College and Career Ready Standards and English Learners

1. College and Career Ready Standards and English Learners Kenji Hakuta Stanford University NC DPI Summer ELL Support Conference

2. Humans are information integration machines. NC DPI Summer ELL Support Conference

3. The two cyclops problem. NC DPI Summer ELL Support Conference

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5. Civil Rights Act of 1964 Title VI. No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance. NC DPI Summer ELL Support Conference

6. Elementary and Secondary Education Act ESEA (1965) NC DPI Summer ELL Support Conference

7. Lau v. Nichols (1974) There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education. U. S. Supreme CourtLau v. Nichols 1974 NC DPI Summer ELL Support Conference

8. Lau v. Nichols (1974) Basic English skills are at the very core of what these public schools teach. Imposition of a requirement that, before a child can effectively participate in the educational program, he must already have acquired those basic skills is to make a mockery of public education. U. S. Supreme CourtLau v. Nichols 1974 NC DPI Summer ELL Support Conference

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10. Castañeda v. Pickard (1981)Fifth Circuit Court of Appeals Judge Carolyn Randall (King) 648 F.2d 989; 1981 U.S. § 1703(f) of the EEOA makes it unlawful for an educational agency to fail to take "appropriate action” to overcome language barriers that impede equal participation by its students in its instructional programs." • (1) Whether the school system is pursuing a program informed by an educational theory recognized as sound by some experts in the field, or, at least, deemed a legitimate experimental strategy. • (2) Whether the programs and practices actually used by the school system are reasonably calculated to implement effectively the educational theory adopted by the school. • (3) Whether the school's program succeeds, after a legitimate trial, to produce results indicating that the language barriers confronting students are actually being overcome. NC DPI Summer ELL Support Conference

11. Castañeda v. Pickard (1981)Fifth Circuit Court of Appeals 648 F.2d 989; 1981 U.S. § 1703(f) of the EEOA makes it unlawful for an educational agency to fail to take "appropriate action” to overcome language barriers that impede equal participation by its students in its instructional programs." • (1) Whether the school system is pursuing a program informed by an educational theory recognized as sound by some experts in the field, or, at least, deemed a legitimate experimental strategy. • (2) Whether the programs and practices actually used by the school system are reasonably calculated to implement effectively the educational theory adopted by the school. • (3) Whether the school's program succeeds, after a legitimate trial, to produce results indicating that the language barriers confronting students are actually being overcome. NC DPI Summer ELL Support Conference

12. Castañeda v. Pickard (1981)Fifth Circuit Court of Appeals 648 F.2d 989; 1981 U.S. § 1703(f) of the EEOA makes it unlawful for an educational agency to fail to take "appropriate action” to overcome language barriers that impede equal participation by its students in its instructional programs." • (1) Whether the school system is pursuing a program informed by an educational theory recognized as sound by some experts in the field, or, at least, deemed a legitimate experimental strategy. • (2) Whether the programs and practices actually used by the school system are reasonably calculated to implement effectively the educational theory adopted by the school. • (3) Whether the school's program succeeds, after a legitimate trial, to produce results indicating that the language barriers confronting students are actually being overcome. NC DPI Summer ELL Support Conference

13. Castañeda v. Pickard (1981)Fifth Circuit Court of Appeals 648 F.2d 989; 1981 U.S. § 1703(f) of the EEOA makes it unlawful for an educational agency to fail to take "appropriate action” to overcome language barriers that impede equal participation by its students in its instructional programs." • (1) Whether the school system is pursuing a program informed by an educational theory recognized as sound by some experts in the field, or, at least, deemed a legitimate experimental strategy. • (2) Whether the programs and practices actually used by the school system are reasonably calculated to implement effectively the educational theory adopted by the school. • (3) Whether the school's program succeeds, after a legitimate trial, to produce resultsindicating that the language barriers confronting students are actually being overcome. NC DPI Summer ELL Support Conference

14. Sound theory examine revise reform Results Implementation Articulated in OCR policy memoranda issued on Sept. 11, 1984, reiterated successively in 1985, 1990, 1991. evaluate NC DPI Summer ELL Support Conference

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16. A Nation at Risk (1983)… call for standards. NC DPI Summer ELL Support Conference

17. Section 1014(d) of the Hawkins‑Stafford Amendments of 1988 requires Chapter 1 participants to ``have needs stemming from educational deprivation and not related solely to . . . limited English proficiency.'' NC DPI Summer ELL Support Conference

18. No Child Left Behind NC DPI Summer ELL Support Conference

19. No Child Left Behind:Three important pieces for ELLs • Sec. 1111(a)(3)(ix)(III) the inclusion of limited English proficient students, who shall be assessed in a valid and reliable manner and provided reasonable accommodations on assessments administered … including, to the extent practicable, assessments in the language and form most likely to yield accurate data… • Sec. 1111(a)(3)(xiii) enable results to be disaggregated within each State, local educational agency, and school by…English proficiency status. • Sec 3113(b)(2) standards and objectives for raising the level of English proficiency that are derived from the four recognized domains of speaking, listening, reading, and writing, and that are aligned with achievement of the challenging State academic contentand student academic achievement standards described in section 1111(b)(1). NC DPI Summer ELL Support Conference

