Deaf Education, Deaf Culture and the Common Core:

Bringing it together for Deaf children

ESSP Conference

7 November 2014

Thomas Holcomb and Michele Berke

Who are we?

Tom Michele

A shifting world

Common Core & Next Generation Science Standards

Shifts for all students

Depth of Knowledge

Deaf Education

ASL Standards

Shifts in educational programming

Deaf Culture

How it all fits together

THINK ABOUT THIS…

If we teach today the way we were taught yesterday,

we aren't preparing students for today or

tomorrow.

John Dewey, 1944

http://www.youtube.com/watch?v=XrJjfDUzD7M&feature=player_embedded

Shift happens – Deaf Education

A typical deaf student in 1964 would: Be a residential student at a school for the Deaf Not be allowed to use sign language in the classroom until middle or

high school Never meet a Deaf administrator Only have Gallaudet College as the post secondary education option Have no experience with educational interpreters Have no exposure to the Total Communication, SEE, or mainstream

debate Not be able to enjoy TV shows with captions Not be able to use the phone as there were no TTYs or VPs Have no idea that ASL is a legitimate language Struggle with literacy skills

Today, a typical Deaf student would

Have cochlear implant Attend a local public school Learn sign language in high school Have unlimited choices of post secondary programs, thanks to ADA

and 504 Be expected to perform at the same level as their hearing peers

according to No Child Left Behind and Common Core Standards. Have access to interpreters via VRS/VRI or in person Communicate with hearing peers via email, texting, facebook,

twitter, etc. Be able to enjoy 24/7 captions on TV Struggle with literacy skills

21st Century Learners

In the Coming Years

Cochlear Implants becoming obsolete

Seamless interaction between Deaf and hearing people via technology

Elimination of “on site” interpreters

Elimination of Teachers of the Deaf

CCSS/NGSS/ASL

http://www.youtube.com/watch?v=B55_CvvJMHU&feature=youtu.be

Shifts in Education Respond to World Demands

11

Insert ASL standard logo

0 http://www.gallaudet.edu/clerc_center/clerc_center_priorities/clerc_center_strategic_plan/asl_standards_action_plan.html

12

College and Career Readiness

These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. -Common Core State Standards

CC

SS

• English Language Arts

• Math

EL

D

• Bilingual Common Core Initiative (New/Home Language Arts

Progressions)

NG

SS

• Next Generation Science Standards

C3

• College, Career & Civic Life Framework

ASL

• Coming soon: National ASL Standards PA

RC

C

• Partnership for Assessment of Readiness for College and Careers

College and Career Readiness

14

The Common Core Standards: Portrait of a Proficient Student

Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, and Language

• They demonstrate independence. • They build strong content knowledge. • They respond to the varying demands of audience,

task, purpose, and discipline. • They comprehend as well as critique. • They value evidence. • They use technology and digital media strategically

and capably. • They come to understand other perspectives and

cultures.

All Teachers Support Literacy

18

This interdisciplinary approach to literacy

stems from extensive research

establishing the need for college and

career ready students to be

proficient in reading complex

informational texts, independently, in a variety of content

areas.

Most of the required reading

in college and workforce

training programs is informational in structure and challenging in

content

Postsecondary education programs

typically provide students with both a higher

volume of such reading than is

generally required in K–12

schools and comparatively

little scaffolding.

The 2009 reading framework of the

National Assessment of Educational

Progress (NAEP) requires a high and

increasing proportion of

informational text on its assessment as

students advance through the grades.

CCSS are not only college ready standards but also career readiness standards.

Reading, writing, communication, and math reasoning are all skills needed for success in

careers, the workplace, as well as post secondary. All disciplines can help students

develop, deepen, and refine these core skills.

CCSS provides the opportunity to better align academics and CTE.

Why Me?

Implications for Deaf Education

Challenges of educating Deaf children

There is good and bad news for us in Deaf Education!

CCSS-ELA

The CCSS Requires Three Shifts in ELA/Literacy & Content Areas

22

Regular practice with complex text and its academic language

Reading, writing and speaking grounded in

evidence from the text, both literary and

informational

Building knowledge through content-rich nonfiction

1

2

3

Regular practice with complex text and its academic language

Shift #1:

1

What are the Qualitative Features of Complex Text?

