english learners (els) in independent study programs: curricular, instructional, and legal...

English Learner Services, ACCESS

English Learners (ELs) in Independent Study Programs: Curricular, Instructional, and Legal Considerations

Valerie Callet, Ed.D., Program Specialist, EL Services, Alternative Community and Correctional Education Schools and Services (ACCESS)


Who’s in the room?


Outcomes:Review three theories that should drive

curricular/instructional decisions for all ELsCompare/Contrast English Language

Development (ELD) with Specially Designed Academic Instruction in English (SDAIE); note how the Common Core State Standards (CCSS) and California’s (CA’s) new ELD standards are shifting our understanding of both

Define Long-Term English Learners (LTELs) and learn strategies to support this population

Examine sample ELD and SDAIE materialsComplete “legal” checklist


OutcomesReview three theories that should

drive curricular/instructional decisions for all ELs

Compare/Contrast ELD with SDAIE; note how the CCSS and CA’s new ELD standards are shifting our understanding of both

Define LTELs and learn strategies to support this population



Theories:InputOutputInteraction

California Department of Education’s Improving Education for English Learners: Research-Based Approaches (2010), p. 93


OutcomesReview three theories that should drive

curricular/instructional decisions for all ELs





Dual ObligationTitle III, No Child Left Behind: ELs will

become (1) proficient in English and (2) reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics

California: (1) ELs must receive English Language Development (ELD) and (2) instruction for ELs must be designed and implemented to ensure ELs meet district’s content and performance standards


Dual ObligationLANGUAGECONTENT

Are they separate?


Federal and State Laws Require…LANGUAGE: ELD

◦Curriculum and instruction for ELD should be based on California’s ELD standards

◦Success is measured by the California English Language Development Test (CELDT)


Federal and State Law Requires…ELD

◦Curriculum and instruction for ELD should be based on California’s ELD standards

◦Success is measured by CELDT


California’s 2012 ELD Standards

Part I: Interacting in Meaningful Ways◦Collaborating◦Interpreting◦Producing

Part II: Learning About How English Works◦Structuring cohesive texts◦Expanding and enriching ideas◦Connecting and condensing ideas

modes

cross- mode language processes


Federal and State Law Requires…CONTENT: Specially Designed

Academic Instruction in English (SDAIE)◦SDAIE strategies include visuals,

graphic organizers, oral language routines, collaborative learning, and so on…

◦SDAIE must include strategies that promote student use of discipline-specific language (the language of math, science, social studies, and ELA)


SDAIEThe CCSS – the content – drives

SDAIESuccess of SDAIE is measured by

Smarter Balanced assessments


Purpose: to learn the English language

Standards: 1999 ELD standardsAssessment:

California English Language

Development Test (CELDT)

Curriculum: varies

Purpose: to learn the content

(including the discipline-specific language of the

content)Standards: Content

Assessment: California

Standards Tests (CSTs)

Curriculum: varies

LANGUAGE: ELD

CONTENT: SDAIE

Language

SpeakingListeningReadingWriting

Strategies

Prior to CCSS…


Standards: 2012ELD standardsAssessment: CELDT/English

Language Proficiency Assessment for

CA (ELPAC, 2016-2017)

Curriculum: Integrated or Specialized

Designated ELD

Standards: CCSS

Assessment: Smarter Balanced

Curriculum: varies

LANGUAGE: ELD

CONTENT: SDAIE

Language

SpeakingListeningReadingWriting

Strategies

Texts

In the CCSS Era…

CDE/WestEd Webinar, 11/13/13

CA ELD StandardsUsing English

purposefully for: Describing, explaining, persuading, informing, justifying, negotiating, entertaining, retelling,

etc.Interacting in

Meaningful Ways:Collaborating with

othersInterpreting meaningProducing meaningful

messagesUnderstanding How

English WorksStructuring cohesive

textsExpanding and enriching

ideasCombining and

condensing ideas

Developing language awareness and using academic language

English Language Arts

His

tory

/Soc

ial S

tudi

es

Science

Tech

nica

l

Subj

ects

Arts

Mathem

ati

cs

Taking a stand

and supporting it

with evidence

Inte

rpre

ting

com

plex

in

form

atio

nal

and

liter

ary

text

s

Engaging in

collaborative

discussions

about content

Valuing

multi

lingualis

m and

cultu

ral

diversi

ty

The 2012 ELD Standards Amplify the CCSS


Who are your students?59%-75% of secondary school ELs

in California are Long-Term ELsLTELs defined (AB 2193, passed in

2012): ◦in U.S. schools for more than six years◦remain at the same English

proficiency level for two or more years◦Far Below Basic or Below Basic on

English Language Arts (ELA) standards testStudy: Reparable Harm: Fulfilling the Unkept Promise of Educational Opportunity for

California’s LTELs (Olsen, 2010)


LTELs…May speak a language other than

English, but English is their dominant language; not strong in either language

Struggle with academic English“Sound fine” (but do they??)Don’t understand the pathway to

successDisappearFail classes/under-creditDrop out


Look at the sample writing of an LTEL… What do you notice about this

student’s language?What gaps are apparent/how

might you go about filling those gaps?

