Transitioning to the CCSS: Key Shifts in English Language Arts and English Language Development

CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction

Transitioning to the CCSS: Key Shifts in English Language Arts and English

Language DevelopmentTitle III Accountability Leadership Institute

Santa Clara, CA December 3, 2012

Tom Adams, DirectorCurriculum Frameworks & Instructional Resources Division

Karen Cadiero-Kaplan, Director English Learner Support Division

Barbara Murchison, Education Programs ConsultantCommon Core Systems Implementation Office

TOM TORLAKSONState Superintendent of Public Instruction

2

Common Core State Standards Implementation:

Critical Dates• The SBE adopted the CCSS in 2010

• The SBE adopted the ELD Standards in November, 2012

• New assessments scheduled for Spring 2015

• Next likely SBE adoption of materials in 2014 (Mathematics) and 2016 (ELA)


Common Core State Standards: Major Shifts


General Purpose of Frameworks

• Provide support for teachers and guidelines for educational programs

• Guidance to school districts in the development of local curriculum.

• Direction to publishers for the development of instructional materials

• Guidelines for local selection of instructional resources (Grades 9-12)

• Reflect current and confirmed research• Guidance for teacher professional development

programs, in-service, pre-service and teacher licensing standards


Criteria for Evaluating Instructional Materials, K-8• Frameworks contain the criteria for the

evaluation of instructional resources grades K-8, pursuant to Education Code sections 60200-60206.

• Criteria must be adopted at least thirty months prior to when the Board is scheduled to take action on an adoption.

• The evaluation criteria give direction to publishers for the development of instructional materials and are used to evaluate the materials submitted for adoption.


CALIFORNIA DEPARTMENT OF EDUCATION

English Language Arts/English Language Development FrameworkDevelopment Process

This chart shows the major steps of the curriculum framework development process.

All meetings are open to the public.

6

1. Instructional Quality Commission (IQC)

Appointed by State Board of Education (SBE)

March 2012

2. Meetings of Four Focus Groups (Educators

Appointed by SSPI) Held to Solicit Input on New

Framework May/June 2012

3. SBE Appoints Curriculum Framework and Evaluation Criteria

Committee (CFCC)November 2012

4. CFCC Meets 6 Times to Draft Framework

February–July 2013

5. Draft Framework Presented to IQCSeptember 2013

6. IQC Conducts 60-Day Field Review; Draft

Framework Posted on Internet

October/November 2013

7. IQC's ELA/ELD Subject Matter Committee Meets;

Suggests Edits to Draft Framework

December 2013

8. IQC Meets; Recommends Draft Framework to SBE

January 2014

9. Recommended Framework Posted on

Internet for 60-Day Public ReviewFebruary/March 2014

10. SBE Meets; Acts on IQC's Recommendation to

Adopt FrameworkMay 2014

11. Framework Posted on Internet; Print Edition

Published2015


Beginning Steps

• SBE appointed members to the Instructional Quality Review Commission in March 2012

http://www.cde.ca.gov/be/cc/cd/index.asp

• SBE approved the timeline for revision of the ELA/ELD Framework in May 2012

http://www.cde.ca.gov/ci/rl/cf/elaeldtime4revision.asp

7


88


Focus Group Meetings

• Purpose is to gather input on revision of framework (CCR Title 5 requirement)

• Four meetings, open to the public, held May-June 2012

• All focus group members current educators

• Focus Group Report used to develop guidelines for work of the framework committee

http://www.cde.ca.gov/ci/rl/cf/9


Guidelines for 2014 Revision of the ELA/ELD

Framework• Based on input from the focus group

meetings, written comments received, and statutory requirements

• Reviewed and recommended by the IQC in September, and approved by the SBE in November

• ELA/ELD CFCC members will develop framework based on the CFCC Guidelines

http://www.cde.ca.gov/ci/rl/cf/elaeldfwguidelines.asp 10


11


The Language Demands of the Common Core

• “Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines…can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions. They build on others’ ideas, articulate their own ideas, and confirm they have been understood.”

(CCSS for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, p. 7)


The Language Demands of the Common Core

• “Mathematically proficient students understand

and use stated assumptions, definitions, and

previously established results in constructing

arguments. They make conjectures and build

a logical progression of statements to explore

the truth of their conjectures…They justify their

conclusions, communicate them to others,

and respond to the arguments of others.”

(CCSS for Mathematics, p. 6)


Language uses also key in creating new science standards

Among essential science practices:• Constructing explanations and designing solutions• Engaging in argument from evidence• Obtaining, evaluating, and communicating information

K-12 Science Framework (NRC, 2012, pp. 45, 49)


Curriculum Framework and Evaluation Criteria Committee

• Over 125 applications received between June-August

• 20 members appointed by SBE in November

• Teachers: 4 Elementary teachers, 4 middle school teachers; 5 high school teachers

• Others: 5 county educators, 1 university professor, 1 self-employed consultant

http://www.cde.ca.gov/ci/rl/cf/elaeladcfccapplicants.asp 15



• Co-Chairs: Becky Sullivan and Martha Hernandez

• Writers: Nancy Brynelson and Hallie Yopp Slowick, with assistance from Pam Spycher

