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English Language Learners and the Common Core State Standards
CSA NYC 2013
Dr. Jennifer TrujilloDirector of English Language AcquisitionSchool Achievement ServicesPEARSON
English Language Learners (ELLs)
ELLs are the fastest growing PK-12 demographic in the nation.
CSA NYC 2013
CSA NYC 2013
Growth Rate
CSA NYC 2013
English Language Learners in New York City:
A Distinct Population
41% of New York City students speak another language besides English at home.
1 in 4 are currently ELL
Majority of ELLs are US born (54.5%)
74% free/reduced lunch
CSA NYC 2013
ELL Grade Distribution
Linguistic Diversity
CSA NYC 2013
CSA NYC 2013
Language % Spoken
Spanish 64%
Chinese (any) 13.6%
Bengali 3.5%
Arabic 3%
Haitian Creole 2.6%
Russian 2%
Urdu 1.9%
French 1.3%
Albanian .6%
Punjabi .6%
Korean .6%
Futani .4%
+ 156 other low-incidence languages
5.1%
Diversity within Diversity
CSA NYC 2013
CSA NYC 2013
Other Distinctions
Immigrant students
Students with Interrupted Formal Education
Long-term ELLs
ELLs with Special Needs (SWD)
ELLs come from all walks of life…
CSA NYC 2013
Preparing English Learners to be College and Career Ready
CSA NYC 2013
Current Condition?
1. Identify at least two ways that your district
currently supports College and Career Readiness.
2. Does this extend to all students?
3. Do your district data reflect an achievement gap?
3. How does this compare to your graduation rates?
CSA NYC 2013
Gaps between ELLs and their English-proficient peers
CSA NYC 2013
REFRAME! ELL Students are Linguistic Assets
They bring an additional language to English.
Colleges require at least 2 years of modern language classes in high school.
ELLs bring multicultural experiences
to their learning community.
CSA NYC 2013
Visibility and Connections
Who is Thomas Edison?
Who is Guillermo González Camarena?
CSA NYC 2013
Leverage the shifts in the CCSS
CSA NYC 2013
Develop meaningful collaborative tasks that allow students to use their full linguistic/cultural resources
Research Strategy 2: Build capacity to develop ELLs’ academic language in content-area classrooms
CSA NYC 2013
Provide professional development and align instructional materials
Establish mechanisms for sharing effective practices across classrooms, schools, districts and boardrooms
Implementation Recommendations for Principals and Leaders
Lead the way: Establish high expectations for your ELLs.
Inform: Inform families and your community.
Support: Identify resources to help you.
Implement and monitor: Implement CCSS every day with every student.
Check and adjust: Monitor and expect student success.
Our ELL students must be given the benefit and the dignity of being held to the same standards of learning and critical thinking.
Impacting ELLs’ achievement becomes an administrative imperative as well as an instructional necessity.
—Evelyn Arroyo (2011c, 10)
ELL and Achievement…It matters!
CSA NYC 2013
School Achievement Services
pearsonpd.com
Thank you!Dr. Jennifer Trujillo
Contact: [email protected]
CSA NYC 2013
References:
American Institutes for Research (2012). Supporting English Language Learners: A Pocket Guide for State and District Leaders. Washington, DC.
City of New York: Department of Education. (Spring 2011). 2010-11Demographics of New York City’s English Language Learners.
National Clearinghouse for English Language Acquisition (2011). What languages do English learners speak? NCELA Fact Sheet. Washington, DC: Author. Available from www.gwu.edu/files/uploads/NCELAFactsheets/EL_Languages_2011.pdf
CSA NYC 2013
