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English Language Arts/ English Language Development Framework Update. Accountability Leadership Institute Burlingame, CA December 9, 2013 Presenters: Tom Adams, Kristen Cruz Allen, and Cynthia Gunderson - California Department of Education. General Purpose of Frameworks.

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English Language Arts/ English Language Development Framework Update


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    1. English Language Arts/English Language Development Framework Update Accountability Leadership Institute Burlingame, CA December 9, 2013 Presenters: Tom Adams, Kristen Cruz Allen, and Cynthia Gunderson - California Department of Education

    2. 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-serviceand teacher licensing standards

    3. CALIFORNIA DEPARTMENT OF EDUCATION English Language Arts/English Language Development Framework Development Process This chart shows the major steps of the curriculum framework development process. All meetings are open to the public.

    4. 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/

    5. 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 Instructional Quality Commission (IQC) in September, and approved by the State Board of Education (SBE) in November • ELA/ELD CFCC members develop the framework based on the CFCC Guidelines http://www.cde.ca.gov/ci/rl/cf/elaeldfwguidelines.asp

    6. Curriculum Framework and Evaluation Criteria Committee • Over 125 applications received between June–August 2012 • 20 members appointed by SBE in November 2012 • 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

    7. Curriculum Framework and Evaluation Criteria Committee • Co-Chairs: Becky Sullivan and Martha Hernandez • Writers: Nancy Brynelson and HallieYoppSlowik from the Center for the Advancement of Reading • Writers: Pam Spycher, Rachel Lagunoff, Marcia Kosanovich, Sarah Feldman, Dona Minders, and Sharen Bertrando from WestEd

    8. Curriculum Framework and Evaluation Criteria Committee Meeting Dates in 2013 February 28–March 1 March 27–28 May 30–31 June 27–28 July 25–26 September 26–27 All meetings held at the CDE Office in Sacramento

    9. Organization and ContentELA/ELD Framework • Based on the guidelines and other frameworks • Dynamic document • Focus on key themes of CA CCSS for ELA/Literacy standards in grade spans and individual grade levels • Integration of CA ELD Standards • Chapters on professional learning and support, 21st century learning and technology, equity and access, assessment, and criteria for evaluating instructional materials

    10. New Features • Use of snapshots and vignettes in all chapters to demonstrate integration of ELA and ELD, examples of implementation of standards in the classroom, and demonstration of different types of assessment • Links to resources and Web sites for additional support • Organizational design around key themes

    11. Table of Contents - Chapters 1: Introduction 2: CCSS for ELA/Literacy & CA ELD Standards Overview 3: Key Considerations for ELA/Literacy and ELD Instruction 4-7: Content and Pedagogy for Grades K–1; 2–3; 4–5; 6–8; and 9–12 8: Assessment

    12. Table of Contents – Chapters (Cont.) 9: Access and Equity 10: Learning in the 21st Century 11: Implementing High-Quality ELA/Literacy and ELD Programs: Professional Learning and Distributed Leadership 12: Criteria for Evaluating Instructional Materials Glossary Resources

    13. Goals, Themes, and Contexts for Implementation of the CA CCSS for ELA/Literacy and the CA ELD Standards

    14. Chapter 2 Overview of the Standards CA CCSS for ELA/Literacy • includes background, intent, nature, and organization/structure CA ELD Standards • includes background, intent, nature, and organization/structure • Interrelationship of the CA CCSS for ELA/Literacy and the CA ELA Standards

    15. Chapter 3 Key Considerations for ELA/Literacy and ELD Curriculum, Instruction, and Assessment • Context Considerations • Key Themes and Practices for ELA/Literacy and ELD Instruction (Meaning Making, Language Development, Effective Expression, Content Knowledge, Foundational Skills; Crosscutting Practices in Instruction) • Approaches to Teaching and Learning • English Language Development

    16. Grade-Span Chapters 4–7 At-A-Glance Grade-Span Overview • Integrated and Interdisciplinary Approach • Key Themes of ELA/Literacy and ELD Instruction (Meaning Making, Language Development, Effective Expression, Content Knowledge, and Foundational Skills) • ELD in the Grade Span • Grade-Level Content and Practice

    17. Grade-Span Chapters 4–7 (Cont.) Within each grade level section: • Key Themes of ELA/Literacy and ELD Instruction (Meaning Making; Language Development; Effective Expression; Content Knowledge; Foundational Skills) • Integrated and Interdisciplinary Approach • ELD in the Grade Level • ELA/Literacy and ELD in Action

    18. Chapter Topics Chapter 8: Assessment • Purpose and types of assessments • Assessment cycles, highlighting the use of formative assessment to guide instruction • Information on student involvement • Assessment for intervention • Mandated California assessments and Smarter Balanced Assessment System • Technical quality of assessments

    19. Chapter Topics Chapter 9: Equity and Access • California’s student diversity • Planning and support for range of leaners using Universal Design for Learning (UDL) and Multi-Tiered Systems of Supports (MTSS) • Instructional practices for supporting students experiencing difficulty reading

    20. Chapter Topics Chapter 10: Learning in the 21st Century • Defines 21st century skills and standards • Instructional practices for developing 21st century learning • Equitable access to learning and technology • Professional learning and teacher support • Highlights future directions

    21. Chapter Topics Chapter 11: Implementing High-Quality ELA/Literacy and ELD Instruction: Professional Learning, Leadership, and Program Supports • Implementing within a collaborative culture • Professional learning, including sources, research, and critical content • Leadership and professional collaboration • Other programs of support (e.g., libraries, extended learning, parents and families)

    22. ActivityELA/ELD Framework “Take a Snapshot” • Select one of the handouts of a snapshot or figureat your table (different content on different colored paper) • Read your snapshot/figure and then share with your elbow partner(s) or table: • How you could use the snapshot/figure in your classroom? • How could the snapshot(s)/figure(s) be used for professional development? • Share out with whole group

    23. Chapter 12Criteria for Evaluating Instructional Materials • Program 1: English Language Arts Basic Program, K–8 • Program 2: English Language Arts/English Language Development Basic Program, K–8 • Program 3: BiliteracyLanguage Arts/English Language Development Basic Program, K–8 • Program 4: Intensive Intervention Program in English Language Arts, 4–8 • Program 5: Specialized Designated English Language Development Program, 4–8

    24. * The Schedule of Significant Events (Timeline) has been updated to reflect SB 300 24

    25. ELA/ELD Framework • More information available at http://www.cde.ca.gov/ci/rl/cf/

    26. 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: join-commoncore@mlist.cde.ca.gov To join the SBAC/Assessment Updates: Send a "blank" message to: subscribe-sbac@mlist.cde.ca.gov

    27. Questions? Tom Adams, Director Curriculum Frameworks & Instructional Resources Division California Department of Education tadams@cde.ca.gov 916-319-0663 Kristen Cruz Allen, Manager Curriculum Frameworks Unit California Department of Education kcruzallen@cde.ca.gov 916-323-4867 Cynthia Gunderson, Education Programs Consultant Curriculum Frameworks Unit California Department of Education cgunderson@cde.ca.gov 916-319-0451