Disciplinary Literacy and Integrated ELD

Disciplinary Literacy and Integrated ELD:
Building Capacity Across Districts
Maricela Sanchez Robles & Isabel Aquirre, LAUSD
Brian Gault, Ivy Laney & Aracely Lozoya-Reynolds , YCUSD
Susan O’Hara, Debi Pitta, & Robert Pritchard, REEd at UC Davis
Disciplinary Literacy and Integrated
ELD: Building Instructional Capacity
across Districts From Action Research to
Classroom Practice
Presenters: Maricela Sanchez & Isabel Aguirre
Multilingual & Multicultural Education Department
LAUSD
California Educator Excellence Summit
Wednesday, January 20, 2016
2:45 pm– 4:00 pm
Rm. 319
Charge
Implement the ELD Standards in tandem with the
CA Standards
•  Build district awareness, understanding and
capacity
•  Establish and expand collaboration
•  Develop foundational resources
•  Align curriculum, instruction and assessment
LAUSD’s Journey…
STANFORD PARTNERSHIP
EL Teacher FELLOWSHIPS
Focus on LANGUAGE
LESSON
DEVELOPMENT
University Partnerships
May
2014
MOOC: Formative Assessment Practice- Incentive for teachers to participate
Fall
2014
-MOOC: Constructive Classroom Conversations- 105 EL Fellows
-Book Study: Common Core in Diverse Classrooms- MMED Staff
Spring -Jeff Zwiers presented to all principals
2015 -CC in Diverse Classrooms book provided to all principals
Spring -MOOC: Constructive Classroom Conversations- SEL Fellows
2015 -MOOC: Seven Essential Practices- 200 Title III coaches & MMED Staff
Spring -EL Teacher Fellowships- Action research model to collect and videotape
2015 language samples and develop START SMART & Designated & Integrated
lessons
Winter
-Strategic Observation & Reflection Fellowship- Susan O’hara & Bob Pritchard
2015
Designated ELD Frame of Practice
Models Constructive Conversation Skill
read and use language from the text
(Create, Clarify,
Fortify and Negotiate) using language
opportunities to practice skills
models based on previously observed student
conversations, mentor text, multi-media text, etc.
Part II ELD Standards
students to fortify complex output and
Guiding Constructive
vocabulary usageConversation Skill
Part I ELD Standards
Guides & models students to use language of the
topic to practice a targeted Constructive Conversation
Skill (engaging, relevant, intellectually rich and
proficiency
challenging – CA – ELD Standards Appendix
C) level
linguistic features of text
language from
Models Constructive Conversation Skill
Establishes or reviews routines for Constructive
formative
assessment
of output skills listening
Conversations (ex.
Model/non-model
comprehension activity, Pro/Con Stronger/Clearer)
the text
ELD Standards Implementation Plan
The
image
part
with
relatio
nship
ID rId4
ELD Observation Tool
The CA ELD Standards describe the key knowledge, skills, and abilities that
students who are learning English as a new language need in order to access,
engage with, and achieve in grade-level academic content. The CA ELD Standards,
in particular, align with the key knowledge, skills, and abilities for achieving college
and career readiness described in the California Common Core State Standards for
English Language Arts and Literacy in History/Social Studies, Science, and
Technical Subjects (CA CCSS for ELA/Literacy).
The Critical Principles for Developing Language & Cognition in Academic
Contexts further detail the objective of the CELDS by defining the critical and
meaningful experiences and knowledge that English Learners need in order to
ultimately achieve proficiency in English. These principles are unpacked as the 12
ELD standards in Part I: Interacting in Meaningful Ways and 7 ELD Standards in
Part II: Structuring Cohesive Texts. These standards are further distilled into
Student Vital Actions. This observation tool will assist with observing for teacher
and student actions that demonstrate evidence of these standards in classrooms that
are providing a Comprehensive ELD Program.
Applying Conversation Skills
“Teachers need to
apprentice students
in how to converse
and use academic
discourse in ways that
build and deepen
literacy and content
understanding.”
