college and career ready standards and english learners kenji hakuta stanford university 8/4/2014nc...

NC DPI Summer ELL Support Conference

College and Career Ready Standards and English Learners

Kenji HakutaStanford University

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Humans are information integration machines.

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The two cyclops problem.

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NC DPI Summer ELL Support Conference8/4/2014

Civil Rights Act of 1964


Title VI. No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.8/4/2014


Elementary and Secondary Education Act ESEA (1965)

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There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.

U. S. Supreme CourtLau v. Nichols 1974

Lau v. Nichols (1974)


Basic English skills are at the very core of what these public schools teach. Imposition of a requirement that, before a child can effectively participate in the educational program, he must already have acquired those basic skills is to make a mockery of public education.

U. S. Supreme CourtLau v. Nichols 1974

Lau v. Nichols (1974)



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Castañeda v. Pickard (1981)Fifth Circuit Court of Appeals

§ 1703(f) of the EEOA makes it unlawful for an educational agency to fail to take "appropriate action” to overcome language barriers that impede equal participation by its students in its instructional programs."

• (1) Whether the school system is pursuing a program informed by an educational theory recognized as sound by some experts in the field, or, at least, deemed a legitimate experimental strategy.

• (2) Whether the programs and practices actually used by the school system are reasonably calculated to implement effectively the educational theory adopted by the school.

• (3) Whether the school's program succeeds, after a legitimate trial, to produce results indicating that the language barriers confronting students are actually being overcome.

648 F.2d 989; 1981 U.S.

Judge Carolyn Randall (King)

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Castañeda v. Pickard (1981)Fifth Circuit Court of Appeals

§ 1703(f) of the EEOA makes it unlawful for an educational agency to fail to take "appropriate action” to overcome language barriers that impede equal participation by its students in its instructional programs."

• (1) Whether the school system is pursuing a program informed by an educational theory recognized as sound by some experts in the field, or, at least, deemed a legitimate experimental strategy.

• (2) Whether the programs and practices actually used by the school system are reasonably calculated to implement effectively the educational theory adopted by the school.

• (3) Whether the school's program succeeds, after a legitimate trial, to produce results indicating that the language barriers confronting students are actually being overcome.

648 F.2d 989; 1981 U.S.8/4/2014


Sound theory

ImplementationResults

examine

evaluate

reform

revise

Articulated in OCR policy memoranda issued on Sept. 11, 1984, reiterated successively in 1985, 1990, 1991.

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A Nation at Risk (1983)… call for standards.

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Section 1014(d) of the Hawkins Stafford ‑Amendments of 1988 requires Chapter 1 participants to ``have needs stemming from educational deprivation and not related solely to . . . limited English proficiency.''

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No Child Left Behind

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No Child Left Behind:Three important pieces for ELLs

• Sec. 1111(a)(3)(ix)(III) the inclusion of limited English proficient students, who shall be assessed in a valid and reliable manner and provided reasonable accommodations on assessments administered … including, to the extent practicable, assessments in the language and form most likely to yield accurate data…

• Sec. 1111(a)(3)(xiii) enable results to be disaggregated within each State, local educational agency, and school by…English proficiency status.

• Sec 3113(b)(2) standards and objectives for raising the level of English proficiency that are derived from the four recognized domains of speaking,

listening, reading, and writing, and that are aligned with achievement of

the challenging State academic content and student academic achievement standards described in section 1111(b)(1).

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The New Civil Right: Inseparable education for language and content

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Old Paradigm

Content Language

Most

ly voca

bu

lary

,G

ram

mar


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New Paradigm

DiscourseText (complex text)

ExplanationArgumentation

PurposeTypical structure of text

Sentence structuresΔVocabulary

practices

LanguageContent


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The New Content Standards (CCSS/NGSS/CCRS)

Photo: Courtesy Jeff Johnson


MOOCs from Understanding Language

Effective teachers facilitate rich student academic discourse that is supported by the tools of reading, writing, and visualization.

The Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS), supported by the new English Language Proficiency Standards, have created a context for reform whose signature instructional moments include these uses of language.

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Three Legs of the Language Stool

• Learning through discourse.• Transacting with text and images.• Writing about evidence, reasoning and argument.

