ELD CIA September 13 2012 Lisa Burgess ELD

ELD CIA September 13, 2012 Lisa Burgess, ELD DWAST

AGENDA Activity 8: 00 – 8: 10 a. m. 8: 10 – 8: 25 a. m. 8: 25 – 9: 15 a. m. 9: 15 – 10: 15 a. m. 10: 30 – 11: 15 a. m. 11: 15 – 11: 30 a. m. 12: 30 – 1: 55 p. m. 2: 00 – 2: 45 p. m. 2: 45 – 2: 55 p. m. 2: 55 – 3: 00 p. m. 1. Welcome and Introductions Ramón Leyba 2. Ice Breaker Lisa Burgess 3. SUHSD EL Data Burgess Information and analysis Recommendations 4. Common Core State Standards Burgess ELD Parallel to ELA/RA Grade Level Breakdown Canvas ELD Professional Development Info BREAK (15 minutes) 5. Rigor and Relevance Rebecca Robinson ELD standards-based Targeted by ELD proficiency Share-out 6. General Questions LUNCH We will begin promptly at 12: 30 pm 7. Curriculum and Assessment Review Burgess Implications of ELD CCSS (website) Assessment changes BREAK (5 minutes) 8. ELSSA Report Elizabeth Carzoli • Presentation • Discussion and site goals 9. Closure Common Understandings Topics for Next Meeting Evaluation Burgess

Welcome and Introductions • Please have a way to access the Internet today(I-pad, laptop, phone, etc. ).

8: 10‐ 8: 20 Icebreaker: At your table, briefly share your favorite memory of your favorite teacher and explain why. Thinking Points: Who this person was and what skill(s) and in what setting (where) were you being taught. As a teacher now, are you similar or different than this favorite teacher and why? 8: 20‐ 8: 25 Stand‐up, Hand‐up, Pair‐up: • When the music starts you will leave your table and find a new person to share with, then hands up again and find another. • Find two people to share with in the next 5 mins. • When the music plays again, return to your original seat.

Today’s Learning Target • By the end of today, we will evaluate the implications of both the new ELD Common Core State Standards (ELD CCSS)and our EL Data in order to initiate needed changes, as evidenced by our written and oral discussions, annotations, and the production of Rigor and Relevance quadrants posters.

SUHSD EL Data • • DOC cam used and CDE website. http: //www. cde. ca. gov/ds/ http: //www. cde. ca. gov/ta/ http: //star. cde. ca. gov/star 2012

2012 STAR Test Results • • • Total Enrollment on First Day of Testing: 32, 499 Total Number Tested: 32, 266 Total Number Tested in Selected EL Subgroup: • 7, 324

ELD Common Core State Standards Draft Review

Common Core State Standards • ELD parallels with ELA/SUHSD Rhetorical Approach.

ELD CCSS and ELA CCSS Alike, yet different English Language Development Standards: Common Core State Standards 4 language domainslistening/speaking, reading, and 4 language domains-listening, speaking, writingreading, and writingpresent only in English Language Arts evident across all standards

English Language Development Standards Academic Language CA Content Standards Common Core State Standards

ELD CCSS Timeline

The Theoretical Backdrop for Our Language Standards • Principles of systemic functional linguistics (Halliday, 1985) as applied to language education and the schooling of language learners (Gibbons, 2009; Schleppegrell, 2004). • Language is social, semiotic resource that is contextually bound. • Language is a fluid system where language users have choices. • Language is sensitive to discipline-specific, communicative goals.

Language Development Principles • English language learners use their linguistic and cultural resources as a tool to promote social and academic participation as they navigate within and between their two or more languages. • EL students draw on their metacognitive, metalinguistic, and metacultural awareness to develop proficiency in multiple languages.

Language Development Principles • All Students develop language proficiency in listening, speaking, reading, and writing interdependently, but at different rates and in different ways. • Students' academic language development in their native language facilitates their academic language development in English. – Conversely, students' academic language development in English informs their academic language development in their native language.

