Florida Education: The Next GenerationDRAFT

March 13, 2008

Version 1.0

Performance Standards

for Teachers of English Language

Learners

Lori Rodriguez and Mary Jane TappenCarlos Alvarez, Facilitator

August 12-14, 2009

Florida Department of EducationFlorida Department of EducationDr. Eric J. Smith, Dr. Eric J. Smith,

CommissionerCommissioner

The Task

• As highly qualified ESOL practitioners, researchers and trainers, it will be your responsibility to frame and write a draft of Professional ESOL Performance Standards for the Florida Department of Education.

• These standards will be recommended to the Commissioner of Education for adoption as a rule by the State Board of Education.

Key Issues

• On March 17, 2009, Rule 6A-4.02451 Performance Standards, Skills, and Competencies, for the Endorsement in English for Speakers of Other Languages was passed by the State Board of Education, and placed into Rule.

What Do ELLs in Florida Look Like?

• The needs of ELLs in Florida are significant but surmountable.

• 240,000 ELLs in Florida• 300 different languages spoken

among these students.• 74% Spanish is native language• 11% Haitian-Creole is native

language

English-Language Learners Percent by school district

More than 20%

11%-20%

6% to 10%

1% to 5%

Less than 1%

Student Performance on FCAT

• Approximately 1,500,000 in grades 3-10 took FCAT reading and math in the spring of 2009.

• Approximately 105,000 of those in grades 3-10 are current ELLs.

Student Achievement Among ELLs

FCAT ‘2009• In reading there was a 1% gain • In mathematics there was no

gain,• In science, there was: = no increase for grade 5

-> 1% increase for grade 8 and<- 1% decrease for grade 11

What does this tell Florida about our ELLs?

1) They are NOT making significant gains in Reading,

2) Struggling in Mathematics, and3) Drowning in Science

In other words, part of our task this week is toremember that whatever we write in these

standards will reflect the way our teachers teach our ELLs, andhow this will effect the ultimate outcome – Student Performance.

Getting Started

• Ground Rules : Look in your binder• Rulemaking: Once drafted, these

Standards will have to go through the Rule Development Process.

• Consent Decree: Even if the draft is perfect for this team, the Consent Decree will always be a factor.

• Setting Goals for Framing and Writing: Without a goal there is no vision!

Smart Goals

SMART Goals

• Specific – the expected outcome stated as simply, concisely and explicitly as possible. This answers the: how much, for whom, and for what?

• Measurable – an outcome that can be assessed either on a sliding scale (1-10), or as a hit or miss, success or failure.

• Achievable – an outcome that is realistic given the present situation, resources and available time. Goal achievement may be tight if the outcome is tough or there is a weak starting position.

• Relevant – this goal should help with the mission or objective.

• Time-bound – realistic timeframe (s).

List the Goals

• Revise?• Infuse?• Provide?• Increase?

Evaluate, Add, Change, Develop, Integrate and Cooperate, in order to bring RESULTS!

What does your ideal model look like?

Focus on the “what” that needs to be achieved.

What is our goal?

• Draft teacher ESOL performance standards for inservice and pre-service to prepare teachers for instruction of ELLs.

• Later – issues that will need to be addressed– Reading cross walk– Recognized PD courses– Alignment with ESOL certification test

Consider All the Previous Factors and Then Some

• According to A Recent Survey of California Teachers’ Challenges, Experiences, and Professional Development Needs – One of the findings: “Greater preparation for teaching English learners equaled greater teacher confidence in their skills for working with these students successfully.”

Other thoughts Prior toFraming

• New Diversity Within the ELL Population • English language learners, including

students with interrupted or limited formal schooling, literacy and English proficiency

• All teachers need to become aware of the distinction between BICS (social language) and CALP (academic language) skills, as well as learning how to adapt instruction for the dual goals of content and language learning

• Remember these statistics in your goal-making.

Florida Education: The Next GenerationDRAFT

March 13, 2008

Version 1.0

Questions?Questions?

Substantive Content1. Applied Linguistics

A. Knowledge of EnglishB. First and Second language

acquisitionC. Language awareness

2. LiteraciesA. Speaking/listeningB. ReadingC. Writing

3. Assessment A. What B. HowC AccommodationsD. Action PlansE. Alternative assessments

4. CultureA. Parental and Community

Involvement – CommunicationsB. Knowledge of student

5. Methods and CurriculumA. Curriculum developmentB. Use of technologyC. Differentiation – ESE, ELL,

gifted, RTI…..D. Heterogeneity student

achievement (period of induction)

6. Legal issuesA. knowledge of Florida, other

states, and federal statutory and regulatory framework and case law

English Literacy DevelopmentIntroductionThe primary goal of literacy instruction, which includes: listening/speaking, reading/writing, numeracy, and visual literacy is the understanding and communication of meaning. Developing an awareness of the forms, functions and uses of literacy in different cultures and its impact on second language literacy development is critical for educators. (Colorin Colorado - 2007)(International Visual Literacy Association)

1. Demonstrate the effective use of a variety of instructional practices and materials to develop student listening, speaking, reading, writing, and visual literacy skills across different genres and content areas.1.A.1 Speaking/Listening indicator

1.A.1. remark and example1.B.1 Reading indicator

1.B.1. remark and example1.C.1Writing indicator

1.C.1. remark and example(Identify glossary terms)(Citations)

Challenges

• Where do we place the highest values (content of standards)?

• Clarity of what is expected of a teacher of ELL students• Florida – the diversity of the state and the teacher and

student population (density of ELLs and diversity of ELLs, culture of the teachers)

• Broad audience – SUS, teacher prep, district professional development

• The length of time these will be in place• Current requirements – 300 hours – how it has been

subdivided to date? Relationship to requirements of the Consent Decree

Structure - Form

• National Board• TESOL• WIDA• Florida’s Current

ESOL standards• Massachusetts• Texas• Florida’s

Competencies and Skills

Decisions:• Use the term

standards

Stems

• Demonstrate the ability to• Apply the • Identify• Analyze• Produce - Create• Interpret• Propose• Connect• Select and adapt

Research

• PISA – Where Immigrants Succeed– Teachers scaffold

• Skeehan• Ron Ellis• Diane August• Pauline Gibbons - English Learners – • Jennifer Hammond• Second and third generation do not do well• Students plateau or regress• Teachers need to model academic use of language –

routines• Re-segregation of schools

Content of Performance StandardsEntire document• Preface –

– Why the urgency of change?Specific to standardsStandards introductionsLiteracy

– Awareness of the functions and uses of literacy in different cultures and its impact on second language literacy development

– Writing for communication

• Glossary to terms• Remarks and examples

Assignments

• Review/list of research documents

• For content topics– Draft a standard– Provide backup research

Group Work

• Preferred a secondary with a district level

Expert Groups

Wednesday’s agenda:

• Literacy – two working groups• Oralcy and writing

• Research