A powerful, comprehensive PreK-3 Model:

Moving teachers, schools and districts into the Common Core era with English Learners at the Center

Laurie Olsen, PhD. SEAL DirectorPaula Cornia, EL Director

Maria Wetzel, Assoc. SuperintendentOak Grove School District

December 8, 2014

English Learners

New, more rigorous Common Core standards

New ELD Standards

Changes in school funding; loss of ELL specific categorical funding

Changes in assessments

New ELA/ELD Framework!

State Accountability System in Design/Flux

New Math and Next Generation Science Standards

_______________________________________________________________________

No English

Proficient for Academic work

A more rigorous target under the Common Core Standards

Current standards

The task: To get them to English proficiency

To ensure access to curriculum while learning English

Three Foundations

Research on Long Term English Learners

Increasing rigor and 21st century vision of education in the Common Core Standards

New convergent English Learner

Research

X

SEAL

A response, a Model

• Sobrato Early Academic Language model (PreK-3)

• Explicitly to address needs of Spanish-speaking English Learners – but for all students across grades

• Designed, piloted, evaluated 2008 – 2013• Replication began in 2013• 36 schools across 7 districts

Workshop: Part I and Part II

Part I: Case study - The SEAL Model•About the Model (research foundations, what it is)•A closer look at the SEAL Model (high level instructional strategies, standards-based integrated thematic units, family-school partnerships)•Designated and integrated ELD in the model

Part II: The district perspective - Making it happen•Articulation and alignment•Thematic planning•Teacher collaboration•Professional development, coaching•What Principals need•The district/system issues (managing change, resources, leadership, program design)

• Children prepared for academic success in elementary school and beyond.

• High level cognitive, language and literacy skills – (including biliteracy where feasible)-and grade level mastery of standards (Common Core)

• Confident, motivated, engaged and joyful learners

GOALS

SEAL’s Comprehensive Change SEAL’s Comprehensive Change StrategyStrategy

SEAL’s Comprehensive Change SEAL’s Comprehensive Change StrategyStrategy

Student Achievemen

t

Student Achievemen

t

Teacher professional development

and collaboration

Teacher professional development

and collaboration

Family engagement

Family engagement

System (articulation, consistency)

System (articulation, consistency)

From the LTEL research(Reparable Harm)

• Focus on active engagement and participation beginning in primary grades

• Importance of articulation, consistency of approach, and a strong model of language development

• Focus on rigorous, high-level academic vocabulary and oral language

• Full curriculum (science, social studies, etc.)

From ELL research(National Literacy Panel on Language Minority

Children and Youth… and other)

• Important role of home language development

• Key role of ELD (and of content-based ELD)• Language develops in context of engaging in

academic tasks and content• Scaffolding strategies essential

New Common Core L.A. Paradigm: language central to all academic areas

MATH SCIENCE

LANGUAGE ARTS

Language*

SOCIAL STUDIES

* Speaking/listening standards, instructional dialogue and collaborative practice, focus on meaning-making

FOUR PILLARS

Rich intentional language develop-

ment

Affirming and

enriched environ-

ment

PreK-3 articulation

and alignment

Family and school

partnership

SEAL

Language development throughout an integrated standards-based curriculum

(alignment PreK-3)

High leverage strategies

Academic discourse

Core LA Math ELD Science SStudies

Thematic Connection

High Leverage Instructional Strategies• Complex, precise, academic vocabulary development• Structured oral interactions Interactive (and dialogic)

Read Alouds• Narrative/Story Retell• Children as Readers• Checks for Comprehension – Adapting Instruction• Graphic Organizers and visuals• Dramatic Play and Researcher Centers• Children as Writers/Authors• Collaborative practice/ skills of teamwork• Language through Arts Infusion• Their World in the Classroom (identity and diversity)

Increases vocabulary foundation through the modeling of rich, expressive language and visualization

Builds listening, speaking and comprehension skillsProvides a model for fluent, expressive readingTeaches reflective thinkingMeaning of print through language and language

structuresStructure of storiesSustained attentionPleasure of learningNourishment of books- allows for access for all to complex

text and high-quality literature

HLPP: Children as ReadersBenefits of Interactive Book Experiences

HLPP: Children as ReadersResults of Dialogic Read Alouds

• Children who have been read to dialogically are substantially ahead of children who have been read to traditionally on measures of :– vocabulary (Hargrave & Sénéchal, 2000)– comprehension strategies and story schema (Van den

Broek, 2001)– concept development (Wasik & Bond, 2001)

HLPP: Graphic OrganizersKey Academic Cognitive and Language Functions

• Description (incl. whole and parts)• Compare/contrast• Sequence, flow, timeframe• Categorization, classification• Quantification• Cause and Effect(Fundamental thinking skills transfer

across curriculum areas)

HLPP: Graphic OrganizersSEAL Teachers….

