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Florida Education: The Next GenerationDRAFT
March 13, 2008
Version 1.0
Performance Standards
for Teachers of English Language
Learners
Lori Rodriguez and Mary Jane TappenCarlos Alvarez, Facilitator
August 12-14, 2009
Florida Department of EducationFlorida Department of EducationDr. Eric J. Smith, Dr. Eric J. Smith,
CommissionerCommissioner
The Task
• As highly qualified ESOL practitioners, researchers and trainers, it will be your responsibility to frame and write a draft of Professional ESOL Performance Standards for the Florida Department of Education.
• These standards will be recommended to the Commissioner of Education for adoption as a rule by the State Board of Education.
Key Issues
• On March 17, 2009, Rule 6A-4.02451 Performance Standards, Skills, and Competencies, for the Endorsement in English for Speakers of Other Languages was passed by the State Board of Education, and placed into Rule.
What Do ELLs in Florida Look Like?
• The needs of ELLs in Florida are significant but surmountable.
• 240,000 ELLs in Florida• 300 different languages spoken
among these students.• 74% Spanish is native language• 11% Haitian-Creole is native
language
English-Language Learners Percent by school district
More than 20%
11%-20%
6% to 10%
1% to 5%
Less than 1%
Student Performance on FCAT
• Approximately 1,500,000 in grades 3-10 took FCAT reading and math in the spring of 2009.
• Approximately 105,000 of those in grades 3-10 are current ELLs.
Student Achievement Among ELLs
FCAT ‘2009• In reading there was a 1% gain • In mathematics there was no
gain,• In science, there was: = no increase for grade 5
-> 1% increase for grade 8 and<- 1% decrease for grade 11
What does this tell Florida about our ELLs?
1) They are NOT making significant gains in Reading,
2) Struggling in Mathematics, and3) Drowning in Science
In other words, part of our task this week is toremember that whatever we write in these
standards will reflect the way our teachers teach our ELLs, andhow this will effect the ultimate outcome – Student Performance.
Getting Started
• Ground Rules : Look in your binder• Rulemaking: Once drafted, these
Standards will have to go through the Rule Development Process.
• Consent Decree: Even if the draft is perfect for this team, the Consent Decree will always be a factor.
• Setting Goals for Framing and Writing: Without a goal there is no vision!
SMART Goals
• Specific – the expected outcome stated as simply, concisely and explicitly as possible. This answers the: how much, for whom, and for what?
• Measurable – an outcome that can be assessed either on a sliding scale (1-10), or as a hit or miss, success or failure.
• Achievable – an outcome that is realistic given the present situation, resources and available time. Goal achievement may be tight if the outcome is tough or there is a weak starting position.
• Relevant – this goal should help with the mission or objective.
• Time-bound – realistic timeframe (s).
List the Goals
• Revise?• Infuse?• Provide?• Increase?
Evaluate, Add, Change, Develop, Integrate and Cooperate, in order to bring RESULTS!
What is our goal?
• Draft teacher ESOL performance standards for inservice and pre-service to prepare teachers for instruction of ELLs.
• Later – issues that will need to be addressed– Reading cross walk– Recognized PD courses– Alignment with ESOL certification test
Consider All the Previous Factors and Then Some
• According to A Recent Survey of California Teachers’ Challenges, Experiences, and Professional Development Needs – One of the findings: “Greater preparation for teaching English learners equaled greater teacher confidence in their skills for working with these students successfully.”
Other thoughts Prior toFraming
• New Diversity Within the ELL Population • English language learners, including
students with interrupted or limited formal schooling, literacy and English proficiency
• All teachers need to become aware of the distinction between BICS (social language) and CALP (academic language) skills, as well as learning how to adapt instruction for the dual goals of content and language learning
• Remember these statistics in your goal-making.
Substantive Content1. Applied Linguistics
A. Knowledge of EnglishB. First and Second language
acquisitionC. Language awareness
2. LiteraciesA. Speaking/listeningB. ReadingC. Writing
3. Assessment A. What B. HowC AccommodationsD. Action PlansE. Alternative assessments
4. CultureA. Parental and Community
Involvement – CommunicationsB. Knowledge of student
5. Methods and CurriculumA. Curriculum developmentB. Use of technologyC. Differentiation – ESE, ELL,
gifted, RTI…..D. Heterogeneity student
achievement (period of induction)
6. Legal issuesA. knowledge of Florida, other
states, and federal statutory and regulatory framework and case law
English Literacy DevelopmentIntroductionThe primary goal of literacy instruction, which includes: listening/speaking, reading/writing, numeracy, and visual literacy is the understanding and communication of meaning. Developing an awareness of the forms, functions and uses of literacy in different cultures and its impact on second language literacy development is critical for educators. (Colorin Colorado - 2007)(International Visual Literacy Association)
1. Demonstrate the effective use of a variety of instructional practices and materials to develop student listening, speaking, reading, writing, and visual literacy skills across different genres and content areas.1.A.1 Speaking/Listening indicator
1.A.1. remark and example1.B.1 Reading indicator
1.B.1. remark and example1.C.1Writing indicator
1.C.1. remark and example(Identify glossary terms)(Citations)
Challenges
• Where do we place the highest values (content of standards)?
• Clarity of what is expected of a teacher of ELL students• Florida – the diversity of the state and the teacher and
student population (density of ELLs and diversity of ELLs, culture of the teachers)
• Broad audience – SUS, teacher prep, district professional development
• The length of time these will be in place• Current requirements – 300 hours – how it has been
subdivided to date? Relationship to requirements of the Consent Decree
Structure - Form
• National Board• TESOL• WIDA• Florida’s Current
ESOL standards• Massachusetts• Texas• Florida’s
Competencies and Skills
Decisions:• Use the term
standards
Stems
• Demonstrate the ability to• Apply the • Identify• Analyze• Produce - Create• Interpret• Propose• Connect• Select and adapt
Research
• PISA – Where Immigrants Succeed– Teachers scaffold
• Skeehan• Ron Ellis• Diane August• Pauline Gibbons - English Learners – • Jennifer Hammond• Second and third generation do not do well• Students plateau or regress• Teachers need to model academic use of language –
routines• Re-segregation of schools
Content of Performance StandardsEntire document• Preface –
– Why the urgency of change?Specific to standardsStandards introductionsLiteracy
– Awareness of the functions and uses of literacy in different cultures and its impact on second language literacy development
– Writing for communication
• Glossary to terms• Remarks and examples
Assignments
• Review/list of research documents
• For content topics– Draft a standard– Provide backup research