New Values for English Language Development: California

The new California English Language Arts/English Language Development Framework is launching around the state this Spring, and I do tend to geek out on these sorts of things.

This twelve chapter document may shape up to be the superguide to the state (no pun intended) of ELD instruction.

As a place to start, here is my version of the Framework credos…

Valuing Language and Culture as Assets

Instruction builds upon and values their home cultures and primary languages.

Intellectual Richness

Students routinely engage in intellectually rich tasks and texts across the disciplines; high expectations for learning are established for all students.

Building Content Knowledge and Language Simultaneously

Instruction promotes content and language learning in tandem in all disciplines.

Attending to Specific Language Learning Needs
Specific, targeted language instruction builds into and from content learning.   Instruction is driven by English language proficiency levels and prior educational experiences in the primary language and English.

Integrating Domains of Communication 
The goal is full proficiency in each domain of English language proficiency: listening, speaking, reading, and writing.

Providing Appropriate Scaffolding 
Learners are intentionally supported to fully engage with intellectually challenging content using strategic scaffolding, tailored to student needs with the ultimate goal of student autonomy.

Evaluating Progress Appropriately 

Content knowledge and academic English development are evaluated with intentional, appropriate, and valid assessment tools that take into account English language proficiency levels and cultural backgrounds.   Instruction is monitored and adjusted via formative assessment.  Feedback is provided in a timely manner.

Sharing the Responsibility 

Learner’s positive educational experiences and academic success is a responsibility shared by all educators, the family, and the community.

Best Web Tools for English Learners: To Collect and Curate

photo credit: Manfred Heyde 

Creative Commons search
A convenient access to Web resources (image, video, music) that are under a CC license to freely reproduce. However, always verify that the work is actually under a CC license by following the link.

Quizlet
Make or use existing sets of flashcards. Convenient, no registration required.  A bit cluttered with ads, but huge, 8 million sets of flashcards currently.  On mobile for android or iOS.

Study Blue
Clean, minimalist, must register to use. Make flashcards, create traditional review sheets with the functionality of community notes and crowdsourced learning.  Individuals upload their own study tools or use other people’s studying materials. You can choose to view resources globally, or limit search results to your own school or specific class.  On mobile for android or iOS.

Pinterest
The queen of digital bulletin board-style curation. For students 13 and up.  Make, share and comment on collections.  On mobile for android or iOS.

Evernote
Powerful digital notebook. Capture, index and save information using any device. Students can take notes, capture favorite videos, save webpages, and collaborate on and present projects using Evernote. On mobile for android or iOS.

Padlet
Virtual post-it note board for text, images, videos. Save boards for export in a variety of formats, share, send, embed.  On mobile for android or iOS.

Diigo
All-in-one research tool. Highlight, organize and manage online content as they Highlight, bookmark, annotate, and share resources. The tool is great for collaborating and sharing ideas on a range of devices. On mobile for android or iOS.

Zaption
Create interactive lessons by embedding quizzes, comments, live discussions into YouTube or Vimeo videos. On mobile for iOS only.

Let's Cover My Preach First

"If adolescent English language learners are to possess the sustained engagement, fortitude and motivation necessary to fully access school curricula, then educators must develop instructional approaches and strategies that take advantage of any and all resources at their disposal."

As I wrote all this last month, I felt my preach about English language development becoming concrete, documented...becoming…hey…my mission statement. Seriously.  The problem is that as much as friends, neighbors and colleagues might tolerate our flashes of inspiration, they get very tired of our various personal manifestos.  However, I find I must keep writing.

I am a middle school teacher in rural northern California.  Our district org chart lists my teaching position as English Language Development(ELD)/Reading, but in reality, I'm a coach.  A life coach, a cheerleader who spends her days showing kids they can.  Our rural community of 5000 has established a reputation on the world map as a place where some of the world's finest wines are created.   My San Francisco-based architect cousin, fluent in five languages and working for a multi-national corporation, claims our town is the most cosmopolitan place on earth, but my English Language Learners (EL) students grow up wondering where they fit into a world curated by The Robb Report.

I have known most of my EL students since they were babies.  Their Moms, Dads, adult brothers and sisters work in the wine or service industries.  Year after year, as they see their more affluent classmates go off to promising futures assisted by their college educated parents, my students wonder how they can share in that.  Is the "The American Dream" just a story we tell to keep hope alive?  I have watched years of compensatory education initiatives attempt to level the playing field, with not much sustained result.

