcomes for English learners which are embedded throughout the CCSS and recognize the need for ELD in tandem with CCSS instruc>on

•  Gain clear understanding about the instruc>onal products of both ELD and SDAIE strategies

•  Relate current research to instruc>onal prac>ces for English learners within the CCSS

•  Iden>fy essen>al components of ac>on plans to address the instruc>onal needs of English learners

De<inition of an English Learner

An English Learner: •  Has a primary language or “home language” other than English

•  Demonstrates on state assessments that he or she lacks the English language skills required in listening comprehension, speaking, reading and wri>ng to be successful within a school’s regular instruc>onal programs

Federal Guidance for English Learners No Child Le6 Behind: “ All limited-‐English-‐proficient students will become proficient in English

and reach high academic standards, at a minimum a;aining proficiency or be;er in reading/language arts and mathema+cs.”

Lau vs. Nichols, Supreme Court “ There is no equality of treatment merely by providing students with the same facili>es, textbooks, teachers and curriculum…for students who do not understand English are effec>vely foreclosed from any meaningful educa>on..”

If we give EL’s what we give everyone else, it is insufficient.

Dual Obligation

Curriculum Instruc>on Assessment Interven>on

Content (SDAIE)

Language (ELD)

“Instruc+on in the key components of reading is necessary, but not sufficient for teaching language minority students to read and write proficiently in English.”

Na>onal Literacy Panel

Creating a Vision for CCSS Instruction •  As leaders we need to understand the standards and support our teachers in knowing and deeply understanding the standards

•  We must allocate >me to learn and know the key shi_s in both ELA and math

•  Evaluate which standards as a school or districts we are less prepared to successfully implement

•  Emphasize reading and math founda>onal skills •  Provide specific curriculum •  Iden>fy and expect best instruc>onal prac>ces •  Priori>ze interven>on •  Plan for daily, separate ELD instruc>on as part of core content

What Will ELs Need to Do?

•  Engage in produc>ve oral and wrièn group work with peers •  Par>cipate in effec>ve oral and wrièn interac>ons with teachers •  Explain and demonstrate their knowledge using emerging complex language and other communica>ve strategies in different seangs

•  Extract meaning from complex wrièn texts

Understanding Language/Language, Literacy and Learning in the Content Areas, Stanford University, 2012, Kenji Hakuta

Habits of Mind

•  Bloom’s, DOK, … •  The message is cri$cal thinking!

CCSS & ELD Standards: Paradigm Shift

Previous Paradigm– The Sage on the Stage •  Teacher delivers knowledge through direct

instruc>on •  Students work independently •  Emphasis is placed in the correct answer •  Learning is measured mainly through

mul>ple-‐choice standardized assessments

Next Genera>on Paradigm–The Coach •  Teacher facilitates the acquisi>on of knowledge

and skills •  Knowledge is socially constructed •  Emphasis is placed on the process of learning •  Learning is measured through collabora>ve

processes, performances, porfolios, and products (Next Genera>on Assessments)

Within the CCSS, language demands range from social and general to discipline-‐specific and academic.

English learner students need to:

•  Obtain informa>on, request clarifica>on •  Demonstrate understanding, confirm being understood

•  Build on others’ & ar>culate own ideas •  Construct explana>ons, engage in arguments

Another Way to Say it?

“English learners do not reliably develop ease and accuracy in using language required for academic tasks through passive listening or unstructured interac9ons”.

From: Improving Educa9on for ELs: Research-‐Based Approaches (CDE, 2010). Dutro and Kinsella, page 178.

Research says……

The CA ELD Standards

  Align with California’s Common Core State Standards for English Language Arts, Literacy in History/Social Studies, Science, and Technical Subjects.

  Highlight and amplify the key language knowledge, skills, and abili+es in the CCSS cri>cal for ELs to access, engage with, and achieve in grade-‐level academic content while they are learning English.

  Should be used in tandem with the CCSS and not in isola+on

Key Ideas and Messaging

Methods of Instruc>on ELD Focus SDAIE Focus

•  Addresses all aspects of language •  Is based on students’ various

proficiency levels •  Lesson objec>ves reflect explicit

language outcomes •  Lesson objec>ves are inten>onally

selected •  Assessment– ELPAC

•  Addresses the academic language needed for various content areas •  Uses scaffolding to provide access

for EL students •  Ac>vi>es and instruc>on are

inten>onally created to match the lesson’s content and language objec>ves

•  Assessment– Smarter Balanced

Consor>um Assessments

“The main goal of English Language Development (ELD) is to ensure that students develop the levels of English

proficiency required to succeed academically.”

Improving Education for English Learners:

Research-Based Approaches California Department of Education, 2010

“To make academic content comprehensible for English Learners, SDAIE teachers provide a context for

instruction that is rich in opportunities for hands-on learning and student

interaction.”

A Course for Teaching English Workers

Lynne T. Díaz-Rico, 2011

Instructional Strategies Matter

No maèr which instruc>on seang, instruc>onal strategies maèr and we know from research, some are beèr than others.