What constitutes ACADEMIC LANGUAGE? • The language of school consists of: – Language Functions – Vocabulary(Words& expressions) – Grammatical Features(Forms of language use) – Discourse(Genres/ Text types)

Language Functions • Language Principles: – Students learn language and culture through meaningful use and interaction. – Students use language in functional and communicative ways that vary according to context.

Connecting the Common Core State Standards to the English Language Development Standards: A 4 th Grade Mathematics Example Operations and Algebraic Thinking, 4. OA • Use the four operations with whole numbers to solve problems. • 1. Interpret a multiplication equation as a comparison • 2. Multiply or divide to solve word problems • 3. Solve multistep word problems posed with whole numbers and having wholenumber answers using the four operations

Vocabulary • Language Development Principle: – Students’ development of academic language and academic content knowledge are inter-related processes. – Students' development of social, instructional, and academic language, a complex and long-term process, is the foundation for their success in school.

Math Vocabulary General Terms associated multiple content areas: combine, describe, therefore Specialized Terms associated with a content area: divisor, least common denominator Technical Terms associated with a specific content area topic: ratio, integrals, Pythagorean theorem

Science General Terms associated multiple content areas: evaluate, analyze, predict Specialized Terms associated with a content area: graduated cylinder, meniscus, mass Technical Terms associated with a specific content area topic: mitochondria, titrate, mole

Language Grammatical Forms • Math: Logical connectors(e. g. , consequently, however); Comparative structures(e. g. , greater than, less than) • Science: Passive voice sentence frames, (e. g. , The polio vaccine was discovered by Salk. ) • Social Studies: Historical present (e. g. , in his journal, Lewis writes…) • Language Arts: Metaphor (e. g. , break a leg) (Egbert& Ernst-Slavit, 2011)

Discourse Features: Genre or Text Types • Language Arts: biographies, blogs, expository essays, narratives • Mathematics: tables, graphs, problems, explanations, proofs • Science: field notes, lab reports, arguments, research • Social Studies: historical fiction, timelines, travelogues

Proficiency Level Descriptors (PLDs) • Proficiency Level Descriptors (PLDs) provide an overview of stages of English language development that English learners are expected to progress through as they gain increasing proficiency in English as a new language.

New Terms • The PLDs describe student knowledge, skills, and abilities across a continuum, identifying what ELs know and can do at early stages and at exit from each of three proficiency levels: Emerging, Expanding, and Bridging. • These descriptors are intended to be used as a guide for teachers and curriculum developers to provide ELs with targeted instruction in English language development as well as differentiated instruction in academic content areas.

ELA Language Standards 6– 12: Vocabulary Acquisition and Use 6 th: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 7 th: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech a. Interpret figures of (personification) in context. speech (e. g. , literary, biblical, and mythological allusions) in context. 8 th: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e. g. verbal irony, in context. As applied in ELD, by level, new ELD CCSS: Emerging: Identify figurative language (similes, metaphors) through primary language and describe understanding with the aid of a simple sentence frame. Expanding: I Identify figurative language (personification) in various cultural contexts through primary language and describe understanding in a simple sentence or phrase. Bridging: Identify and explain more complex figurative language in oral and written context (verbal irony).

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6– 12: Research to Build & Present Knowledge Grades 9 -10 Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Em: Write a brief response to a research question that organizes information in charts, tables, etc. using sentence frames. Primary language materials are used. Ex: Write a brief summary to a research question that organizes information gathered from various sources in charts, tables, etc. using sentence/ paragraph frames. B: Investigate a topic and write a report that organizes information gathered from primary/secondary sources in charts, tables, etc. using paragraph frames and including citations.

Emerging • EL Students at this level typically progress very quickly, learning to use English for immediate needs as well as beginning to understand use academic vocabulary and other features of academic language. • Emphasis on visualization, demonstration, physical/kinesthetic, teacher modeling, listening and speaking for ELs to connect to prior knowledge. • Emerging students need the academic language support strategies, SDAIE, and other strategies to connect L 1 knowledge and L 2 new information

Expanding • Expanding: Students at this level are challenged to increase their English skills in more contexts, and learn a greater variety of vocabulary and linguistic structures, applying their growing language skills in more sophisticated ways appropriate to their age and grade level.

