Oregon State Board of EducationMarch 7, 2013

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Kathleen Vanderwall, Manager, Test Design Office of Assessment and Information Services, Oregon Department of Education

Susan Inman*, Director, College and Career Readiness System, Education Policy Improvement Center (EPIC)*temporarily assisting ODE on

critical ELL projects

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• Articulate why the ELD standards will be revised to align to Common Core State Standards (CCSS)

• Provide overview of supporting packet for work on Next Generation ELD standards development

• Update on ELP/D standards revision timeline

• Highlight next steps in context of CCSS implementation

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Oregon adopted the Common Core State Standards (CCSS) in October of 2010.

Common Core standards have been developed and aligned in several subject areas including English Language Arts (ELA) and Math. Work on other subject area, including Next Generation Science (NGSS) and ELD, is currently underway.

 

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Oregon applied (and was approved) for a waiver from current Elementary and Secondary Education Act (ESEA) requirements requiring correspondence of ELD standards to CCSS.

Oregon received an Enhanced Assessment Grant (EAG) for developing an updated English Language Proficiency Assessment known as ELPA21. The consortium is committed to assess ELD standards corresponding with the CCSS.

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Principle 1: College- and Career-Ready Expectations for All Students

1.A Adopt college-and career-ready standards (pg. 27)1.B Transition to college- and career-ready standards (pg. 28)1.C Develop and administer annual, statewide, aligned, high-quality assessments that measure student growth (pg. 47)

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By submitting this application, the SEA assures that:. . . . 2. It will adopt English language proficiency (ELP) standards that correspond to the State’scollege- and career-ready standards, consistent with the requirement in ESEA section 3113(b)(2),and that reflect the academic language skills necessary to access and meet the new college- andcareer-ready standards, no later than the 2013–2014 school year. (Principle 1)

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1. Based on theory, research, and best practice2. Understandable, usable, and easily

transferrable to classroom curriculum and instruction for ELD

3. Meaningful and coherent4. Include an appropriate level of

specificity/granularity and examples5. Rigorous6. Concise and measurable7. Reflect horizontal and vertical alignment

Call attention to meaning and interaction and building knowledge of linguistic features and structure of English as interconnected and complementary

Teachers focus on meaningful and engaging activities to build content knowledge before delving into specifics about how language is structured…◦ ELD Standards are organized to focus on meaning and

interaction first, then knowledge about language and how it works

◦ Literacy foundational skills section is provided separately to highlight potential need for teachers to help EL students develop these when appropriate.

(Christie, 2012; Derewianka, 2011; Gibbons, 2009; Hyland, 2004; Schleppegrell, 2004, 2009; Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006; Short & Fitzsimmons, 2007 )

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From: To: Language development

focused on accuracy and grammatical correctness

Instruction that treats reading, writing, listening, and speaking as isolated and separate skills

Language development focused on interaction, collaboration, comprehension.

Instruction that artfully integrates reading, writing, speaking and listening, and language

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From: To:CONCEPTUALIZATION:

Use of activities that pre-teach content or simply “help students get through texts”

Isolated, discrete, structural features of language

Traditional grammar as a starting point to access texts

Literacy foundational skills as one-size-fits-all, neglecting linguistic resources

UNDERSTANDING:Activities that scaffold students’ development and autonomy as part of learning and development

Exploration of how language is purposeful and patterned to do its particular rhetorical work

Multimodal grammar addressed within a context of texts and academic tasks

Literacy foundational skills targeting varying profiles of ELs, tapping linguistic resources

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ODE Reporting to SBE Field Engagement

Collaboration with Understanding Language, West Ed, CCSSO

Draft ELD Standards Corresponding with ELA

Draft ELD Standards Corresponding with Math CCSS

Adoption

Phase 1: Workgroup Phase 2: Focus Group with

Communications Network◦ Dissemination with Survey for

Feedback and Comments◦ Dissemination with Survey for

Feedback and Comments

Phase 3: Professional Development and Implementation

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