1. CA ELD Standards Professional Development for Principals Multilingual and Multicultural Education Department Network Meeting Secondary Instruction September 16, 2015

2. Presentation ldwest.net http://lausd.schoolwires.n et/Page/5484

3. English Learner Master Plan, 2012, Pages 2-3 GUIDING PRINCIPLES 1.English Learners (ELs) are held to the same high expectations of learning established for all students. 2.ELs develop full receptive and productive proficiencies in English in the domains of listening, speaking, reading & writing. 3.ELs are taught challenging academic content that enables them to meet performance standards in all content areas. 4.ELs receive instruction that builds on their previous education and cognitive abilities and that reflects their language proficiency levels. 5.ELs are evaluated with appropriate and valid assessments that are aligned to state and local standards and that take into account the language development stages & cultural backgrounds of the students. 6.The academic success of ELs is a responsibility shared by all educators, the family and the community. Adapted from George Washington University

4. Common Core State Standards English Language Development Standards English Learner Master Plan ELA/ELD Framework LAUSD Teaching and Learning Framework Instructional Technology Initiative Instructional Priorities

6. How Do We Put The CELDS Into Practice?

7. Source: Based on the work of Zwiers, O’Hara and Pritchard, Common Core Standards in Diverse Classrooms, 2014 Our District has adopted this Framework as a means of addressing and integrating Parts I and II of the CA ELD Standards. You will see this language in our ELD lessons and professional development. For more information on this Framework, please refer to the handout, Framing the Development of Complex Academic Language & Literacy.

8. English Language Development

9. Zwiers, Jeff, Susan O’Hara, and Robert Pritchard. Common Core Standards in Diverse Classrooms: Essential Practices for Developing Academic Language and Disciplinary Literacy. Portland: Stenhouse, 2014. Print.

10. HIGH-IMPACT ESSENTIAL PRACTICES USING COMPLEX TEXTS FORTIFYING COMPLEX OUTPUT FOSTERING ACADEMIC INTERACTIONS

11. USING COMPLEX TEXTS ANALYSIS ORGANIZATIONAL FEATURES SYNTAX WORD CHOICE

12. ORGANIZATIONAL FEATURES WORD CHOICE SYNTAX USING COMPLEX TEXTS MEANING

13. USING COMPLEX TEXTS ANALYSIS BUILD CONTENT UNDERSTANDING TEACH DISCIPLINARY SKILLS BUILD LANGUAGE OF DISCIPLINARY THINKING

14. FOSTERING ACADEMIC INTERACTIONS USE TARGET ACADEMIC LANGUAGE DEVELOP STUDENTS’ ABILITIES TO COMMUNICATE EXTENDED INTERACTIONS

15. FOSTERING ACADEMIC INTERACTIONS EXTENDED INTERACTIONS TEACH ACADEMIC COMMUNICATIONS SKILLS IMPROVE STUDENTS’ DISCIPLINARY THINKING SKILLS DEVELOP STUDENTS’ CONTENT UNDERSTANDINGS

16. FORTIFYING COMPLEX OUTPUT ORAL, WRITTEN, AND MULTIMEDIA TARGET ACADEMIC LANGUAGE PRODUCE COMPLEX TEXTS DEVELOP AND USE ACADEMIC LANGUAGE

17. FORTIFYING COMPLEX OUTPUT ORAL, WRITTEN, AND MULTIMEDIA COMPLEX ORAL OUTPUT COMPLEX WRITING PRODUCING MULTIMEDIA MESSAGES

18. FOSTERING ACADEMIC INTERACTIONS Interaction is fundamental to identify, learning, and even survival (Rutledge 2011). Yet many educational systems have somehow failed to value the building of students’ abilities to understand one another and to build meaning together. The focus has often been on individual “achievement,” most of which has been measured by multiple-choice tests. The focus has been on non-complex language, on the pieces and grammar rules that are easily tested.

19. FOSTERING ACADEMIC INTERACTIONS Academic Interaction Challenges (page 180) Formative Assessment of Academic Interactions (page 182) Clear and Engaging Purposes for Conversations (page 184) Ways to Model Academic Interactions (page 185)

20. FOSTERING ACADEMIC INTERACTIONS

21. Handout

22. SPF AND ELD STANDARDS Objective: Study the standards to drive instruction

23. The High Impact Essential Practices are used to develop the academic language of students at all levels of English proficiency. High Impact Essential Practices

24. ELD Standards High Impact Practices Fostering Academic Interactions Fortifying Complex Output Using Complex Text ELD Lessons (Start Smart) Assessments (SPF-CAT) In what ways does the SPF tool support ELD standards based instruction?