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Continuum of MOOCs

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c-MOOCs

“c” is for … connectivity, collaborative, constructivist, creative, collective…

Applied as… …take a SCOOP of language and analyze, reflect, share, collaborate

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It is more like “Citizen Science” than it is a “MOOC”.

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Learning from a Pilot MOOChttps://novoed.com/common-core(through support from

OELA/NPD)

INSTRUCTORS

Kenji Hakuta

Jeff Zwiers

Sara Rutherford-Quach

• Addressed how to facilitate classroom discoursese as required by the new CCSS and NGSS

• Targeted educators of English Language Learners

• Required participants to listen closely, analyze, reflect, and act on student-to-student interactions

• 8,000 enrolled, plus 1,000 auditors• 2,000 active participants joined 519

teams of 1-8 per team• 1,560 fully completed first

assignment• completion rate*: 26.2%

*with respect to those who turned in the 1st assignment

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https://novoed.com/common-core

MOOC as a Vehicle for CollaborationIHEs States and Districts


• Stanford (Kenji Hakuta, Jeff Zwiers, Sara Rutherford)• Stanford (Jonathan Osborne, Bryan Brown, Helen Quinn,

Guadalupe Valdes)• Stanford (Sam Wineburg)• Stanford (David Brazer)• Stanford (Rachel Lotan)• Oregon State (Karen Thompson)• UCSC (George Bunch, Judit Moschkovich)• UC Davis (Susan O’Hara, Harold Levine)• UCLA (Margaret Heritage), Alison Bailey• CSU Sacramento (Sue Baker, Adele Arellano, Stephanie Biagetti,

Pia Wong)• U Virginia (Amanda Kibler)• U Wisconsin (Tim Boals, Margo Gottlieb, Gary Cook)• U Maryland (Melinda Beltran)• East Carolina University (Rob Lucas)• UNC Chapel Hill (Marta Civil)• New Mexico State University (Anita Hernandez)• University of New Mexico (Rebecca Blum Martinez)• UC Berkeley (David Pearson)• Seattle University (Robert Hughes)

• North Carolina Department of Public Instruction (Nadja Trez) Topic: CCSS Implementation – ELA Middle School and Math Elementary

• Oregon Department of Education (Timothy Blackburn and Martha Martinez) Topic: ELPA21 Standards

• SFUSD (Angie Estonina), LAUSD (Hilda Maldonado) and OUSD (Nicole Knight) Topic: Student Discourse

• Seattle Public Schools (Veronica Gallardo) Topic: Student Discourse

• New York City Schools (in process)• New York State Education Department (in

process)

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Understanding Language | Online

MOOCs The Database

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MOOCs• All MOOCs will be focused on SCOOPS of student work that display evidence

from (1) discourse, (2) transaction with text, (3) writing about evidence, reasoning and argument that contributes to the Database.

• MOOCs will be specialized by different content areas, grade levels, student subgroups, geographical region.

• The MOOC COOP will be comprised of primarily faculty and LEAs, where the IHE will package and offer the MOOC, and the LEA will collaborate in capturing examples of student work and instruction that can become model content for the MOOC.

• Members of the MOOC COOP will be part of an IP agreement that will allow reciprocal borrowing/lending of MOOC content with agreed-upon allowances and restrictions.

• MOOC COOP membership will allow special access to the Database.

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The Database

The Database will consist of MOOC SCOOPS , including all information about the SCOOPS gathered from the MOOC (description of setting, self-evaluations, peer evaluations, etc.) and will be searchable. The main uses of the Database are:• Evaluation and improvement of MOOCs• To support Formative Assessment Online, a service to allow users to enter

new samples of student language (new SCOOPS) and to use the database as a reference point for formative assessment practice by finding “similar” and “informative” examples.

• Basic research, such as mapping learning progressions for the language used around specific content topics.

• Other activities to move the field, such as sponsoring Natural Language Processing contests to model expertise in evaluating student language.

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The “Vision”

FormativeAssessment

MOOC

Mosaic

Metadata

Traffic patterns

NLP

Data

University Collaborations

DistrictCollaborations

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college and career ready standards and english learners kenji hakuta stanford university 8/4/2014nc...

Documents

educational program

educational theory

school system

educational agency

schools program

supreme court lau

language barriers

legitimate trial