Transition To The Common Core Transforming Teaching & Learning for English Learners San Jose/Silicon Valley 2020 Symposium September 25, 2013

2 Today’s Agenda Common Core State Standards Framework Focus on ELs Professional Learning Cycle Moving Forward

3 Quick-Write What are or will be your major challenges in supporting ELs with access to the CCSS?

4 About SCUSD 11 th Largest School District in CA 43,000 Students 74 Campuses 40 Languages 24% English Learners

5 Strategic Plan 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 Learning Standards 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.a Explain the function of phrases and clauses in general and their function in specific sentences. Language Standard 7.1.c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

Expected Evidence of Student Learning CriteriaStudent 1Student 2Student 3Student 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 Work Unpacking Sentences In 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 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