Transition To The Common Core

Transforming Teaching &

Learning for English Learners

San Jose/Silicon Valley 2020 Symposium

September 25, 2013

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Today’s AgendaToday’s Agenda

• Common Core State Standards Framework

• Focus on ELs

• Professional Learning Cycle

• Moving Forward

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Quick-WriteQuick-Write

What are or will be your major challenges in supporting ELs with

access to the CCSS?

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About SCUSDAbout SCUSD

• 11th Largest School District in CA

• 43,000 Students

• 74 Campuses

• 40 Languages

• 24% English Learners

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Strategic Plan 2010-14Strategic Plan 2010-14

Pillar One: College and Career

Ready Students

Common Core State Standards Framework

Common Core

Content Standards

Instructional Shifts

Practices (Math)/

Descriptors (ELA)

Curriculum

Equity

Assessment

Teaching & Learning

• 11 Schools • High Concentration of English

Learners• Leadership• Previous Professional Learning

EL Focus Schools

Knowledge and Instructional Strategies• Language Demands of Complex Text• Shades of Meaning• Sentence Acrobatics

EL Focus Schools

• Site Leaders• Teachers and Site Leaders• Planning with District Leadership• District Training Specialists

EL Focus Schools

Professional LearningStandards

Interpretation

Expected Evidence of Student

Learning

Text-based Discussion (Research)

Model Construction (Trying on the Work)

Task & Instructional Plan

Student Work Examination

Revision of Task &

Instructional Plan

Expected Evidence of Student Learning Language Standard 7.1.aExplain the function of phrases and clauses in general and their function in specific sentences.

Language Standard 7.1.cPlace phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

Expected Evidence of Student Learning Criteria Student 1 Student 2 Student 3 Student 4

Student can identify a phrase

Student can identify a clause

Student can explain the meaning carried in a phrase/clause

Student can arrange phrases and clauses to achieve meaning

Student can arrange phrases and clauses strategically to achieve nuanced meaning

Text-Based Discussion• Read excerpt, Characterizing the

Language of Schooling by Schleppegrell (2004)

• What are the Implications for Teaching and Learning?

Model Construction/Trying on the WorkUnpacking SentencesIn addition, knowledge about language itself is part of the content of schooling, as children are asked to adopt the word-, sentence-, and rhetorical-level conventions of writing, to define words, and in other ways to focus on language as language.

Examination of Student Work

Video of Practice

Infrastructure of Support• Community of Practice

(Teachers/Coaches) Professional Learning Coaching and Feedback Inquiry-Based

• Utilization of Current Resources• Assessment Development

• ELD Trailblazers Cadre of Teacher Leaders Early Adopters of the ELD Standards Developers of Instructional Framework for ELD

• Integration within CCSS Professional Learning Curriculum Maps Units of Study

2013-2014 and Beyond

Voices from the Field• “[I can take] this work from my ELD classes and

begin to do this with my English classes.”• “I will continue research on identifying and

understanding language features.”• “By the end of the year, with ___coaching me, I

felt very comfortable planning and teaching the ‘juicy sentence’ lesson.”

• “I am hoping that we get to work together again next year, although I am not sure if I will be teaching an ELD class, But I now know that the sentences can be used in any class.”

• Changing the district’s instructional culture is hard work, messy, and takes time

• School and district leadership are essential• Infrastructure of support is vital• Deep and explicit content knowledge is

critical• Texts matter• Learning is the doing and the doing is the

learning

Lessons Learned