24

Subtle and/or frequent transitions

Multiple and/or subtle themes and purposes

Unfamiliar settings, topics or events

Lack of repetition, overlap or similarity in words and sentences

Density of information Complex sentences

Uncommon vocabulary Lack of words, sentences or

paragraphs that review or pull things together for the student

Longer paragraphs Any text structure which is

less narrative and/or mixes structures

Scaffolds for Reading Complex Text

25

Chunking Reading and rereading

Read aloud

Strategic think aloud

Scaffolding questions

Heterogeneous small groups

Recording

Pre-prepping struggling readers to

support confidence and participation

Annotation strategies

Cornell notes

Paraphrasing and

journaling

Substantial Moderate Light

Provide students with

language models:

• sentence frames

• sentence starters

• academic vocabulary

walls

• language frame

charts

• exemplary writing

samples

• teacher language

models

• recordings

Provide structured and strategically supportive opportunities for students to develop more academic ways of interacting meaningfully: • routines and expectations

for equitable and accountable conversations

• paraphrasing and journaling

• Cornell Notes • scaffold questions • construct questions that

promote critical thinking

Use a range of information systems: • graphic organizers • diagrams • photographs • videos • multimedia to enhance

access to content

Scaffolding practices will vary based on the standards‐

based goals of the lesson, the identified learner needs, and the anticipated challenge of

the task.

Good News!!!!

Those working in Deaf Ed are the masters of providing various levels of support

Reading, Writing and Speaking* Grounded in Evidence From Text, Both Literary and Informational

Shift #2:

2

Distribution of Communicative Purpose

29

Writing

Speaking* and Listening*

Sample Informational Text Assessment Question:

Pre-Common Core State Standards

Have the students identify the different methods of removing

warts that Tom and Huckleberry talk about.

Discuss the charms that they say and the items (i.e. dead cats) they

use.

Ask students to devise their own charm to remove warts. Students could develop a

method that would fit in the time of Tom Sawyer and a method that would incorporate items and

words from current

Common Core State Standards

Why does Tom hesitate to allow Ben to paint the fence?

How does Twain construct his sentences to reflect that

hesitation?

What effect do Tom’s hesitations have on Ben?

From The Adventures of Tom Sawyer

Bad News?

More inferential concepts

Need to explain or persuade based on sources

BUILDING KNOWLEDGE THROUGH CONTENT-RICH NONFICTION

Shift #3:

3

Building Knowledge Through Content-rich Nonfiction – Why?

33

Students are required to read very little

informational text in elementary and middle

school.

Non-fiction makes up the vast majority of required reading in college/workplace.

Informational text is harder for students to

comprehend than narrative text.

Supports students learning how to read

different types of informational text.

Distribution of Literacy and Informational Texts

34

Text Types Brochures Classified Advertisements Consumer Math Textbooks Editorials Electronic Mail Employee Handbooks Fiction Forms and Applications Graphs, Charts, Tables, and Timelines Instructions Lab Directions Maps News Stories

Nonfiction texts Operating Manuals Photos, Illustrations, and Their Captions Primary Sources Reference Books Research Reports Secondary Sources Tests Textbooks Timetables Web sites

Key Changes

Reading

• Balance of literature and informational texts

• Text complexity

Writing

• Emphasis on argument and informative/explanatory writing

• Writing about sources

Speaking & Listening*

• Inclusion of formal & informal talk

Language

• Stress on general academic and domain-specific vocabulary

Good news?

Math Shifts

Shifts in CCSS Math

39

Focus Rigor

Coherence

1

2

3

Focus

Mile wide, inch deep to narrow and deep

Solid understanding of concepts

High degree of procedural skill and fluency

Ability to apply math to solve problems inside and outside the classroom

41

K 12

Number and

Operations

Measurement

and Geometry

Algebra and

Functions

Statistics and

Probability

Traditional U.S. Approach

42

Focusing Attention Within Number and Operations

Operations and Algebraic

Thinking

Expressions

and

Equations

Algebra

→ →

Number and Operations—

Base Ten →

The Number

System

→

Number and

Operations—

Fractions

→

K 1 2 3 4 5 6 7 8 High School

Coherence

Across grades and linking major topics

Build new understanding onto foundations built in previous years

•

One of several staircases to algebra designed in the Operations & Algebraic Thinking domain.

Alignment in Context: Neighboring Grades

and Progressions

44

Rigor

conceptual understanding of key concepts from different perspectives

procedural skills and fluency

application

Implications for Deaf Education?

Instructional Practices

Shifts Mean a Change in Practice!