20. The New Civil Right: Inseparable education for language and content NC DPI Summer ELL Support Conference

21. Old Paradigm Content Language Mostly vocabulary, Grammar NC DPI Summer ELL Support Conference

22. New Paradigm Discourse Text (complex text) Explanation Argumentation Purpose Typical structure of text Sentence structures ΔVocabulary practices Content Language NC DPI Summer ELL Support Conference

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25. The New Content Standards (CCSS/NGSS/CCRS) Photo: Courtesy Jeff Johnson

26. MOOCs from Understanding Language Effective teachers facilitate rich student academic discourse that is supported by the tools of reading, writing, and visualization. The Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS), supported by the new English Language Proficiency Standards, have created a context for reform whose signature instructional moments include these uses of language. NC DPI Summer ELL Support Conference

27. Three Legs of the Language Stool • Learning through discourse. • Transacting with text and images. • Writing about evidence, reasoning and argument. NC DPI Summer ELL Support Conference

28. Continuum of MOOCs NC DPI Summer ELL Support Conference

29. c-MOOCs “c” is for … connectivity, collaborative, constructivist, creative, collective… Applied as… …take a SCOOP of language and analyze, reflect, share, collaborate NC DPI Summer ELL Support Conference

30. c-MOOCs “c” is for … connectivity, collaborative, constructivist, creative, collective… Applied as… …take a SCOOP of language and analyze, reflect, share, collaborate NC DPI Summer ELL Support Conference

31. It is more like “Citizen Science” than it is a “MOOC”. NC DPI Summer ELL Support Conference

32. Learning from a Pilot MOOChttps://novoed.com/common-core(through support from OELA/NPD) • 8,000 enrolled, plus 1,000 auditors • 2,000 active participants joined 519 teams of 1-8 per team • 1,560 fully completed first assignment • completion rate*: 26.2% *with respect to those who turned in the 1st assignment INSTRUCTORS • Addressed how to facilitate classroomdiscourseseas required by the new CCSS and NGSS • Targetededucators of English Language Learners • Required participants to listen closely, analyze, reflect, and acton student-to-student interactions Kenji Hakuta Jeff Zwiers Sara Rutherford-Quach NC DPI Summer ELL Support Conference

33. MOOC as a Vehicle for Collaboration IHEs States and Districts North Carolina Department of Public Instruction (Nadja Trez) Topic: CCSS Implementation – ELA Middle School and Math Elementary Oregon Department of Education (Timothy Blackburn and Martha Martinez) Topic: ELPA21 Standards SFUSD (Angie Estonina), LAUSD (Hilda Maldonado) and OUSD (Nicole Knight) Topic: Student Discourse Seattle Public Schools (Veronica Gallardo) Topic: Student Discourse New York City Schools (in process) New York State Education Department (in process) • Stanford (Kenji Hakuta, Jeff Zwiers, Sara Rutherford) • Stanford (Jonathan Osborne, Bryan Brown, Helen Quinn, Guadalupe Valdes) • Stanford (Sam Wineburg) • Stanford (David Brazer) • Stanford (Rachel Lotan) • Oregon State (Karen Thompson) • UCSC (George Bunch, JuditMoschkovich) • UC Davis (Susan O’Hara, Harold Levine) • UCLA (Margaret Heritage), Alison Bailey • CSU Sacramento (Sue Baker, Adele Arellano, Stephanie Biagetti, Pia Wong) • U Virginia (Amanda Kibler) • U Wisconsin (Tim Boals, Margo Gottlieb, Gary Cook) • U Maryland (Melinda Beltran) • East Carolina University (Rob Lucas) • UNC Chapel Hill (Marta Civil) • New Mexico State University (Anita Hernandez) • University of New Mexico (Rebecca Blum Martinez) • UC Berkeley (David Pearson) • Seattle University (Robert Hughes) NC DPI Summer ELL Support Conference

34. Understanding Language | Online MOOCs The Database NC DPI Summer ELL Support Conference

35. Understanding Language | Online MOOCs • All MOOCs will be focused on SCOOPS of student work that display evidence from (1) discourse, (2) transaction with text, (3) writing about evidence, reasoning and argument that contributes to the Database. • MOOCs will be specialized by different content areas, grade levels, student subgroups, geographical region. • The MOOC COOP will be comprised of primarily faculty and LEAs, where the IHE will package and offer the MOOC, and the LEA will collaborate in capturing examples of student work and instruction that can become model content for the MOOC. • Members of the MOOC COOP will be part of an IP agreement that will allow reciprocal borrowing/lending of MOOC content with agreed-upon allowances and restrictions. • MOOC COOP membership will allow special access to the Database. NC DPI Summer ELL Support Conference

36. Understanding Language | Online The Database The Database will consist of MOOC SCOOPS , including all information about the SCOOPS gathered from the MOOC (description of setting, self-evaluations, peer evaluations, etc.) and will be searchable. The main uses of the Database are: Evaluation and improvement of MOOCs To support Formative Assessment Online, a service to allow users to enter new samples of student language (new SCOOPS) and to use the database as a reference point for formative assessment practice by finding “similar” and “informative” examples. Basic research, such as mapping learning progressions for the language used around specific content topics. Other activities to move the field, such as sponsoring Natural Language Processing contests to model expertise in evaluating student language. NC DPI Summer ELL Support Conference

37. The “Vision” Traffic patterns Metadata District Collaborations University Collaborations MOOC Mosaic Data Formative Assessment NLP NC DPI Summer ELL Support Conference