THE CCS AND ELL LEARNERS

Julia LaraJLara Educational Consulting, LLC

Nov 2, 2010

OVERVIEW OF PRESENTATION Part 1 Introduction Provide an overview of the common

core standards, Implication for ELL learners

Review of conditions that support ELL student achievement at the school level

Questions, Exercise

WHY COMMON CORE STANDARDS?

Consistent expectations. There is wide variability across states.

Clear guidepost for development curricula, professional development, assessments

Economies of scale

Greater comparability of research findings

Average Reading Literacy Scores of 15 Year-Old Students by CountryRank Country Score1 Finland 5442 Korea 5343 Canada 5284 Australia 5255 New Zealand 5226 Ireland 5167 Sweden5148 Netherlands 5139 Belgium 50810 Norway 50011 Switzerland 49912 Japan 49813 Poland 497

14 France 49615 United States 49516 Iceland 49217 Denmark 49218 Austria 49119 Germany 49120 Czech Republic 48921 Hungary 48222 Spain 48123 Luxembourg 47924 Portugal 47825 Italy 47626 Greece 47227 Slovak Republic46928 Turkey 44129 Mexico 400

Source: National Center for Education Statistics, “International Outcomes of Learning in Mathematics Literacy and Problem Solving: PISA 2003 Results from the U.S. Perspective” (2003).

Average Combined Mathematics Literacy Scores of 15 Year-Old Students by CountryRank Country Score1 Finland 5442 Korea 5423 Netherlands 5384 Japan 5345 Canada 5326 Belgium 5297 Switzerland 5278 Australia 5249 New Zealand 52310 Czech Republic 51611 Iceland 51512 Denmark 51413 France 51114 Sweden509

15 Austria 50616 Germany 50317 Ireland 50318 Slovak Republic49819 Norway 49520 Luxembourg 49321 Poland 49022 Hungary 49023 Spain 48524 United States 48325 Portugal 46626 Italy 46627 Greece 44528 Turkey 42329 Mexico 385Source: National Center for Education Statistics, “International Outcomes of Learning in Mathematics Literacy and Problem Solving: PISA 2003 Results from the U.S. Perspective” (2003

COMMON CORE STANDARDS

Standards define what students should know and be able to do to be successful in college and careers

Are state developed for K-12 in English/language arts and mathematics

Lead organizations Council of Chief State School Officers (CCSSO) and National Governor’s Association (NGA)

Source: Susan Pimentel, Presentation 9/27/2010 CCSSO Meeting CCS and ELLs

LIMITATIONS Standards do not specify how they

should be taught

Nature of advance work beyond the core

Interventions for students below grade level

Supports for ell learners

KEY FEATURES Research based

Aligned with college and work expectations

Rigorous and

Internationally benchmarked

DESIGN AND ORGANIZATION ELA/LITERACY STANDARDS

K-5 (cross disciplinary) 6-12 English Language Arts 6-12 Literacy in History/Social Studies,

Science, and Technical Subjects

Four Strands Reading Writing Speaking and Listening Language

ELA STANDARDS WHAT IS DIFFERENT? Reading: Emphasis on informational texts Focus on text complexity and what

students read: Example from appendix B of the CCS

website

EXAMPLE

WRITING Emphasis on argument and

informative/explanatory writing Grade 4: 50% literary, 50% informationalGrade 8: 45% 55%Grade 12: 30% 70%

Writing about sources Types of writing: Students are expected

to Persuade, explain, and convey experienceGrade 4: 30% (persuade), 35% explain, and

35% experience

WRITING 8th grade: 35% persuade 35% explain,

30% experience 12th grade: 40% persuade, 40% explain,

20% experience

SPEAKING AND LISTENING Day to day purposeful academic talk

Inclusion of formal and informal talk

LANGUAGE Stress on general and academic specific

vocabulary

Ask students to assess the degree to which their writing and speaking differs from formal English