Sample LTEL Extended Written Response (Kinsella, 2011)

Well actually I study in my livingroom almost sometime. Because I don’t usually do my homeworks. Every time when I pick up my pen to work on my homeworks. I got disturb from my little bros., and sister. They come into the livingroom and chasing each other aroun. Man I was like sitting in hell with a demon. In my living room I had a desk. Which it is about six ft. by 3, a lamp, dictionary, pens and school stuff. I had a 27 inch TV in front of me.

9th grader (7 years in U.S.; Intermediate on the CELDT for 5 years)

In the Common Core Era..True or False?

Academic Rigor

Academic Achievem

ent

Achievement Flow Map

Rigor Support

Academic Achieve

ment


Rigor Support Complex text

DON’T substitute complex text with simpler text about the text

Select texts worthy of study/Interest students & access background knowledge

Pre-teach some vocabulary/address other vocabulary in context/show relationships among words (word families)/point out cognates/teach dictionary and study skills/emphasize Tier 2 words

Shorten – excerpt Provide visuals Chunk/use text-based

questions after each chunk of text

Allow time


Rigor SupportHigher-level

questioning

DON’T make mastery of basic skills a prerequisite to meaningful work

Lower-level questioning

Response FramesThink-AloudsThink-Write-Pair-

ShareAllow student

collaboration around relevant, real-world problems


Response Frames…support academic language

production (speaking and writing)are known as sentence frames or

sentence starterswork in ELD and SDAIE contexts


Response Frames are NOT…‘fill-in-the-blanks’ (for one word

only) but rather the blanks/dots are for students to ‘show off what they know’


Example Response FramesMath

◦ To calculate…, I first… . After that, … . Finally, … ◦ Could you explain why you… before you ….?

Science◦ There are several ways I could … . I chose …

because …Social Studies

◦ This text reminds me of … in that… ; however, it is different due to … .

English ◦ … (word) is used several times throughout the

passage. Initially, the author states, “…” Then, he indicates… The word has slightly different meanings in each of these contexts…

How to Create a Response Frame

1. Envision ideal/acceptable response

2. Draft the response and blank out the “answers” but keep the academic language

3. Be ready to provide a model response out loud



curricular/instructional decisions for all ELsCompare/Contrast ELD with SDAIE; note

how the CCSS and CA’s new ELD standards are shifting our understanding of both


Examine sample ELD and SDAIE materials

Complete “legal” checklist


Sample ELD/CCSS Curriculum

ELD: organized around language functions(Cause and Effect, Explain and Describe, Compare/Contrast); teach the language/grammatical forms of that particular function in the context of meaningful text but with a focus on language/speaking

CCSS: ELA example that connects to our ELD curriculum (Compare/Contrast)


Legal Checklist, the BasicsYes No Somewh

at

Are we identifying our ELs and assessing them annually?

Are we providing mechanisms to inform, include, and solicit input from the parents of ELs?

Are we using our EL funds to supplement our EL program?

Are we reclassifying ELs according to established criteria and monitoring their progress for two years?

Are we using data to continuously evaluate our program and to make decisions (re. professional development, curriculum and instruction) to ensure its improvement?


Legal Checklist, ELD/SDAIE

Yes No Somewhat

Do students have an ELD class aligned to the new ELD standards that supports and connects to their core classes?

Do SDAIE strategies support rigorous and relevant content instruction?

Do content teachers teach the language of their disciplines?

Do students have access to meaningful and comprehensible input ? Do they have opportunities to produce language (speak/ write) and interact with each other in meaningful ways?


Resources: CDE’s Improving Education for English Learners:

Research-Based Approaches (2010)

CDE and WestEd Webinar: Transitioning to the New CA ELD Standards (11/13/13) http://www.schoolsmovingup.net/cs/smu/view/e/5325

CA ELD Standards:http://www.cde.ca.gov/sp/el/er/eldstandards.asp

2013-2014 California Monitoring Instrument Item Report, English Learner:http://www.cde.ca.gov/ta/cr/documents/el201314d.pdf

2014 ELA/ELD Draft Frameworkhttp://www.cde.ca.gov/be/cc/cd/ela-eldfwchapters.asp

http://www.schoolsmovingup.net/cs/smu/view/e/5325

http://www.cde.ca.gov/sp/el/er/eldstandards.asp

http://www.cde.ca.gov/ta/cr/documents/el201314d.pdf

http://www.cde.ca.gov/be/cc/cd/ela-eldfwchapters.asp


Contact Information

Val [email protected] 714-245-6611

mailto:[email protected]

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