a powerful, comprehensive prek-3 model: moving teachers, schools and districts into the common core...
TRANSCRIPT
A powerful, comprehensive PreK-3 Model:
Moving teachers, schools and districts into the Common Core era with English Learners at the Center
Laurie Olsen, PhD. SEAL DirectorPaula Cornia, EL Director
Maria Wetzel, Assoc. SuperintendentOak Grove School District
December 8, 2014
English Learners
New, more rigorous Common Core standards
New ELD Standards
Changes in school funding; loss of ELL specific categorical funding
Changes in assessments
New ELA/ELD Framework!
State Accountability System in Design/Flux
New Math and Next Generation Science Standards
_______________________________________________________________________
No English
Proficient for Academic work
A more rigorous target under the Common Core Standards
Current standards
The task: To get them to English proficiency
To ensure access to curriculum while learning English
Three Foundations
Research on Long Term English Learners
Increasing rigor and 21st century vision of education in the Common Core Standards
New convergent English Learner
Research
X
SEAL
A response, a Model
• Sobrato Early Academic Language model (PreK-3)
• Explicitly to address needs of Spanish-speaking English Learners – but for all students across grades
• Designed, piloted, evaluated 2008 – 2013• Replication began in 2013• 36 schools across 7 districts
Workshop: Part I and Part II
Part I: Case study - The SEAL Model•About the Model (research foundations, what it is)•A closer look at the SEAL Model (high level instructional strategies, standards-based integrated thematic units, family-school partnerships)•Designated and integrated ELD in the model
Part II: The district perspective - Making it happen•Articulation and alignment•Thematic planning•Teacher collaboration•Professional development, coaching•What Principals need•The district/system issues (managing change, resources, leadership, program design)
• Children prepared for academic success in elementary school and beyond.
• High level cognitive, language and literacy skills – (including biliteracy where feasible)-and grade level mastery of standards (Common Core)
• Confident, motivated, engaged and joyful learners
GOALS
SEAL’s Comprehensive Change SEAL’s Comprehensive Change StrategyStrategy
SEAL’s Comprehensive Change SEAL’s Comprehensive Change StrategyStrategy
Student Achievemen
t
Student Achievemen
t
Teacher professional development
and collaboration
Teacher professional development
and collaboration
Family engagement
Family engagement
System (articulation, consistency)
System (articulation, consistency)
From the LTEL research(Reparable Harm)
• Focus on active engagement and participation beginning in primary grades
• Importance of articulation, consistency of approach, and a strong model of language development
• Focus on rigorous, high-level academic vocabulary and oral language
• Full curriculum (science, social studies, etc.)
From ELL research(National Literacy Panel on Language Minority
Children and Youth… and other)
• Important role of home language development
• Key role of ELD (and of content-based ELD)• Language develops in context of engaging in
academic tasks and content• Scaffolding strategies essential
New Common Core L.A. Paradigm: language central to all academic areas
MATH SCIENCE
LANGUAGE ARTS
Language*
SOCIAL STUDIES
* Speaking/listening standards, instructional dialogue and collaborative practice, focus on meaning-making
FOUR PILLARS
Rich intentional language develop-
ment
Affirming and
enriched environ-
ment
PreK-3 articulation
and alignment
Family and school
partnership
SEAL
Language development throughout an integrated standards-based curriculum
(alignment PreK-3)
High leverage strategies
Academic discourse
Core LA Math ELD Science SStudies
Thematic Connection
High Leverage Instructional Strategies• Complex, precise, academic vocabulary development• Structured oral interactions Interactive (and dialogic)
Read Alouds• Narrative/Story Retell• Children as Readers• Checks for Comprehension – Adapting Instruction• Graphic Organizers and visuals• Dramatic Play and Researcher Centers• Children as Writers/Authors• Collaborative practice/ skills of teamwork• Language through Arts Infusion• Their World in the Classroom (identity and diversity)
Increases vocabulary foundation through the modeling of rich, expressive language and visualization
Builds listening, speaking and comprehension skillsProvides a model for fluent, expressive readingTeaches reflective thinkingMeaning of print through language and language
structuresStructure of storiesSustained attentionPleasure of learningNourishment of books- allows for access for all to complex
text and high-quality literature
HLPP: Children as ReadersBenefits of Interactive Book Experiences
HLPP: Children as ReadersResults of Dialogic Read Alouds
• Children who have been read to dialogically are substantially ahead of children who have been read to traditionally on measures of :– vocabulary (Hargrave & Sénéchal, 2000)– comprehension strategies and story schema (Van den
Broek, 2001)– concept development (Wasik & Bond, 2001)
HLPP: Graphic OrganizersKey Academic Cognitive and Language Functions
• Description (incl. whole and parts)• Compare/contrast• Sequence, flow, timeframe• Categorization, classification• Quantification• Cause and Effect(Fundamental thinking skills transfer
across curriculum areas)
HLPP: Graphic OrganizersSEAL Teachers….
