TOM TORLAKSONState Superintendent of Public Instruction

CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction

Launching the ELA/ELD Framework

September 30, 2015San Bernardino County Superintendent of Schools

TOM TORLAKSONState Superintendent of Public Instruction

Ensuring Equity: California’s Vision for

Our Culturally & Linguistically Diverse Students

Pam Spycher, California Comprehensive Center at WestEd; Framework Co-Author

Vanessa Girard, Sacramento City Unified School District

Presentation materials are available on the Digital Chalkboard ELA/ELD Framework Launch Events Web page at http://bit.ly/1IJEhPr

TOM TORLAKSONState Superintendent of Public Instruction

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TOM TORLAKSONState Superintendent of Public Instruction

TOM TORLAKSONState Superintendent of Public Instruction

Objectives

• Become familiar with California’s vision for equity for culturally and linguistically diverse learners

• Understand how the ELA/ELD Framework illustrates access and equity through high quality curriculum and instruction

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TOM TORLAKSONState Superintendent of Public Instruction

All students deserve a world-class education.

race

ethnicity

national origin

age

sex/gender

sexual orientation

gender identitydisability

language

socioeconomic statusZIP code

different

Educational equity is the civil rights issue of our generation.

– U.S. Department of Education4

TOM TORLAKSONState Superintendent of Public Instruction

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TOM TORLAKSONState Superintendent of Public Instruction

TOM TORLAKSONState Superintendent of Public Instruction

Culturally and Linguistically Responsive Teaching Principles

• Self-educate• Draw on and value students’ cultural backgrounds• Address language status• Expand language awareness• Support the development of academic English• Promote pride in cultural and linguistic heritage

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TOM TORLAKSONState Superintendent of Public Instruction

The Register Continuum

AcademicEveryday7

TOM TORLAKSONState Superintendent of Public Instruction

• Partner A tell Partner B what happened when you got a speeding ticket as if you were explaining it to your best friend and/or spouse.

• Partner B tell Partner A what happened when you got a speeding ticket as if you were explaining it to a 3 year-old child.

• Partner A tell Partner B what happened when you got a speeding ticket as if you were trying to persuade a traffic court judge to let you off the hook.

• Partner B tell Partner A what happened when you got a speeding ticket as if you were entertaining adults at a party.

Supporting All Students to Become Proficient “Register Shifters”

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TOM TORLAKSONState Superintendent of Public Instruction

TOM TORLAKSONState Superintendent of Public Instruction

New Ways of Talking About Language

• Skim the page.

• What connections can you make between the “register shifting” task

and Figure 9.12?

• Turn and talk with a partner.

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TOM TORLAKSONState Superintendent of Public Instruction

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Front of Room

Snapshot 3.7 Early Primary

Snapshot 5.9Upper Elementary

Snapshot 6.7Middle School

Snapshot 7.1High School

Back of Room

Snapshots Exploration!

TOM TORLAKSONState Superintendent of Public Instruction

TOM TORLAKSONState Superintendent of Public Instruction

Snapshots Exploration!

2. Discuss your snapshot and notes with your group (4-5 people max).

1. Read, highlight, and annotate your snapshot.

3. Now find a friend who read a different snapshot and share.

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TOM TORLAKSONState Superintendent of Public Instruction

TOM TORLAKSONState Superintendent of Public Instruction

Next Steps …

What’s one thing you will do in the next week as a result of the session?

Be ready to share your idea.

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TOM TORLAKSONState Superintendent of Public Instruction

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