From…

Content knowledge primarily from teacher-led lecture

To…

Content knowledge comes from a balance of reading, writing lecture, and hands-on experience

Instructional Changes of CCSS

Students ask text-based questions Students interpret texts, negotiate multiple interpretations Teacher frames reading as collaborative inquiry Teacher and students foreground the process of figuring things out

Teacher asks text questions and tests comprehension Teacher interprets texts, has right interpretations Teacher frames reading as fact extraction Teacher and students foreground knowing content and having correct answers

Evaluating Progress Appropriately

CA ELA-ELD Curriculum Framework (Adapted from Herman and

Heritage 2007).

Assessment

Cycles

TOM TORLAKSON STATE SUPERINTENDENT OF PUBLIC INSTRUCTION

Moving to the Common Core System

Build Teacher, Coach, and Admin Awareness

Examine required instructional shifts and build pedagogical alignment to CCSS

Develop curriculum units aligned to CCSS

Implement effective instructional strategies and curriculum units Develop new assessments

Implications for Deaf Education?

Depth of Knowledge (DOK)

Depth of Knowledge

DEPTH OF KNOWLEDGE LEVELS

Level 1 •Recall

•Reproduction

Level 2 • Skills

• Concepts

Level 3 • Strategic

Thinking

Level 4

• Extended Thinking

The Good, The Bad, and The Ugly

Some Deaf students will continue to do well regardless

Some Deaf students will continue to barely make it

Some Deaf students will continue to lag

Common Core Standards

The Good

Common Core Standards align very well to the traditional practices of Deaf education

The Bad

Many students who are currently marginal will “drown”

The Ugly

Once again, you are expected to perform magic!

Deaf Culture

“Same old same old” Historically created solutions

Information sharing Healthy Identity formation Self-determination Full access to communication

Deaf Culture becoming mainstream Information sharing/full disclosure Texting/gliding Worldwide contacts

Bringing it all together for Deaf children

• Capitalize on the strengths of the traditional deaf education approaches

• Capitalize on the cultural capital of the Deaf community

• Capitalize on the opportunities made available by the Common Core Standards movement

• Capitalize on more openness to Deaf students as English Learners (use of ELD standards)

• Capitalize on upcoming ASL standards

Thank you

Colleagues at the California School for the Deaf (Deaf Education Resource Center)

Joey Baer Nancy Brill

Clark Brooke Brenda Call Kate Kovacs

Kathleen Mockus Janice Orton Rory Osbrink

Resources • SBAC on CDE website: http://www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp

• Common Core Professional Learning Modules:

Brokers of Expertise www.myboe.org

• Understanding Language http://ell.stanford.edu/

• Common Core Lesson Ideas: http://www.achievethecore.org/

• DOK: http://prezi.com/dtt-g7uut7f4/depth-of-knowledge-training/ http://www.aps.edu/rda/documents/resources/Webbs_DOK_Guide.pdf

• Standards and Frameworks: http://www.cde.ca.gov/be/st/ C3 further information: http://www.socialstudies.org/c3 NGSS: http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp ELD: http://www.cde.ca.gov/sp/el/er/eldstandards.asp

References for Presentation Cadiero-Kaplan, K. and Linquanti,R. (2013) Transitioning to the New CA English

Language Development Standards: Overview and Implications for Policy & Practice. Schools Moving Up Webinar.

Greenleaf, C. and Noche, A. (201) Social-Emotional Learning Integrated with

Acaemic Literacy Equals Secondary Students’ Common Core Success. WestEd Webinar. 7 Nov. 2013.

Gunderson, C. and Perez, L. (2011) Common Core State Standards for English

Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. California Teachers Association 2011 Summer Institute.

Rosenfeld, R., Sarasohn, J., & Savinar, W. (2013) Building Your District’s Common

Core Curriculum Plan: Lessons from the Field. WestEd Common Core Webinar. 31 Oct. 2013.

Sigman, Deborah V. (2013) What is Smarter Balanced? What Will Assessment Look

Like? Schools Moving Up Webinar. 19 Oct. 2013.

Proficiency Level Descriptors

When you see . . .

• English

• Oral/Written

• Words

• Read

• Text

• Write

• Pronunciation

• Writing Conventions

For ASL analysis, think . . .

• ASL

• Signed

• Signs

• View

• ASL Text

• Sign

• ASL Production

• ASL Structure

We must align the level of support with the level of challenge to enter the ZPD!

Intellectual Challenge and Levels of Support

The ideal co-worker . . .