• Identify key analytic/language functions through examining the standards
• Select priority language functions to focus on per theme
• Intentionally model the language function as they present information
• Shape differentiated prompts and sentence/response frames for students related to the language function
• Take to designated ELD for oral practice
HLPP: Graphic OrganizersDetermining Language Functions to Teach
• Look at the standards (and particularly the verbs). What is this standard asking children to DO?
“Students should be able to distinguish between…..” “Students should be able to ask and answer questions about details relating to an event or character…”
“Students should be able to place events in the order in which they occurred….”
• During integrated ELD: What language do children need in order to talk about this content? What language do children need to participate in this activity?
HLPP: Graphic OrganizersWhat are GRAPHIC ORGANIZERS?
• A visual representation of information that displays the relationships between facts, concepts or ideas – guiding and organizing thought.
• Visual input is a key element in how the brain learns and makes connections.
IMPORTANCE OF GRAPHIC ORGANIZERS
Engages higher order thinking
Students retain information better
Bridge across language systems for dual language learners
Help visual learners
Scaffolds development of academic language
Enhances making connections
Deepens understanding of concepts
Organizes new information
Model language, provide frames for students
• Mountain lions are ________.• Mountain lions are _____ and ______.• Mountain lions are secretive and hard to find. • Secretive mountain lions are hard to find.• The carnivorous, territorial mountain lion is
the largest of the cat family in North America.
ELD Standards—Part II: Learning About How English WorksB. Expanding & Enriching Ideas—using nouns & noun phrases, modifying to add details, adjectivesC. Connecting & Condensing Ideas—combining & condensing clauses
HLPP: COLLABORATION AND TEAMWORK
CA Common Core ELA Standards
New California English Language
Development Standards
Partnership for the 21st
Century: P21The Four C’s
New California Curriculum
Framework for ELA/ELD
Desired Results:
Preschool
COLLABORATIVE PRACTICE
SEAL High Leverage
Pedagogical Practices
CA Preschool Learning
Foundations
HLPP: COLLABORATION AND TEAMWORK
• Language develops in and through interaction• High Leverage Pedagogical Practice #9 is
explicitly about Collaborative Practice and Skills of Teamwork
• Other HLPPs emphasize opportunities to use language in authentic contexts including collaborative conversations, collaborative projects, learning centers, informal interactions and dialogue
• Promotes student learning and academic achievement (esp. reasoning and critical thinking skills) – results in higher test scores
• Results in more frequent generation of new ideas and solutions and greater transfer of what is learned from one situation to another
• Increases student retention• Enhances student satisfaction with learning
experience and motivation• Helps students develop skills in oral communication• Develops students social skills• Promotes students self-esteem• Promotes more positive racial/ethnic relations
HLPP: COLLABORATION AND TEAMWORK - RESEARCH
Students who are college and career ready “understand other perspectives and cultures. They appreciate that the twenty-first century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds.."