• Identify key analytic/language functions through examining the standards

• Select priority language functions to focus on per theme

• Intentionally model the language function as they present information

• Shape differentiated prompts and sentence/response frames for students related to the language function

• Take to designated ELD for oral practice

HLPP: Graphic OrganizersDetermining Language Functions to Teach

• Look at the standards (and particularly the verbs). What is this standard asking children to DO?

“Students should be able to distinguish between…..” “Students should be able to ask and answer questions about details relating to an event or character…”

“Students should be able to place events in the order in which they occurred….”

• During integrated ELD: What language do children need in order to talk about this content? What language do children need to participate in this activity?

HLPP: Graphic OrganizersWhat are GRAPHIC ORGANIZERS?

• A visual representation of information that displays the relationships between facts, concepts or ideas – guiding and organizing thought.

• Visual input is a key element in how the brain learns and makes connections.

IMPORTANCE OF GRAPHIC ORGANIZERS

Engages higher order thinking

Students retain information better

Bridge across language systems for dual language learners

Help visual learners

Scaffolds development of academic language

Enhances making connections

Deepens understanding of concepts

Organizes new information

Example: Process information from book

A web – for description

Model language, provide frames for students

• Mountain lions are ________.• Mountain lions are _____ and ______.• Mountain lions are secretive and hard to find. • Secretive mountain lions are hard to find.• The carnivorous, territorial mountain lion is

the largest of the cat family in North America.

ELD Standards—Part II: Learning About How English WorksB. Expanding & Enriching Ideas—using nouns & noun phrases, modifying to add details, adjectivesC. Connecting & Condensing Ideas—combining & condensing clauses

HLPP: COLLABORATION AND TEAMWORK

CA Common Core ELA Standards

New California English Language

Development Standards

Partnership for the 21st

Century: P21The Four C’s

New California Curriculum

Framework for ELA/ELD

Desired Results:

Preschool

COLLABORATIVE PRACTICE

SEAL High Leverage

Pedagogical Practices

CA Preschool Learning

Foundations

HLPP: COLLABORATION AND TEAMWORK

• Language develops in and through interaction• High Leverage Pedagogical Practice #9 is

explicitly about Collaborative Practice and Skills of Teamwork

• Other HLPPs emphasize opportunities to use language in authentic contexts including collaborative conversations, collaborative projects, learning centers, informal interactions and dialogue

• Promotes student learning and academic achievement (esp. reasoning and critical thinking skills) – results in higher test scores

• Results in more frequent generation of new ideas and solutions and greater transfer of what is learned from one situation to another

• Increases student retention• Enhances student satisfaction with learning

experience and motivation• Helps students develop skills in oral communication• Develops students social skills• Promotes students self-esteem• Promotes more positive racial/ethnic relations

HLPP: COLLABORATION AND TEAMWORK - RESEARCH

Students who are college and career ready “understand other perspectives and cultures. They appreciate that the twenty-first century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds.."

From CA Common Core Standards, 2013

From the CA ELA/ELD Framework• Create environment of respect for cultural and linguistic

diversity• Get to know students cultural and linguistic background

knowledge and experiences and how individual students interact with their home language and cultures

• Use the primary language to it as valuable asset• Use texts that accurately reflect students cultural, linguistic and

social backgrounds so students see themselves in the curriculum• Continuously expand understandings of cultures and languages

so as not to oversimplify approaches to culturally responsive pedagogy

• Use multicultural literature to promote students positive self-image and appreciation for cultural diversity

Applying these within Thematic Unit

• Next Generation Science and Social Studies content standards based

• 6 – 7 per year (approx. 4-7 weeks each)• Permeate the school day • Thematic planning template that includes

planning for integrated and designated ELD

Week ELD focus

1Into

Frontload basic language function using familiar content; scaffold with graphic organizers and function-related vocabulary; access/assess prior knowledge and English related to content

2Through

Based on Draw and Labels, Narratives and Read Alouds, students ask and answer questions about details, chant in English related to content, build English vocabulary (ELD Parts I and III), practice language function with content