-Common Core Standards in Diverse Classrooms

START SMART Roll-out
•  Modeled the lessons for all
teachers in all grade levels
•  Selected one skill per grade
level
Ø 
Ø 
Ø 
Ø 
2nd/ 3rd Grade: Create Skill
Kinder/1st Grade: Clarify
4th Grade: Fortify
5th Grade: Negotiate
•  Teachers whose classrooms
were selected for model lesson
observed 3 days of Start Smart
lessons
•  Leadership Team (Certificated
Staff) provided coverage
Memo to Teachers
MODEL LESSON Preparation
• 
• 
• 
• 
Model Poster
Non-Model Poster
Revised Non-Model Poster
Listening Task Poster
Classroom Resources
Teachers have added their creativity and expertise
to Start Smart lessons to meet the needs of their
students
TEACHERS’ WORK
Constructive Conversation Skills Video
LESSONS LEARNED
University
Partnerships
MOOC:
Theory &
Pedagogy
Resource &
Lesson
Development
Book Study
Research
ApproachSearch for
Goodness
Focus on
Language
Capacity
Building
Please feel free to contact us:
Maricela Sanchez- msanch27@lausd.net
Isabel Aguirre- ixa8391@lausd.net
Website: http://achieve.lausd.net/mmed
Principles for Building Instructional Capacity
1.  Target the instructional shifts needed for CCSS to
provide a laser-like focus for the work
2.  Cultivate local teacher community in driving
instructional change
3.  Create the conditions necessary for continuous
improvement in teaching and learning
Conditions for Continuous Improvement in
Teaching and Learning
Knowledge
Tools
CCSS-­‐CSTP English Learners Essential Teaching
Practices
Teacher Driven
Professional Learning
Relationships
Org Structures
Building
Instructional
Capacity
Which instructional practices are highest leverage for promoting academic
language development?
• Extant review of literature on
academic language & literacy
development
• Created a list of practices from this
literature review
• Expanded on a protocol with
established predictive validity
• Coded videos from content area
classrooms and refined the list of
practices
• Conducted a Delphi Panel study with
national experts
• Established inter rater reliability
Supported through a 5 year NPD grant from OELA
ALLIES Teaching
Frames ™
Interact with Complex Texts For4fy Academic Output Foster Academic Interac4ons Facilitate Acquisi4on of Academic Language Foster Metacogni4on Monitor and Guide Language Learning Design Instruc4on of Academic Language and Literacy Development ALLIES Teaching Frame ™ - Foster Academic Interactions
High-Impact
Practice
Foster Academic Interactions
1. Build conversation skills
2. Provide extended and supported opportunities for student-to-student interactions
Foundational
Practice
Cross-Cutting Practices
Facilitate Acquisition of
Academic Language
!
•
•
•
•
•
Foster Metacognition
Monitor and Guide Language Learning
Provide multiple,
• Visibly enact metacognitive
• Monitor academic language learning
rigorous and supported
processes and/or strategies
and adjust instruction, supports and
opportunities for
students are expected to use in
tasks to meet the needs of students
students to acquire and
support of academic language
• Provide written and/or oral feedback
use all three dimensions
learning
to promote academic language use
of academic language
• Deconstruct metacognitive
Use a variety of
processes and/or strategies that
communication
support academic language
strategies to make target
learning
academic language
understandable
Design Instruction of Academic Language and Literacy Development
Set academic language and literacy learning targets that are aligned with ELA/Literacy CCSS and the target highimpact practice
Structure and connect tasks that support the academic language and literacy learning targets
Design supports to help students meet the academic language demands of texts and tasks
System of Professional Growth
• Design and test a
high quality
professional learning
system
– Mentors and coaches
– Teachers
– Site and district
leaders
MOOC -­‐ Seven Essen,al Prac,ces for Developing Academic Oral Language and Literacy in Every Subject-­‐For Teachers and Coaches IPLS Grant - SOAR ™ Teaching
Frames for Literacy
CCSS CSTP Integra,ve ELD SOAR ™ Teaching Frames for Literacy Two District Journeys-­‐LAUSD and YCUSD Describe the ALLIES work in your district.