From CA Common Core Standards, 2013
From the CA ELA/ELD Framework• Create environment of respect for cultural and linguistic
diversity• Get to know students cultural and linguistic background
knowledge and experiences and how individual students interact with their home language and cultures
• Use the primary language to it as valuable asset• Use texts that accurately reflect students cultural, linguistic and
social backgrounds so students see themselves in the curriculum• Continuously expand understandings of cultures and languages
so as not to oversimplify approaches to culturally responsive pedagogy
• Use multicultural literature to promote students positive self-image and appreciation for cultural diversity
Applying these within Thematic Unit
• Next Generation Science and Social Studies content standards based
• 6 – 7 per year (approx. 4-7 weeks each)• Permeate the school day • Thematic planning template that includes
planning for integrated and designated ELD
Week ELD focus
1Into
Frontload basic language function using familiar content; scaffold with graphic organizers and function-related vocabulary; access/assess prior knowledge and English related to content
2Through
Based on Draw and Labels, Narratives and Read Alouds, students ask and answer questions about details, chant in English related to content, build English vocabulary (ELD Parts I and III), practice language function with content
3 & 4Through
Based on content/vocabulary and content text, students address ELD Part II: Learning About How English Works A, B and C
5 & 6Beyond
Application of Content & Language for ELD Part I: Interacting in Meaningful WaysOral presentations, ELD I.C.9, ELD I.C.11Into writing ELD I.A.2, ELD I.C.10
Planning Designated ELD for Theme
• Supports for student learning – successful students have involved parents
• Support and as resources for school• A bridge between distinct cultural and
language worlds• Rights• Accountability• Community building• Family support
FAMILY-SCHOOL PARTNERSHIP
Comparison SEAL to state, county, district factors)California Santa Clara & San Mateo
County
San Jose & RCSD districts
SEAL
% Minority 75 78 74 94 - 99% Hispanic 53 39 52 84 - 95% English Learner
22 24 23 59 - 70
% Free/Reduced Lunch
58 37 45 76 - 88
% Parents with HS diploma or less education
45 76 - 91
• More than half of SEAL parents participate in language and literacy activities at home at least 2x/week
• SEAL parents more likely to engage in literacy-related activities than national sample of Hispanic parent and as likely as college-educated parents
• Parent engagement in school related activities at SEAL demonstration sites tripled to 95% of parents!
External Evaluation:Impact on Family Literacy
Alignment PreK-3
• Unlocking the “iron gate” – bringing all to the table
• Aligned language assessments (PreLAS/LAS) in both languages
• Shared professional development and vision of language development across ages 4-8
• Summer Bridge and orientation/transition supports for children and families
• Articulated instructional approaches
Evaluation
• Kathryn Lindholm-Leary, Ph.D. evaluator• Longitudinal, cohort design• Impact on family literacy and on student
language and academic achievement• Currently data on 737 students • Comparisons: Full SEAL to partial SEAL; SEAL
to non-SEAL in district, state and national database
What do we know about the language, literacy, and
mathematics development in grades PreK to 3 of the three
student cohorts after four years of SEAL
implementation?
SEAL Classroom Settings(Evaluation compares settings)
• SEAL wide: 60% in Bilingual; 40% in SEI
Depth of SEAL “Treatment”(Evaluation compares Full v. Partial)
• Full SEAL (began in Preschool – SEAL through 2nd grade)
• Partial SEAL (1 – 2 years in SEAL only – did not experience SEAL preschool and kindergarten)
Three Cohorts of Students
Preschool Progress: Kinder Readiness (DRDP-PK, and PreLAS)
• Children in all three cohorts began preschool with very low language and literacy scores (L1 and L2)– lower than comparison groups
• Children in all three cohorts made excellent and statistically significant growth (1+ levels in 6 mos, all items)
• The great majority of the SEAL preschoolers (3 of 4) are at grade-level expectation by the end of SEAL preschool (top 2 DRDP levels)
41
Language & LiteracyPercent at Highest 2 Levels
(Building - Integrating)
Do we get them where they need to be? Majority are “Kinder ready”
42
Pre LAS (oral language)comparisons* at end of preschool
• SEAL children grew more on all items and scored significantly much higher than non-SEAL children in all three cohorts (Cohorts 1-3) in the items on story retells (most predictive of reading comprehension later) – and higher, but less significantly on other items
(*comparison to Head Start sample of demographically similar children, and to a sample of district comparison)
K – 2 CELDT – English Progress• SEAL students started at low levels of
proficiency in English. • Over time, students made significant
progress with 79% of Cohort 1 students moving up one or more levels (34% moving up one level, 45% moving up two or more levels).
• All cohorts met/surpassed state accountability targets for CELDT growth (56.1)
Degree of growth on CELDT for Full v.s. Partial SEAL
Full SEAL StudentsGrowth on CELDT
Partial SEAL students Growth on CELDT in same 2 year period
173.1 117.0
Third Grade Entry: CELDT StatusBeginner/
Early Intermediate
Intermediate Early Advanced/Adv
anced
SEAL 25 45 30Districts 35 46 19California 26 46 27Successful Dual Language Programs
36 45 19
SEAL has more students at Early Advanced/Advanced levels and fewer at Levels I and II than district average and state average – despite starting at lower levels.