3 & 4Through

Based on content/vocabulary and content text, students address ELD Part II: Learning About How English Works A, B and C

5 & 6Beyond

Application of Content & Language for ELD Part I: Interacting in Meaningful WaysOral presentations, ELD I.C.9, ELD I.C.11Into writing ELD I.A.2, ELD I.C.10

Planning Designated ELD for Theme

• Supports for student learning – successful students have involved parents

• Support and as resources for school• A bridge between distinct cultural and

language worlds• Rights• Accountability• Community building• Family support

FAMILY-SCHOOL PARTNERSHIP

Comparison SEAL to state, county, district factors)California Santa Clara & San Mateo

County

San Jose & RCSD districts

SEAL

% Minority 75 78 74 94 - 99% Hispanic 53 39 52 84 - 95% English Learner

22 24 23 59 - 70

% Free/Reduced Lunch

58 37 45 76 - 88

% Parents with HS diploma or less education

45 76 - 91

• More than half of SEAL parents participate in language and literacy activities at home at least 2x/week

• SEAL parents more likely to engage in literacy-related activities than national sample of Hispanic parent and as likely as college-educated parents

• Parent engagement in school related activities at SEAL demonstration sites tripled to 95% of parents!

External Evaluation:Impact on Family Literacy

Alignment PreK-3

• Unlocking the “iron gate” – bringing all to the table

• Aligned language assessments (PreLAS/LAS) in both languages

• Shared professional development and vision of language development across ages 4-8

• Summer Bridge and orientation/transition supports for children and families

• Articulated instructional approaches

SEAL Evaluation Findings

Evaluation

• Kathryn Lindholm-Leary, Ph.D. evaluator• Longitudinal, cohort design• Impact on family literacy and on student

language and academic achievement• Currently data on 737 students • Comparisons: Full SEAL to partial SEAL; SEAL

to non-SEAL in district, state and national database

What do we know about the language, literacy, and

mathematics development in grades PreK to 3 of the three

student cohorts after four years of SEAL

implementation?

SEAL Classroom Settings(Evaluation compares settings)

• SEAL wide: 60% in Bilingual; 40% in SEI

Depth of SEAL “Treatment”(Evaluation compares Full v. Partial)

• Full SEAL (began in Preschool – SEAL through 2nd grade)

• Partial SEAL (1 – 2 years in SEAL only – did not experience SEAL preschool and kindergarten)

Three Cohorts of Students

Preschool Progress: Kinder Readiness (DRDP-PK, and PreLAS)

• Children in all three cohorts began preschool with very low language and literacy scores (L1 and L2)– lower than comparison groups

• Children in all three cohorts made excellent and statistically significant growth (1+ levels in 6 mos, all items)

• The great majority of the SEAL preschoolers (3 of 4) are at grade-level expectation by the end of SEAL preschool (top 2 DRDP levels)

41

Language & LiteracyPercent at Highest 2 Levels

(Building - Integrating)

Do we get them where they need to be? Majority are “Kinder ready”

42

Pre LAS (oral language)comparisons* at end of preschool

• SEAL children grew more on all items and scored significantly much higher than non-SEAL children in all three cohorts (Cohorts 1-3) in the items on story retells (most predictive of reading comprehension later) – and higher, but less significantly on other items

(*comparison to Head Start sample of demographically similar children, and to a sample of district comparison)

K – 2 CELDT – English Progress• SEAL students started at low levels of

proficiency in English. • Over time, students made significant

progress with 79% of Cohort 1 students moving up one or more levels (34% moving up one level, 45% moving up two or more levels).

• All cohorts met/surpassed state accountability targets for CELDT growth (56.1)

Each year gets stronger - Cohort 3 is stronger than the others

Cohort 3 catches up to state even faster!

Degree of growth on CELDT for Full v.s. Partial SEAL

Full SEAL StudentsGrowth on CELDT

Partial SEAL students Growth on CELDT in same 2 year period

173.1 117.0

Third Grade Entry: CELDT StatusBeginner/

Early Intermediate

Intermediate Early Advanced/Adv

anced

SEAL 25 45 30Districts 35 46 19California 26 46 27Successful Dual Language Programs

36 45 19

SEAL has more students at Early Advanced/Advanced levels and fewer at Levels I and II than district average and state average – despite starting at lower levels.