Bridging • EL Students at this level continue to learn and apply a range of high‐level English language skills in a wide variety of contexts, including comprehension and production of highly technical texts. • The “bridge” alluded to is the transition to full engagement in grade‐level academic tasks and activities in a variety of content areas without the need for specialized ELD instruction. • However, ELs at all levels of English language proficiency fully participate in grade level tasks in all content areas with varying degrees of scaffolding in order to develop both content knowledge and English.

Bridging • The CA ELD Standards describe the knowledge, skills, and abilities in English as a new language that are expected at exit from each proficiency level, with the highest level, Bridging, being aligned to the California’s Common Core State Standards for English Language Arts, Literacy in History/Social Studies, Science, and Technical Subjects.

Rigor • The PLDs also emphasize that ELs at all proficiency levels are capable of high‐level thinking and can engage in complex, cognitively demanding social and academic activities requiring language as long as they are provided appropriate linguistic support.

Three Modes of Communication • Collaborative (engagement in dialogue with others); • Interpretive (comprehension and analysis of written and spoken texts); and • Productive (creation of oral presentations and written texts);

Two Dimensions of Knowledge of Language • Metalinguistic Awareness: The extent of language awareness and self‐monitoring students have at the level; and • Accuracy of Production: The extent of accuracy in production ELs can be expected to exhibit at the level; English learners increase in accuracy of linguistic production as they develop proficiency in English. Accuracy may vary within a level depending on context, such as extent of cognitive demand or familiarity of a task.

• The CA ELD Standards are not intended to replace the Common Core State Standards for ELA but instead to amplify the language knowledge, skills and abilities of those Common Core State Standards that are critical in order for ELs to simultaneously be successful in school while they are developing English. • ELs must have full access to high quality English language arts, mathematics, science, and social studies content, as well as other subjects, at the same time as they are progressing through the ELD level continuum.

ELD Rigor and Relevance

Rigor and Relevance WHAT IS RIGOR? Rigorous instruction prepares students to think critically so they can solve problems in unpredictable, real world situations. WHAT IS RELEVANCE? Students will remember that learning is connected to their own lives.

What is the Rigor/Relevance Framework® …a Tool developed by the International Center for Leadership in Education to examine curriculum, instruction, and assessment and is based on two dimensions…. The first dimension is a continuum of knowledge based on the six levels of Bloom’s Taxonomy describing the increasingly complex ways in which we think – from Knowledge to Evaluation. The second dimension is a continuum created by Dr. Daggett to describe how we put knowledge to use from acquiring knowledge for its own sake to the use of knowledge to solve real-world, unpredictable problems.

Rigor/Relevance Framework

Activity v Each envelope contains 16 samples of student products or performance tasks. v Remove the contents of the envelopes and work together to organize the items, and place them in the quadrant your team feels is appropriate. Which products do you think belong together? v Once your items are arranged on the poster paper, designate a recorder to write a rationale for your organization of the product words on a notecard. v Gallery Walk, Discussion, Share Out

C D High R I G O R A B Low RELEVANCE High

Gallery Walk You will visit 3 tables. You have 3 minutes to look at the organization of the student products in the quadrants at those tables. Once everyone is back in your team, discuss the similarities and/or differences that you noticed from the other 3 tables (groups). Share Out

Rigor / Relevance Framework Simple, versatile, and powerful A mental model – not a program Builds on current practice Shifts focus to student learning Framework for selecting strategies and assessments q Natural fit with 21 st century skills (CCSS) q Common focus for aligning staff development and collaboration q q q

Rigor and Relevance: Example

Instructional Strategies by Quadrant

Questions?

Lunch • One hour only please. • We will have an afternoon sign-in.