SEAL CST/ELA Comparisons2nd grade
Proficient/Advanced
Basic Below Basic/FBB
SEAL 35 38 27District EL 28 34 38Effective DL
33 32 36
More at top levels, fewer at bottom levels
Comparison Bilingual to SEI• Bilingual program students started lower than SEI(20-
40 point differences) in Kinder• Children in both language instruction groups made
significant gains for almost all time periods• The largest gains in each cohort were consistently
made by the Bilingual group• By 3rd grade, students receiving Bilingual instruction
scored similarly or higher than students receiving SEI on CELDT, the CST in both language arts and math, and the Standards Test in Spanish in both language arts and math.
•
Language Loss
• At third grade entry, only 0-4% of children instructed in English are Fluent in their primary language of Spanish, compared to 67-70% of children who received Bilingual instruction. These results point to some language loss in the primary language for students enrolled in English/SEI instruction.
Workshop Part II: Making it happen and Lessons Learned•Building articulation, alignment and consistency•Thematic planning and curriculum redesign•Creating practices and culture of teacher collaboration•Professional development, coaching•What Principals need•The district/system issues (resources, leadership, program design, policy)
Current Sites• Franklin McKinley School District (3 sites)• Mountain View (El Monte) (3 sites + 7)• Oak Grove School District (12 sites)• Redwood City School District (5 sites)• San Lorenzo School District (10 sites)• San Rafael City Schools (3 sites)• Santa Clara Unified School District (2 sites)
Expanding in 2015 - 16 to 20 additional
Why?• Will address the LTEL challenge and strengthen EL
outcomes (SEAL escalates English Learner progress towards English proficiency and shows stronger growth and achievement than district and state ELL; SEAL cohorts meet or exceed AMAO targets)
• Will implement the Common Core (SEAL implements Common Core (ELA/ELD, next generation science) and provides full access to academic content in broad course of study)
• SEAL engages parents and results in higher family literacy practices
• SEAL is research-based professional development and collaboration model that results in stronger teaching, more consistency and articulation
The task is enormous to do it well!
• New paradigms of teaching (from Teachers guides and pacing guides standards-based & formative assessment based teaching, and inquiry-based and meaning making emphasis in learning)
• New content (standards) in science, math, language arts and ELD
• More rigorous expectations• To be implemented on still shaky ground
re: understanding and meeting needs of ELLs
1. PROFESSIONAL DEVELOPMENT
• Make meaning and become fluent in the new standards and framework
• Deepen understanding of language development and linguistic demands of academic engagement and participation
• Learn standards-based backwards planning• Develop skills and implement new high
leverage instructional strategies• Increase expectations for English Learners
Structure: Professional development
• All teachers across grade level within SEAL sites
• PreK, TK and first grade together; 2nd and 3rd grade teacher
• Seven two-day professional development modules over a two year period
• The Common Core standards (incl. ELD), Next Generation Science
• Read research together – make meaning
The Modules• Thematic Planning Year plan of themes• Rich, precise, complex oral language
development• Academic Language and ELD • Collaborative practice, teamwork and
arts integration• The World in the Classroom• Authentic Writing• Reading: Meaning making, expression• Performance Assessment and
Technology• (Bilingual program design and
pedagogy)
(2.5 yr. capacity building)
• Grade level release days 4 - 5 per year for curriculum unit planning – interspersed between modules
• Ten day Summer Bridge Lab (half days with children, half days for professional development and collaboration)
• Half time Coach/Facilitator (approx. 30% coaching)
2. Thematic Planning, Curriculum Redesign
• New content standards are calling for revised curriculum
• CCCS, ELD standards and new framework call for content-embedded language development and integrated approaches.
• Moving from a disciplinary-defined school day structure to integrated curriculum in elementary requires clarity and planning; moving from a disciplinary-defined school day structure to collaboratively planned curriculum in secondary schools requires a major paradigm shift.
Developing the yearly plan of themes• Engaging teachers in sitting with all content
standards and having to weave them together into a manageable number of integrated thematic units is a powerful exercise in meaning-making.