ALLIES Teaching
Frames ™
Interact with Complex Texts For4fy Academic Output Foster Academic Interac4ons Facilitate Acquisi4on of Academic Language Foster Metacogni4on Monitor and Guide Language Learning Design Instruc4on of Academic Language and Literacy Development Charge
Implement the ELD Standards in tandem with the
CA Standards
•  Build district awareness, understanding and
capacity
•  Establish and expand collaboration
•  Develop foundational resources
•  Align curriculum, instruction and assessment
LAUSD’s Journey…
STANFORD PARTNERSHIP
EL Teacher FELLOWSHIPS
Focus on LANGUAGE
LESSON
DEVELOPMENT
University Partnerships
May
2014
MOOC: Formative Assessment Practice- Incentive for teachers to participate
Fall
2014
-MOOC: Constructive Classroom Conversations- 105 EL Fellows
-Book Study: Common Core in Diverse Classrooms- MMED Staff
Spring -Jeff Zwiers presented to all principals
2015 -CC in Diverse Classrooms book provided to all principals
Spring -MOOC: Constructive Classroom Conversations- SEL Fellows
2015 -MOOC: Seven Essential Practices- 200 Title III coaches & MMED Staff
Spring -EL Teacher Fellowships- Action research model to collect and videotape
2015 language samples and develop START SMART & Designated & Integrated
lessons
Winter
-Strategic Observation & Reflection Fellowship- Susan O’hara & Bob Pritchard
2015
Since your involvement with ALLIES began, what
growth have you seen in your district’s teachers and
students as well as in your district’s capacity to sustain
this growth over time?
Desk White Boards-­‐WriNen Output Monitor and Guide Language Learning Anchor Charts: Fostering Academic Output Interact with Complex Text For,fy Academic Output Facilitate Acquisi,on of Academic Language Design Instruc,on of Academic Language and Literacy Development Interact with Complex Text Facilitate Acquisi,on of Academic Language Design Instruc,on of Academic Language and Literacy Development Designated ELD Frame of Practice
Models Constructive Conversation Skill
read and use language from the text
(Create, Clarify,
Fortify and Negotiate) using language
opportunities to practice skills
models based on previously observed student
conversations, mentor text, multi-media text, etc.
Part II ELD Standards
students to fortify complex output and
Guiding Constructive
vocabulary usageConversation Skill
Part I ELD Standards
Guides & models students to use language of the
topic to practice a targeted Constructive Conversation
Skill (engaging, relevant, intellectually rich and
proficiency
challenging – CA – ELD Standards Appendix
C) level
linguistic features of text
language from
Models Constructive Conversation Skill
Establishes or reviews routines for Constructive
formative
assessment
of output skills listening
Conversations (ex.
Model/non-model
comprehension activity, Pro/Con Stronger/Clearer)
the text
ELD Standards Implementation Plan
The
image
part
with
relatio
nship
ID rId4
ELD Observation Tool
The CA ELD Standards describe the key knowledge, skills, and abilities that
students who are learning English as a new language need in order to access,
engage with, and achieve in grade-level academic content. The CA ELD Standards,
in particular, align with the key knowledge, skills, and abilities for achieving college
and career readiness described in the California Common Core State Standards for
English Language Arts and Literacy in History/Social Studies, Science, and
Technical Subjects (CA CCSS for ELA/Literacy). The Critical Principles for Developing Language & Cognition in Academic
Contexts further detail the objective of the CELDS by defining the critical and
meaningful experiences and knowledge that English Learners need in order to
ultimately achieve proficiency in English. These principles are unpacked as the 12
ELD standards in Part I: Interacting in Meaningful Ways and 7 ELD Standards in
Part II: Structuring Cohesive Texts. These standards are further distilled into
Student Vital Actions. This observation tool will assist with observing for teacher
and student actions that demonstrate evidence of these standards in classrooms that
are providing a Comprehensive ELD Program.