Standards include rules of standard written and spoken English

MATHEMATICS STANDARDS Carry across all grade levels Describe habits of mind of a mathematically

expert student

Standards for Mathematical Content K-8 standards presented by grade level Organized into domains that progress over

several grades Grade introductions give 2-4 focal points at each

grade level High School standards presented by conceptual

frame (numbers and quantity, algebra, functions, modeling, geometry, statistics and probability]

EXAMPLES OF PERFORMANCE TASKS [MATH ELEMENTARY] From grades 1-5 same domains, but

different standards with increasing complexity as they move up the grade sequence:

Operations and algebraic thinking Numbers and operations in base ten Numbers and operations—fractions Measurement and data Geometry Mathematical Practices

MIDDLE SCHOOL [6,7,8] Ratios and Proportional

Relationships The Number System Expressions and Equations Geometry Statistics and Probability Mathematical Practices

HS STATISTICS AND PROBABILITY Interpreting Categorical and Quantitative

Data [domain] Summarize, represent, and interpret

data on a single count or measurement variable[cluster]

1. Represent data with plots on the real number line (dot plots, histograms, and box plots).

2. Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.

WHAT ARE THE IMPLICATIONS OF THE CCS FOR ELL LEARNERS? Expectations in term of student

performance are higher.

Educators will need to identify methods and materials that will help ELLs met the standard, and

Districts will need to develop methods that will reliable and validly assess ELLs knowledge and skills

ESSENTIAL SUPPORTS THAT INFLUENCE STUDENT LEARNING The classroom Black Box

Professional Capacity

School Learning

Parents, School, Community Ties

Instructional Guidance

Teacher’s Knowledge & Skill

School-based Professional Community

Supports for Teacher Learning (P.D.)

Teacher’s AcademicPress & PersonalSupport Norms

Order & Safety

Peer Academic Norms

CommunityInstitutional Social

Support

Direct Servicesto Schools

Parental Press/Supportfor Learning

School’s Efforts toEngage/Support

Parents

CurriculumAlignment

Nature of AcademicDemand & Tools

to Support It

Dynamicsof StudentLearning

Motivation

+School

Participation

Technical Core

ClassroomInstruction

Time

Supplemental Resources

The Classroom Black Box

How four essential supports influence student learning*

* Taken from Anthony S. Bryk, et. al., Organizing Schools for Improvement: Lessons from Chicago, The University of Chicago Press, 2010.

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THE ROLE OF LEADERSHIP Key role for school-based change

Management

Instructional

Inclusive – facilitative

CONDITIONS THAT SUPPORT ELL STUDENT LEARNING: CONTEXT Shared vision for Reform

Leadership and advocacy on behalf of ELLs

Empowerment of ELL Office

External Forces as catalysts for Reform

PROMISING PRACTICES---CGCS Adoption of language development

strategies Continuous Support for implementation A culture of collaboration and shared

responsibility Strategic school staffing High quality, relevant professional

development Use of student data Reallocation and strategic use of ELL

funds

FINDINGS: REVIEW OF RESEARCH ON ELL LEARNERS

Instruction in the primary language aids achievement

Good instruction for ELLs is similar to good instruction for other, non-ELLs

Ells require instructional accommodations

ADDITIONAL SUPPORTS Predictable, clear, and consistent

instruction Extended explanations, opportunities to

practice Visual cues, Similarities/differences Building on students prior knowledge Clarifying difficult words Targeting vocabulary Paraphrasing students remarks and

encouraging expansion

EXERCIZE Given the essential support model, and the

findings of the CGCS, lets focus on your school. Discuss with your team members for the next 10 minutes two or more of the following questions:

1. How is your school in creating conditions that support all learners, and particularly ELLs?

2. What are you doing well? 3. What are your challenges you are facing? 4. What do you want to accomplish relative to

ELL learners? 5. What supports do you need at the leadership

and instructional level?

REPORT OUT TO LARGER GROUP