• Start with science and social studies!• Every standard must be addressed• First priority is integrated across disciplines,
but some Next Gen Science standards end up clustered in an all Science unit
Thematic unit development
• Occurs over two year period – folding in new strategies and elements
• Requires purchase of materials (informational text, literature, realia, etc. – approx. $2000 per classroom over the two years)
• Shared work across sites – division of labor
Elements of thematic plan• Enduring understandings and essential questions• Key vocabulary• “Into” – accessing prior knowledge, building
interest, setting stage• Planning grid lays out content• Selections for dialogic read-aloud, literature &
info text, narrative retell• Design for Researcher Center (or dramatic play)• Selection of graphic organizers per language
functions• Designated ELD
Creating a Year-Long PlanTimeline
(4-7 weeks)Social Studies/
Science Standards
Thematic Unit Key Language/cognit
ive functions
ELA/SLA Concepts/
Genres
Timing Unit Standards Language/ cognitive functions
Writing genres, text, literature
7 Weeks Weather Patterns
Social Studies: 1.2, 1.2.1, 1.2.2, 1.2.3, 1.2.4Science:3, 3a, 3b, 3c
Description
Prediction
Compare and Contrast
CharacterizationTraditional talesInformative text
6 weeks Plants, animals and habitats
Social studies: 1.2.1
Science: 2, 21, 2b, 2c, 2d, 2e
Compare and contrast
Sequence (life cycle)
Dramatization
“How to” books
Informational text and writing
First Grade
Enduring UnderstandingsStudents will understand that…•…the sun is central to the weather and life can’t exist without the sun.•…we measure and predict the weather because it affects our daily life (e.g., clothing, transportation, emotions, etc.)
Essential Questions•Why is the sun important to us?•How does the sun affect our daily life?•Why is a weather forecaster an important community worker?
1st Grade – “Weather Patterns”
Week ELD focus
1Into
Frontload basic language function using familiar content; scaffold with graphic organizers and function-related vocabulary; access/assess prior knowledge and English related to content
2Through
Based on Draw and Labels, Narratives and Read Alouds, students ask and answer questions about details, chant in English related to content, build English vocabulary (ELD Parts I and III), practice language function with content
3 & 4Through
Based on content/vocabulary and content text, students address ELD Part II: Learning About How English Works A, B and C
5 & 6Beyond
Application of Content & Language for ELD Part I: Interacting in Meaningful WaysOral presentations, ELD I.C.9, ELD I.C.11Into writing ELD I.A.2, ELD I.C.10
Planning Designated ELD for Theme
Every ELA/ELD Framework Chapter ends with a box….
“Frequent and meaningful collaboration with colleagues and families is critical for ensuring that all students meet the expectations of the CC standards. Teachers are at their best when they frequently collaborate with their teaching colleagues to plan instruction, analyze student work, discuss student progress, integrate new learning into their practice, and refine lessons or identify interventions when students experience difficulties.”
3. Culture and habits of teacher collaboration
• Cross-site grade level work pushes against site-specific cultures and dynamics
• Explicit norms of collaboration, reflection• Relationship building• Facilitated sessions at beginning with gradual
release of responsibility – focus on skills of building consensus, asking for clarifications, stating opinions (“very Common Core-y”)
• Allow for mix of “must do” the same, and teacher choice
4. Articulation, alignment, consistency• Multiple schools doing it together – with grade-
level collaboration and planning• Grade spans going through modules together
(PreK-1; 2 and 3)• Standards from grades above and below –
including Preschool Foundations• Summer Bridge (co-teaching across grade levels)• Aligned oral language assessment• Explicit emphasis on bringing preschool to table
with K-3 – leveling status.• Quality assurance walk-throughs
Observations
• Rigor and relevance • Learning environment• Quality of interaction• Articulation, alignment, consistency
5. Principals Support
• Participate in key sections of the Modules• “This is what to expect, what to look for…”• Separate sessions on key changes (e.g., the
ELD standards, the new framework)• Alert to dissonance b/t what is now expected
v.s. how things have been done (e.g., daily schedule minutes per subject, grouping for ELD, flexibility with programs)
6. The district piece
• Resources (the cost, and LCAP)• Repurposing coaches and literacy TOSAs• Handling ordering and materials in a non-
packaged program era• Monitoring• Stress of change• EL Program design
Lessons• Invest in sustained and intensive professional
development (coaching, p.d., collaboration time)
• Comprehensive approach (parents, p.d., curriculum development, articulation/alignment, program design)
• Centralize English Learners within the Common Core effort
• Align resources! Strengthen infrastructure!
THANK YOU!
For more information:
Laurie Olsen, SEAL [email protected]
Paula Cornia, EL Director Oak Grove Unified School District