Schmoker: Soundly Structured Lessons •  Objec>ves which are clearly stated and importance and relevance are provided

•  Ac>ve modeling and demonstra>ng is provided •  Students have mul>ple opportuni>es to prac>ce under the guidance of the teacher

•  The teacher checks for understanding and provides correc>ve feedback

•  The teacher makes ac>ve adjustments to the students’ learning needs

•  h`p://www.edweek.org/tm/ar>cles/2013/06/04/fp_schmoker_lessons.html

Hattie: Some strategies have high positive effects on achievement

•  Know which strategies have a high effect and act to support their implementa>on with fidelity

•  Examples: •  Direct instruc>on •  Reciprocal teaching •  Metacogni>ve strategies •  Repeated Reading •  Classroom discussion

Methods of Instruc>on ELD Focus SDAIE Focus

•  Covers all aspects of language •  Is based on students’ various

proficiency levels •  Lesson objec>ves reflect explicit

language outcomes •  Lesson objec>ves are inten>onally

selected •  Assessment– ELPAC

•  Covers the academic language needed for various content areas •  Uses scaffolding to provide access

for EL students •  Ac>vi>es and instruc>on are

inten>onally created to match the lesson’s content and language objec>ves

•  Assessment– Smarter Balanced

Consor>um Assessments

“The main goal of English Language Development (ELD) is to ensure that students develop the levels of English

proficiency required to succeed academically.”

Improving Education for English Learners:

Research-Based Approaches California Department of Education, 2010

“To make academic content comprehensible for English Learners, SDAIE teachers provide a context for

instruction that is rich in opportunities for hands-on learning and student

interaction.”

A Course for Teaching English Workers

Lynne T. Díaz-Rico, 2011

Honing in on ELD

What are the components of the 2012 ELD Standards?

Components

Common Core State Standards

Proficiency Levels

Part I Part II Part III

Appendices B,C

YOU bring it all together!

(Part III is Appendix A)

Three Opportuni>es of Language Instruc>on

Language Instruc+on CCSS Language Anchor

Standards:

Instruc>onal focus-‐Correct grammar and usage

Academic Language:

Instruc9onal focus-‐More than vocabulary-‐ the language

students need to fully express academic concepts

English Language Development:

Instruc9onal focus-‐

Highlight and amplify the cri9cal language, knowledge about language and skills using

language in the CCSS for English learners to be successful in

school

ELA, ELD Content areas, ELD ELD

Points to Consider What tasks do I want my students to be able to complete independently? 1.   Determine the central ideas from various texts and

summarize accurately (7th Grade History Literacy 2.0) 2.   Explain ideas based on close readings of grade-‐level

texts (7th Grade ELD– Wri+ng 6-‐A)

What do I need to consider to get them to that point? 1.   The academic language they need to be successful 2.   Their language needs according to their PLD

(emerging, expanding, bridging) 3.   How to make our +me together relevant, challenging,

and engaging

What tools do I have to put all of this together for my students? 1.   Scaffolding 2.   Differen+a+on 3.   Integrated instruc+on

Ah-‐ha! If I integrate the academic content and ELD standards, my students will develop both the academic and English fluency. I am the best teacher ever!

Optimizing ELD

•  Dedicate separate >me, daily for ELD instruc>on (Thomas and Collier (2002), Tong et al. 2008, Genesee et al. 2006, Keck et al. 2006…….) •  Clearly and loudly iden>fy ELD as an instruc>onal priority •  ELD should aim to move students forward in their level of language proficiency •  ELD instruc>on should include interac>ve ac>vi>es which are well planned and correc>ve feedback

•  ELD should address language: forms, func>ons, fluency, academic language

Geang from Point A to Point B

How will English learners get the robust instruc$on they need? •  Inten>onal scheduling to accommodate development of both academic and language proficiency

•  Explicit instruc+on focus on both content and language development

•  Teacher planning >me set aside to collaborate, integrate and differen>ate

•  Teacher >me to access professional development, materials, and resources aimed at CCSS and ELD “in tandem”

•  Purposeful and calculated expenditure of funds to support these specific ac>vi>es aimed at English learner achievement

Priorities and $$$$

How do we move these from agenda items to ac+on? -‐Make strong connec>ons between state and federal academic performance outcomes and local priori>es -‐Connect dollars, with specific ac>vi>es and outcomes -‐Analyze local strengths and weakness in curriculum, PD, and assessment

Select PD….

•  To build capacity and foster collec>ve responsibility for each and every student

•  Which is selec>ve to your needs and iden>fied key ini>a>ves

•  Which is job embedded, on-‐going and frequent •  Includes lesson study and is focused on instruc>on •  Connects with standards, materials, research and data analysis

Resources

LCAP: h`p://www.ocde.us/LegalServices/Documents/Local%20Control%20Accountability%20Plans%20-‐%20FINAL.pdf

Understanding Language/Stanford Papers: h`p://ell.stanford.edu/

Improving Educa>on for English Learners: Research-‐Based Approaches h`p://www.cal.org/resources/pubs/improving-‐educa>on-‐for-‐english-‐learners.html

Unlocking the Research on English Learners h`ps://www.a_.org/newspubs/periodicals/ae/summer2013/index.cfm

Q & A

To ask a ques>on, hover your mouse over the green bar at the top of your screen and click “Chat”. Chat your ques>on to the Host.

Thank you! Stacey Larson-‐Everson Orange County Department of Educa>on Slarson-‐[email protected] 714-‐966-‐4338

Sponsored by:

Supporting English Learners within the Common Core State Standards

Education

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