How has the use of the Essential Practice Frames to
develop a common focus and language facilitated
broader implementation of the ALLIES practices?
PLC’s Inquiry Ques,ons Inquiry Ques,ons: For UNIT 3 1.  How will we embed ALD into our daily lessons? What strategies will we use? 2.  Which ALD/ AVID strategies will we use to help students access different types of narra,ve and expository texts? 3.  Which ALD/AVID strategies will we use to help develop comprehension skills? Student Inquiry Ques,ons: 1.  How will we know our students can determine the purpose for wri,ng and will be able to correlate this purpose to their purpose for reading? Student Inquiry Ques,ons: 1.  How will we know our students can comprehend the resources provided, use the informa,on read to write a claim, and support it with evidence for argumenta,ve wri,ng? PLC agenda Review of September 8, 2015 ALD PLC
Focus questions:
1.  How do we facilitate lengthier and more authentic discussions between students that
demonstrate critical thinking and processing?
What will be evidence?
1.  Anchor charts
2.  Written evidence
3.  Teacher anecdotes
What instructional strategies were discussed previously?
❖  Anchor charts
❖  Better, open-ended questions
❖  Teach students how to agree/disagree
❖  Sentence stems
❖  Target discussion skills, such as building on ideas, paraphrasing (placemats)
❖  Strategies such as face-to-face lines, give 1/get 1, structured pairs/groups
Today’s Agenda:
1.  Revisit Norms
2.  Revisit Inquiry Question
3.  Teacher discussion with samples/anecdotes, etc.
4.  Interaction Continuum:
Read lesson script
Revise lesson to incorporate FAI that correlate to various points on the continuum.
5.  Revised Inquiry Question: How can we facilitate academic interactions (FAI) to support
deconstructing complex texts?
School Leaders •  Understanding the work (aNending trainings and mee,ngs) •  Suppor,ng the work (being subs to release teachers; making it work) •  Modeling the work (presen,ng a strategy at staff mee,ngs, observing teachers) The Team Cycle
PLC Meets
Focus
Team meets
Looks at student
data and determines
which High Impact
practice to implement and
what type of evidence to
Collect.
PLC Meets
Strategies
Teacher instructs
using effective
High Impact
practices
Assessment
The team
collects evidence
then meets to
analyze data
and discuss
What worked?
What didn’t?
For whom?
Response
What is needed to get to
the next level of teaching
the High Impact
Practices based upon
student evidence.?
Applying Conversation Skills
“Teachers need to
apprentice students
in how to converse
and use academic
discourse in ways that
build and deepen
literacy and content
understanding.”
-Common Core Standards in Diverse Classrooms

START SMART Roll-out
• Modeled the lessons for all
teachers in all grade levels
• Selected one skill per grade level
Ø 
Ø 
Ø 
Ø 
2nd/ 3rd Grade: Create Skill
Kinder/1st Grade: Clarify
4th Grade: Fortify
5th Grade: Negotiate
• Teachers whose classrooms were
selected for model lesson
observed 3 days of Start Smart
lessons
• Leadership Team (Certificated
Staff) provided coverage
Memo to Teachers
MODEL LESSON Preparation
• Model Poster
• Non-Model Poster
• Revised Non-Model Poster
• Listening Task Poster
Classroom Resources
• Teachers have added their creativity and expertise
to Start Smart lessons to meet the needs of their
students
TEACHERS’ WORK What insight(s) can you share with districts embarking
on this process?
LESSONS LEARNED
University
Partnerships
MOOC:
Theory &
Pedagogy
Resource &
Lesson
Development
Book Study
Research
ApproachSearch for
Goodness
Focus on
Language
Capacity
Building
Please feel free to contact us:
Maricela Sanchez- msanch27@lausd.net
Isabel Aguirre- ixa8391@lausd.net
Website: http://achieve.lausd.net/mmed
For more informa,on about ALLIES and the Essen,al Prac,ce Frames contact: spohara@ucdavis.edu rpritchard@epeeach.com