SEAL CST/ELA Comparisons2nd grade

Proficient/Advanced

Basic Below Basic/FBB

SEAL 35 38 27District EL 28 34 38Effective DL

33 32 36

More at top levels, fewer at bottom levels

Comparison Bilingual to SEI• Bilingual program students started lower than SEI(20-

40 point differences) in Kinder• Children in both language instruction groups made

significant gains for almost all time periods• The largest gains in each cohort were consistently

made by the Bilingual group• By 3rd grade, students receiving Bilingual instruction

scored similarly or higher than students receiving SEI on CELDT, the CST in both language arts and math, and the Standards Test in Spanish in both language arts and math.

•

Language Loss

• At third grade entry, only 0-4% of children instructed in English are Fluent in their primary language of Spanish, compared to 67-70% of children who received Bilingual instruction. These results point to some language loss in the primary language for students enrolled in English/SEI instruction.

Workshop Part II: Making it happen and Lessons Learned•Building articulation, alignment and consistency•Thematic planning and curriculum redesign•Creating practices and culture of teacher collaboration•Professional development, coaching•What Principals need•The district/system issues (resources, leadership, program design, policy)

Current Sites• Franklin McKinley School District (3 sites)• Mountain View (El Monte) (3 sites + 7)• Oak Grove School District (12 sites)• Redwood City School District (5 sites)• San Lorenzo School District (10 sites)• San Rafael City Schools (3 sites)• Santa Clara Unified School District (2 sites)

Expanding in 2015 - 16 to 20 additional

Why?• Will address the LTEL challenge and strengthen EL

outcomes (SEAL escalates English Learner progress towards English proficiency and shows stronger growth and achievement than district and state ELL; SEAL cohorts meet or exceed AMAO targets)

• Will implement the Common Core (SEAL implements Common Core (ELA/ELD, next generation science) and provides full access to academic content in broad course of study)

• SEAL engages parents and results in higher family literacy practices

• SEAL is research-based professional development and collaboration model that results in stronger teaching, more consistency and articulation

The task is enormous to do it well!

• New paradigms of teaching (from Teachers guides and pacing guides standards-based & formative assessment based teaching, and inquiry-based and meaning making emphasis in learning)

• New content (standards) in science, math, language arts and ELD

• More rigorous expectations• To be implemented on still shaky ground

re: understanding and meeting needs of ELLs

1. PROFESSIONAL DEVELOPMENT

• Make meaning and become fluent in the new standards and framework

• Deepen understanding of language development and linguistic demands of academic engagement and participation

• Learn standards-based backwards planning• Develop skills and implement new high

leverage instructional strategies• Increase expectations for English Learners

Structure: Professional development

• All teachers across grade level within SEAL sites

• PreK, TK and first grade together; 2nd and 3rd grade teacher

• Seven two-day professional development modules over a two year period

• The Common Core standards (incl. ELD), Next Generation Science

• Read research together – make meaning

The Modules• Thematic Planning Year plan of themes• Rich, precise, complex oral language

development• Academic Language and ELD • Collaborative practice, teamwork and

arts integration• The World in the Classroom• Authentic Writing• Reading: Meaning making, expression• Performance Assessment and

Technology• (Bilingual program design and

pedagogy)

(2.5 yr. capacity building)

• Grade level release days 4 - 5 per year for curriculum unit planning – interspersed between modules

• Ten day Summer Bridge Lab (half days with children, half days for professional development and collaboration)

• Half time Coach/Facilitator (approx. 30% coaching)

2. Thematic Planning, Curriculum Redesign

• New content standards are calling for revised curriculum

• CCCS, ELD standards and new framework call for content-embedded language development and integrated approaches.

• Moving from a disciplinary-defined school day structure to integrated curriculum in elementary requires clarity and planning; moving from a disciplinary-defined school day structure to collaboratively planned curriculum in secondary schools requires a major paradigm shift.

Developing the yearly plan of themes• Engaging teachers in sitting with all content

standards and having to weave them together into a manageable number of integrated thematic units is a powerful exercise in meaning-making.