25. Start Smart http://achieve.lausd.net/Page/1 38#spn-content

27. LAUSD Teaching and Learning Framework 2014-2015 Focus Elements

28. Day 1 – CREATE Purpose of Constructive Conversation skills lessons Students build all 4 skills and take ownership of them. Students are able to meet the language demands of the CCSS in all content areas. Lead students to College and Career readiness. Lesson Components: Conversation Norms Hand gesture Model and Non-Model sample Student Independent Practice Language Sample Day 1 experience Handout

29. Appendix B The lesson template models each of the following skills Appendix B Use your THINK TIME Use the LANGUAGE of the SKILL Use your CONVERSATION VOICE LISTEN respectfully TAKE TURNS and BUILD on each other's ideas

30. A. Think Time

31. T: I think that the children are making something to eat. What is your idea? S: My idea is they are all working together to bake a cake. How can you add on? B. Language of the Skill

32. T: I think that the children are making something to eat. What is your idea? S (whispers) : My idea is they are all working together to bake a cake. How can you add on? C. Conversation Voice

33. T: The children are putting in ingredients. S: The children are taking turn adding them. T: I heard you say that the children are taking turns adding the ingredients. S: Yes, and I also noticed that they look like they are having fun. D. Listen Respectfully

34. T: I think they are going to bake cookies. S: I agree. I see a bag of chocolate chips. T: The boy is standing up looks as if he is in charge. S: Yes, he looks older and is helping the younger kids. E. Take Turns and build on each other’s ideas

35. Create- Teach hand gesture Introduce Teacher Model and Non-Model Model Create

36. 1. Did I state my ideas? 2. Did my partner and I take turns sharing? 3. Did I stay on topic? 4. Did I use evidence from the text? 5. Did I build on my partner's ideas? Appendix C-2 Listening Task for Create

37. Non-model Constructive Conversation Student Independent Practice Appendix H Appendix G Create (continued)

38. Independent Practice  Each student will have four cards.  In partners, a student will share an idea and place a card on the the table.  Their partner will respond.  Partners will continue taking turns until all their cards are placed on the table.  If done early, repeat the process for an additional round.

39. Student Progress Form Conversation Analysis Tool (SPF-CAT)

40. Overview Data Aligning to ELD Standards Creating ELD Objectives Designing standards based Designated ELD Lessons Formative Assessments Student Progress Form (SPF) Based on the data, which ELD Standards do students need most support with Create targeted and specific ELD Objectives that help meet the needs of students. Curriculum, resources, materials High Impact Essential Practices, Constructive Conversation Skills, prompts, models/non- models, strategies, etc. Analyzing student data: qualitative and quantitative

41. Purpose of Conversation Analysis Tool (CAT) A tool to help educators analyze student conversation (oral language output). It measures turn taking skills that build on others’ ideas and the knowledge or skill of the lesson objective.

42. CAT to SPF-CAT Formative Assessment aligned to CA ELD Standards Progress monitoring tool for progress in language proficiency Dimensions aligned to TLF

43. THE SPF-CAT AS A PROGRESS MONITORING TOOL

44. Student Progress Form-CCLS

45. Student Progress Form Conversation Analysis Tool

46. CA ELD Standards Alignment Handout

47. Progress Monitoring

48. Instructional Implications

49. Constructive Conversation Student Sample 1. Read the language sample with your partner 1. Score the language sample using the SPF-CAT 1. Score and Write the rationale 1. Discuss the score and rationale with your partner, come to a consensus Handout

50. Language Sample Student A: I think they are going to bake cookies. What do you notice? Student B: I agree. I notice a bag of chocolate chips. Student A: The boy standing up looks as if he is in charge. Student B: Yes, he looks older and is helping the younger kids.

51. What are the students able to do? At what proficiency level? What instruction do the students need to progress to the next proficiency level? Which ELD Standards will I focus on to develop my future lessons? What type of prompts might I consider? Instructional Implications

52. Model: Delve into the standards What are the instructional implications? Protocol: Here’s What - So What - Now What

53. Guided Practice: Delve into the standards What are the instructional implications? Protocol: Here’s What - So What - Now What

54. Independent Practice (with a partner): Delve into the standards What are the instructional implications? Protocol: Here’s What - So What - Now What

55. Steps Towards Meeting Standards __________________ __________________ __________________ Protocol: Tuning Protocol

56. Reflection What might be some connections between the ELD standards and formative assessment tools?

57. Thank You! Suggestions Contact: Lester Malta Local District West English Learners Coordinator Secondary Instruction lester.malta@lausd.net