Transcript Using the ELP Framework: Mathematics

Using the ELP
Framework:
Mathematics
H. Gary Cook, Ph.D.
Wisconsin Center for Education Research
October 25, 2012
The plan
• Quick overview of the ELPD
Framework
• Focus on the mathematics tables
within the Framework
• Discuss how to use the mathematics
section of the Framework
The Need
• Many states adapting, developing
or adopting new (ELP) standards
• States’ ELP standards must
correspond to college and career
ready standards
• ELPD Framework is a tool to
support this correspondence
Purpose of the ELPD Framework
The ELPD Framework communicates to
the language practices that all ELLs must
acquire in order to successfully engage in
the CCSS and NGSS. These practices
should then, in turn, influence ELPD
Standards.
ELPD Framework
• What it’s not…
• It’s not a new set of standards.
• It’s not exhaustive.
• It doesn’t identify how to teach ELs.
• It’s not curriculum or instructional
material.
The ELPD Framework
Simply Google ELPD Framework to download this document.
Framework Outline
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Section 1: Introduction
Section 2: The Framework
Section 3: The Alignment Protocol
Section 4: Model ELP Standards
Section 5: Conclusion
Section 6: Glossary
Section 7: Supplementary Materials
The Construct
Language
Content
Discourse
Complex text
Explanation
Argumentation
Text structures
Sentence structures
ΔVocabulary
practices
Language Arts
Structure of the ELPD
• Theory behind
ELP standards
• The
connection to
the classroom
• The reasoning
for sequencing
ELP standards
Foundation
Progressions
Classroom
Match
Standards
Match
• The
connection to
the CCSS and
NGSS
Standards Match
Key Practices
Analytic Tasks
Productive & Receptive
Functions
ONE POSSIBLE USE
The development of
Mathematics Practice
specific “Can Do”
statements for ELLs
EXAMPLE OF “CAN DO” STATEMENTS
• Low Level ELLs can…
• Identify & describe common mathematics
terms, figures, symbols and problems
• Match common mathematics terms, symbols
and values
• Respond to common math problems in groups
with guided support
EXAMPLE OF “CAN DO” STATEMENTS
• Intermediate Level ELLs can…
• Order and sequence problems with varying
degrees of support
• Interact with others (teachers and classmates)
on understanding and solving problems
• Produce solutions to problems with varying
degrees of support
EXAMPLE OF “CAN DO” STATEMENTS
• Advanced Level ELLs can…
• Respond to story problems with little support
• Interact and respond to questions about
mathematics problems, approaches and
reasoning
• Present information, descriptions, and solution
to mathematics problems to others in a variety
of settings
Where we’re going
• Developing tools to support ELPD
Framework implementation
• E.g., Interacting with SBAC and
PARCC assuring assessments support
content relevant language in CCSS
• E.g., Seeking funding to create a
“Teacher’s Guide to the ELPD
Framework”
In sum, The Framework
Helps educators identify specific
language demands in the CCSS & NGSS
Outlines a procedure for creating and/or
evaluating state ELP standards
Encourages states to adopt a
simultaneous theory of action so that ELP
standards and the CCSS and NGSS are
mutually reinforcing
Future Webinars
Learn more about the Framework!
Please visit
http://www.ccsso.org/Resources/Digital_Resources/
Common_Core_Webinar_Series.html
to register for additional webinars.
Thank you for
attending!
For questions, please contact:
Katey McGetttick
CCSSO Program Associate, Common Core
[email protected]
Timeline
• March 2012: CCSSO convened the
English Language Proficiency
Development Framework Committee
• Susan Pimentel, Chair (Lead CCSS ELA/Literacy Writer)
• Mariana Castro (Wisconsin Center for Education Research at UWMadison)
• H. Gary Cook (Wisconsin Center for Education Research)
• Amanda Kibler (University of Virginia)
• Okhee Lee (New York University)
• David Pook (educational consultant)
• Lydia Stack (former TESOL president)
• Guadalupe Valdés (Stanford)
• Aída Walqui (WestEd)
Timeline, continued
• April 2012: Initial draft provided to a
Rapid Response Expert Feedback
Group
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Elvira Arma (Loyola Marymount University)
Rosa Aronson (TESOL)
Alison Bailey (UCLA)
Tim Boals (WIDA)
Phil Daro (lead CCSS math writer)
Richard Duran (UC Santa Barbara)
Kenji Hakuta (Stanford)
Magaly Lavadenz (Loyola Marymount University)
Judit Moschkovich (UC Santa Cruz)
Gisela O’Brien (Los Angeles Unified School District)
Gabriela Uro and select district leaders (Council of Great City Schools)
Timeline, continued
• June 2012: Feedback solicited from CCSSO’s
English Language Learner State Collaborative on
Assessment and Student Standards (SCASS)
• July 2012: Feedback solicited from stakeholders
(NGA, NASBE, NCLR, MALDEF, AFT, NEA,
NAEYC, NSTA, Achieve, Council of State Science
Supervisors, Alliance for Excellent Education,
Hunt Institute, PARCC, Smarter Balanced)
• September 2012: Finalized for distribution to
states