AGENDA Activity 8: 00 – 8: 10 a. m. 8: 10 – 8: 25 a. m. 8: 25 – 9: 15 a. m. 9: 15 – 10: 15 a. m. 10: 30 – 11: 15 a. m. 11: 15 – 11: 30 a. m. 12: 30 – 1: 55 p. m. 2: 00 – 2: 45 p. m. 2: 45 – 2: 55 p. m. 2: 55 – 3: 00 p. m. 1. Welcome and Introductions Ramón Leyba 2. Ice Breaker Lisa Burgess 3. SUHSD EL Data Burgess Information and analysis Recommendations 4. Common Core State Standards Burgess ELD Parallel to ELA/RA Grade Level Breakdown Canvas ELD Professional Development Info BREAK (15 minutes) 5. Rigor and Relevance Rebecca Robinson ELD standards-based Targeted by ELD proficiency Share-out 6. General Questions LUNCH We will begin promptly at 12: 30 pm 7. Curriculum and Assessment Review Burgess Implications of ELD CCSS (website) Assessment changes BREAK (5 minutes) 8. ELSSA Report Elizabeth Carzoli • Presentation • Discussion and site goals 9. Closure Common Understandings Topics for Next Meeting Evaluation Burgess

ELLs Article Reading • Reciprocal Reading Activity • Reciprocal teaching refers to an instructional activity in which students become the teacher in small group reading sessions. • Teachers model, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting. • Once students have learned the strategies, they take turns assuming the role of teacher in leading a dialogue about what has been read.

Curriculum • Using the website – What is currently available and what is in the works for being changed.

Assessments

Assessments • LAS Links, CELDT, CSTs, on-demand writing, quarterlies, and EOCs • CCSS and Smarter Balanced Changes • Purpose of Assessments

Measurement Instruments related to Reading, Research, Audio, Visual Stimuli SR—Selected Response one Claim (think, reason, integrate knowledge/skill) CR—Constructed Response one Claim (occasionally two), rubric-scored PT—Performance Task multiple Claims (analysis, evaluation, evidence), rubric-scored TE—Technology Enhanced

CCSS Performance Assessments • • Written and/or Oral ELA Focus: Opinion (K-5); Argumentative (6 -12) Informative/Explanatory Narrative • Authentic, and measure complex thinking: analysis, synthesis, critical thinking • Require student use of research, multimedia & informational text across content areas • Often involve collaboration • 35 minutes – 2 hours in length—will be online

Structure of a Performance Task

Table Talk What do you notice about the features of the performance task assignments? Ø how it is sequenced Ø literacy demands

Purpose of Performance Tasks (SBAC) • Performance tasks challenge students to apply their knowledge and skills to respond to real‐world problems. • They can best be described as collections of questions and activities that are coherently connected to a single theme or scenario. • These activities are meant to measure capacities such as depth of understanding, research skills, and complex analysis, which cannot be adequately assessed with selected‐ or constructed‐response items.

Sample Summative Performance Assessments • Middle and high school students may be asked to: listen to political media messages in order to summarize, detect bias, or identify differing points of view or common themes; – use a simulation that requires following certain procedures to accomplish a task; – or listen to / view a short lecture and then integrate information from documents related to the lecture in order to answer comprehension and analysis questions. –

Sample Summative Performance Assessments Students will be provided with a stimulus (e. g. , a reading or oral, visual, quantitative, or media source) with a question to respond to. Students will have time to prepare and then offer a short summary, explanation, or analysis. Student responses will be audio or video taped and scored externally.

ELSSA • What are the SUHSD ELD program Goals? • What needs were identified?

Common Understandings • • We understand that. . . Our next steps are. . . I am willing to. . . I know someone who can. . . • Please complete the Evaluations. Thank you

References • • Blome, Patty. DWAST TOSA. “Common Core Timeline. ” 2012 August. Gottlieb, Margret. Illinois Resource Center and World-Class Instructional Design and Assessment Consortium. 2012 August. http: //www. cacompcenter. org/cs/cacc/print/htdocs/cacc/eldstandards. htm http: //www. cde. ca. gov/sp/el/er/eldstandards. asp • http: //ell. stanford. edu/