College and Career Ready
Standards and English Learners
Kenji Hakuta
Stanford University
8/4/2014
NC DPI Summer ELL Support Conference
Humans are information integration
machines.
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The two cyclops problem.
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8/4/2014
NC DPI Summer ELL Support Conference
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.
8/4/2014
NC DPI Summer ELL Support Conference
Elementary and Secondary Education Act
ESEA (1965)
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NC DPI Summer ELL Support Conference
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 Court
Lau v. Nichols 1974
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NC DPI Summer ELL Support Conference
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 Court
Lau v. Nichols 1974
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?
8/4/2014
NC DPI Summer ELL Support Conference
Castañeda v. Pickard (1981)
Fifth Circuit Court of Appeals
§ 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.
Judge Carolyn Randall
(King)
• (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.
648 F.2d 989; 1981 U.S.
8/4/2014
NC DPI Summer ELL Support Conference
Castañeda v. Pickard (1981)
Fifth Circuit Court of Appeals
§ 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.
648 F.2d 989; 1981 U.S.
8/4/2014
NC DPI Summer ELL Support Conference
Castañeda v. Pickard (1981)
Fifth Circuit Court of Appeals
§ 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.
648 F.2d 989; 1981 U.S.
8/4/2014
NC DPI Summer ELL Support Conference
Castañeda v. Pickard (1981)
Fifth Circuit Court of Appeals
§ 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.
648 F.2d 989; 1981 U.S.
8/4/2014
NC DPI Summer ELL Support Conference
Sound theory
examine
revise
reform
Results
Implementation
evaluate
Articulated in OCR policy memoranda issued on Sept. 11, 1984, reiterated
successively in 1985, 1990, 1991.
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NC DPI Summer ELL Support Conference
?
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NC DPI Summer ELL Support Conference
A Nation at Risk (1983)… call for standards.
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NC DPI Summer ELL Support Conference
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.''
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NC DPI Summer ELL Support Conference
No Child Left Behind
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No Child Left Behind:
Three important pieces for ELLs
inclusion
•
Sec. 1111(a)(3)(ix)(III) the
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
academic content
of the challenging State
and student academic
achievement standards described in section 1111(b)(1).
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The New Civil Right:
Inseparable education for language and content
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Content
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Mostly vocabulary,
Grammar
Old Paradigm
Language
8
/
4
/
2
New Paradigm
Content
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Discourse
Text (complex text)
Explanation
Argumentation
Purpose
Typical structure of text
Sentence structures
ΔVocabulary
practices
Language
8
/
4
/
2
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NC DPI Summer ELL Support Conference
8/4/2014
NC DPI Summer ELL Support Conference
The New Content Standards (CCSS/NGSS/CCRS)
Photo: Courtesy Jeff Johnson
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.
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Three Legs of the Language Stool
• Learning through discourse.
• Transacting with text and images.
• Writing about evidence, reasoning and argument.
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Continuum of MOOCs
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c-MOOCs
“c” is for … connectivity, collaborative,
constructivist, creative, collective…
Applied as…
…take a SCOOP of language and
analyze, reflect, share, collaborate
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NC DPI Summer ELL Support Conference
c-MOOCs
“c” is for … connectivity, collaborative,
constructivist, creative, collective…
Applied as…
…take a SCOOP of language and
analyze, reflect, share, collaborate
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NC DPI Summer ELL Support Conference
It is more like “Citizen Science” than it
is a “MOOC”.
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Learning from a Pilot
MOOChttps://novoed.com/common-core(through
support from OELA/NPD)
INSTRUCTORS
• 8,000
Addressed
enrolled,
how plus
to facilitate
1,000 auditors
classroom
discoursese
asjoined
required
• 2,000
active
participants
519
by the of
new
and NGSS
teams
1-8CCSS
per team
Targeted
of first
English
•• 1,560
fullyeducators
completed
Language Learners
assignment
Required participants
to listen
•• completion
rate*: 26.2%
closely, analyze, reflect, and act on
student-to-student interactions
Kenji Hakuta
Jeff Zwiers
*with respect to those who turned in the 1st
assignment
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NC DPI Summer ELL Support Conference
Sara Rutherford-Quach
MOOC as a Vehicle for Collaboration
IHEs
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States and Districts
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, Judit Moschkovich)
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)
8/4/2014
•
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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)
NC DPI Summer ELL Support Conference
Understanding Language | Online
MOOCs
8/4/2014
The Database
NC DPI Summer ELL Support Conference
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.
8/4/2014
NC DPI Summer ELL Support Conference
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.
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NC DPI Summer ELL Support Conference
The “Vision”
University
Collaborations
Traffic
patterns
Metadata
District
Collaborations
Data
Formative
Assessment
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NLP