• Six 2-day public meetings scheduled between February and July 2013

16



Meeting Dates in 2013February 28-March 1

March 27-28

April 25-26

May 30-31

June 27-28

July 25-26

All meetings held at the CDE Office in Sacramento

17


CCSS Implementation: 2011 Legislation

• Assembly Bill 124 Chapter 605, Statutes of 2011: ELD Standards

• Assembly Bill 250 Chapter 608, Statutes of 2011: ELA/ELD Framework

• Senate Bill 140 Chapter 140, Statues of 2011: Bridging Materials

18


AB 124 (Fuentes): Adoption of New ELD Standards

• Established the English Language Development Standards Advisory Committee to update, revise and align the English Language Development (ELD) standards with the Common Core State Standards

• Committee included teachers and administrators with expertise in instructing English learners

• The SBE adopted the new ELD standards on November 7, 2012

19


New ELD Standards

• Adopted on November 7, 2012, by the SBE

• Aligned to the CCSS and designed to help English learners build critical knowledge and skills

• Describe key knowledge, skills, and abilities in core areas of English language development

http://www.cde.ca.gov/sp/el/er/eldstandards.asp20

TOM TORLAKSONState Superintendent of Public Instruction Align with California’s Common Core State

Standards for English Language Arts, Literacy in

History/Social Studies, Science, and Technical

Subjects (Common Core State Standards)

Highlight and amplify key language

knowledge, skills, and abilities in the Common

Core State Standards critical for ELs to succeed in

school while they are developing English

CA ELD Standards: Purpose


Provide opportunities for ELs to access,

engage with, and achieve in grade-level

academic content while they are learning English

Use in tandem with the Common Core State

Standards and not in isolation

Strengthen English Language Development in

light of next-generation content standards

CA ELD Standards: Purpose


Key Shifts in the 2012 CA ELD StandardsFROM A

CONCEPTUALIZATION OF…

TO UNDERSTANDING…

Language acquisition as an individual and lock-step linear process

Language acquisition as a non-linear, spiraling, dynamic, and complex social process

Language development focused on accuracy and grammatical correctness

Language development focused on collaboration, comprehension, and communication with strategic scaffolding to guide appropriate linguistic choices

Use of simplified texts and activities, often separate from content knowledge

Use of complex texts and intellectually challenging activities with content integral to language learning

(Adapted from Walqui, 2012)


Key Shifts (continued)

FROM A CONCEPTUALIZATIO

N OF… TO UNDERSTANDING…

English as a set of rules English as a meaning-making resource with different language choices based on audience, task, and purpose

A traditional notion of grammar with syntax and discrete skills at the center

An expanded notion of grammar with discourse, text structure, syntax, and vocabulary addressed within meaningful contexts

Literacy foundational skills as one-size-fits-all, neglecting linguistic resources

Literacy foundational skills targeting varying profiles of ELs, tapping linguistic resources and responding to specific needs

(Adapted from Walqui, 2012)


25

SB 140 (Lowenthal): Supplemental Instructional Materials Review

• Supplemental Instructional Materials will bridge the gap between the content in the current materials being used schools and the CCSS

• Materials will work with either adopted materials or other materials being used in district

• The first round of supplemental materials approved November 7, 2012, by the SBE (list of approved programs at http://www.cde.ca.gov/ci/cr/cf/suptsupmatreview.asp)


Assembly Bill 250 (Brownley): Implementing CCSS

• Starts process for the development and adoption of curriculum frameworks aligned to the CCSS

• Integrates new ELD standards in the ELA Framework

• Extends the operative date of the state’s assessment system by one year

• Creates professional learning modules26


CCSS Implementation: 2012 Legislation

• Senate Bill 1200 Chapter 654, Statutes of 2012: Standards

• Assembly Bill 1246 Chapter 668, Statutes of 2012: Math Instructional Materials

• Senate Bill 1719 Chapter 636, Statues of 2012: ELD Materials

27


28

SB 1200 (Hancock): Review and Modification of the CCSS

• Adopt the College and Career Readiness Anchor standards and resolve technical edits to the CCSS for ELA

• Recommend modifications to the California additions to the CCSS for Mathematics (includes deletion of Grade 8 Algebra course)

• Convene a group of science experts to develop and recommend content standards before July 31, 2013, for adoption by the SBE before November 30, 2013


AB 1246 (Brownley): Accelerate Process to Adopt Mathematical

Instructional Materials• Allows districts flexibility to purchase

instructional materials not on state-adopted list – materials must be reviewed by districts and deemed aligned to content standards and are sufficient

• For mathematics – adopt instructional material evaluation criteria no later than March 31, 2013; adopt instructional materials for K–8 no later than March 30, 2014

29


AB 1719 (Fuentes): Supplemental Instruction Materials Review

• Develop a list of SBE-approved supplemental instructional materials for English learners, aligned with the new ELD standards, by June 30, 2014

• Develop a list of SBE-approved supplemental instructional materials for K–7, aligned with the CCSS for mathematics, by July 30, 2013

30


CCSS ListServ

Join the ListServs to receive information and updates regarding the implementation of the Common Core State Standards and the SBAC Assessment

To join the CCSS Resources Updates:Send a "blank" message to:[email protected]

To join the SBAC/Assessment Updates:Send a "blank" message to:[email protected]

31


32

Questions?Tom Adams, Director

Curriculum Frameworks & Instructional Resources [email protected]

916-319-0663

Karen Cadiero-Kaplan, [email protected]

English Learner Support Division916-319-0938

Barbara Murchison, Education Program Consultant [email protected]

Common Core Systems Implementation Office916-319-0490

Documents

Transitioning to the CCSS: Key Shifts in English Language Arts and English Language Development