• Start with science and social studies!• Every standard must be addressed• First priority is integrated across disciplines,

but some Next Gen Science standards end up clustered in an all Science unit

Thematic unit development

• Occurs over two year period – folding in new strategies and elements

• Requires purchase of materials (informational text, literature, realia, etc. – approx. $2000 per classroom over the two years)

• Shared work across sites – division of labor

Elements of thematic plan• Enduring understandings and essential questions• Key vocabulary• “Into” – accessing prior knowledge, building

interest, setting stage• Planning grid lays out content• Selections for dialogic read-aloud, literature &

info text, narrative retell• Design for Researcher Center (or dramatic play)• Selection of graphic organizers per language

functions• Designated ELD

Creating a Year-Long PlanTimeline

(4-7 weeks)Social Studies/

Science Standards

Thematic Unit Key Language/cognit

ive functions

ELA/SLA Concepts/

Genres

Timing Unit Standards Language/ cognitive functions

Writing genres, text, literature

7 Weeks Weather Patterns

Social Studies: 1.2, 1.2.1, 1.2.2, 1.2.3, 1.2.4Science:3, 3a, 3b, 3c

Description

Prediction

Compare and Contrast

CharacterizationTraditional talesInformative text

6 weeks Plants, animals and habitats

Social studies: 1.2.1

Science: 2, 21, 2b, 2c, 2d, 2e

Compare and contrast

Sequence (life cycle)

Dramatization

“How to” books

Informational text and writing

First Grade

Enduring UnderstandingsStudents will understand that…•…the sun is central to the weather and life can’t exist without the sun.•…we measure and predict the weather because it affects our daily life (e.g., clothing, transportation, emotions, etc.)

Essential Questions•Why is the sun important to us?•How does the sun affect our daily life?•Why is a weather forecaster an important community worker?

1st Grade – “Weather Patterns”

Week ELD focus

1Into

Frontload basic language function using familiar content; scaffold with graphic organizers and function-related vocabulary; access/assess prior knowledge and English related to content

2Through

Based on Draw and Labels, Narratives and Read Alouds, students ask and answer questions about details, chant in English related to content, build English vocabulary (ELD Parts I and III), practice language function with content

3 & 4Through

Based on content/vocabulary and content text, students address ELD Part II: Learning About How English Works A, B and C

5 & 6Beyond

Application of Content & Language for ELD Part I: Interacting in Meaningful WaysOral presentations, ELD I.C.9, ELD I.C.11Into writing ELD I.A.2, ELD I.C.10

Planning Designated ELD for Theme

Every ELA/ELD Framework Chapter ends with a box….

“Frequent and meaningful collaboration with colleagues and families is critical for ensuring that all students meet the expectations of the CC standards. Teachers are at their best when they frequently collaborate with their teaching colleagues to plan instruction, analyze student work, discuss student progress, integrate new learning into their practice, and refine lessons or identify interventions when students experience difficulties.”

3. Culture and habits of teacher collaboration

• Cross-site grade level work pushes against site-specific cultures and dynamics

• Explicit norms of collaboration, reflection• Relationship building• Facilitated sessions at beginning with gradual

release of responsibility – focus on skills of building consensus, asking for clarifications, stating opinions (“very Common Core-y”)

• Allow for mix of “must do” the same, and teacher choice

4. Articulation, alignment, consistency• Multiple schools doing it together – with grade-

level collaboration and planning• Grade spans going through modules together

(PreK-1; 2 and 3)• Standards from grades above and below –

including Preschool Foundations• Summer Bridge (co-teaching across grade levels)• Aligned oral language assessment• Explicit emphasis on bringing preschool to table

with K-3 – leveling status.• Quality assurance walk-throughs

Observations

• Rigor and relevance • Learning environment• Quality of interaction• Articulation, alignment, consistency

5. Principals Support

• Participate in key sections of the Modules• “This is what to expect, what to look for…”• Separate sessions on key changes (e.g., the

ELD standards, the new framework)• Alert to dissonance b/t what is now expected

v.s. how things have been done (e.g., daily schedule minutes per subject, grouping for ELD, flexibility with programs)

6. The district piece

• Resources (the cost, and LCAP)• Repurposing coaches and literacy TOSAs• Handling ordering and materials in a non-

packaged program era• Monitoring• Stress of change• EL Program design

Lessons• Invest in sustained and intensive professional

development (coaching, p.d., collaboration time)

• Comprehensive approach (parents, p.d., curriculum development, articulation/alignment, program design)

• Centralize English Learners within the Common Core effort

• Align resources! Strengthen infrastructure!

THANK YOU!

For more information:

Laurie Olsen, SEAL Directorlolsen@sobrato.org

Paula Cornia, EL Director Oak Grove Unified School District

pcornia@ogsd.k12.ca.us