If this post ends up being my ELD manifesto, here it is: The ability to speak the language of instruction is not an indicator of a student's level of cognitive function.  Our students are now gifted with the ability to access any information, any daya or lore the human race has ever known.  They can reorganize anything imaginable and express it in new ways.

We are preparing every student for a future beyond our comprehension.

Designated ELD? Integrated ELD? Let Them Eat Cake!

Orange County Office of Education

“ELs at all English proficiency levels and at all ages require both integrated ELD and specialized attention to their particular language learning needs, or designated ELD. Such a multilayered application of the CA ELD Standards requires deep collaboration between educators, support for teachers, and, most importantly, a sustained focus on the strengths and needs of individual ELs and a persistent belief that all ELs can achieve the highest levels of academic and linguistic excellence.”               

-California English Language Arts/English Language Development Framework, 2014

Designated ELD vs. Integrated ELD has been a lively discussion in my district in recent years, as if there was an either/or decision to be made.

I never really understood why comprehensive instructional programming for English Language Learners would not include both, especially when research has long established the need.  Politics?  Money?

Years (yes, for real...) of teaching hundreds of EL and Fluent English Proficient students have solidified my belief that comprehensive English language development, which meets the evolving needs of students, includes a place for specific English language development instruction, as well as ELD support strategies integrated in subject area content.   So I'm pleased so see that the developers of the California English Language Arts/English Language Development Framework agree.

The quality of collaboration between adults in the school community, as described in this citation from the Framework, is absolutely the key element to the overall track record of any comprehensive ELD program, in my experience.  

In my present professional incarnation as a Designated ELD teacher, I'm fortunate to have a school schedule, structure and culture which strongly supports collaboration.  This means that every day, my English learners benefit from instruction which is the product of dynamic interaction among staff, offering both Designated and Integrated ELD.

Every aspect of what we do—core content instruction, support, counseling, wellness, administration—has been developed through some sort of collaborative process.  Shared visioning and feedback, within a carefully crafted structure, can be the most powerful form of formative assessment we have.

Like so many of my students, I'm a visual learner.  These graphics, put together by the Orange County Department of Education, Services for English Learners, brought it all together for me. 

I just love food metaphors.

Orange County Office of Education

#commoncoreeld: An implementation story

photo credit: Ken Figlioli

There was really no debate “should we, shouldn’t we?”, or whining “we wish we didn’t have to.”  We just did it. 

While my colleagues might laugh me out of the staff room for saying so, our implementation of the California Common Core Standards for English Language Arts (aka CCCS ELA) starting in the Spring of 2012, went something like this:

1. 1. Read the standards (two months)
2. 2. Reflect...(one lunch hour)
3. 3. Say  “Oh, OK.” (one week)
4. 4. Purchase mostly aligned textbooks (three months)
5. 5. Implement instruction (ever since then, Fall 2013).

In truth, I have glossed over a few things in the interest of the story, but that was the gist of it.   Other states were farther ahead than California, in terms of developing support and training materials, so sites like Achieve the Core, and  engage ny became nightly reading material.   Since then, I’ve noted that California Department of Education has curated a collection of support materials for implementation of CCCS, including various implementation guides, a video library and California Spotlight, listing resources developed by district and county education agencies (aka LEA).

I have extremely hard working colleagues who have gone the extra mile, creating curriculum units from scratch on an almost-weekly basis since 2013.  So, as of now, we are “done”; CCCS ELA fully implemented.  There were...just a few...loose ends to tie up.  Testing, instructional scope and sequence, skills articulation, instructional strategies. It's like sewing your dress while you’re wearing it.

The final California English Language Development Standards, (CA ELD) integrated with the CCCS English Language Arts Standards, were adopted in November 2012, and the English Language Arts/English LanguageDevelopment (ELA/ELD) Framework was adopted six months ago.

In the terminology of the ELA/ELD Framework, I am a Designated ELD teacher; the only one at my school, and one of only three in our district.  As of January 2015…let’s put it this way…there are not a lot of ELD materials aligned to the Common Core. Oh, and in August 2013, my district implemented 1:1computing.  So, I’m knitting my socks while I’m wearing them, as well as the dress-sewing described above.  My journey now is called #commoncoreeld  #EdTech.

I drink from the well of inspiration.  I collaborate closely with the close-knit staff at my small, affluent, rural middle school.  I have taught EL students since 1985.  I have been working in multi-age learning environments and project-based instruction since the early 90’s.  I am a Reading Specialist.   I have had all sorts of roles in district and school site ELD program development and management. 

I can figure this out.

I am figuring this out.

I will continue to figure this out.