by Stacey Larson-Everson, Services Administrator for English Learners and Specialized Instruction, Orange County Department of Education

1.
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:

2. 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

3. 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

4. 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

5. 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.

8. 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

9. 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

10. What
Will
ELs
Need
to
Do?
• Engage
in
produc>ve
oral
and
wri`en
group
work
with
peers
• Par>cipate
in
effec>ve
oral
and
wri`en
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
wri`en
texts
Understanding
Language/Language,
Literacy
and
Learning
in
the
Content
Areas,
Stanford
University,
2012,
Kenji
Hakuta

11. Habits
of
Mind
• Bloom’s,
DOK,
…
• The
message
is
cri$cal
thinking!

12. 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)

13. 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?

14. “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……

15. What
Will
ELs
Need
to
Do?
• Engage
in
produc>ve
oral
and
wri`en
group
work
with
peers
• Par>cipate
in
effec>ve
oral
and
wri`en
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
wri`en
texts
Understanding
Language/Language,
Literacy
and
Learning
in
the
Content
Areas,
Stanford
University,
2012,
Kenji
Hakuta

16. 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

17. 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

18. Instructional
Strategies
Matter
No
ma`er
which
instruc>on
seang,
instruc>onal
strategies
ma`er
and
we
know
from
research,
some
are
be`er
than
others.

19. 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

20. 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

21. 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

22. Honing
in
on
ELD
What
are
the
components
of
the
2012
ELD
Standards?

23. 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)

24. What
Will
ELs
Need
to
Do?
• Engage
in
produc>ve
oral
and
wri`en
group
work
with
peers
• Par>cipate
in
effec>ve
oral
and
wri`en
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
wri`en
texts
Understanding
Language/Language,
Literacy
and
Learning
in
the
Content
Areas,
Stanford
University,
2012,
Kenji
Hakuta

25. 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

26. 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!

27. 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

28. 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

29. 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

30. 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

31. 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

32. 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.

33. Thank
you!
Stacey
Larson-­‐Everson
Orange
County
Department
of
Educa>on
Slarson-­‐Everson@ocde.us
714-­‐966-­‐4338
Sponsored
by: