UNPACKING THE NEW ENGLISH LANGUAGE PROFICIENCY STANDARDS

FROM THE STANDARDS TO TEACHING AND LEARNING IN THECLASSROOM: A SERIES OF RESOURCES FOR TEACHERSUNPACKING THE NEW ENGLISHLANGUAGE PROFICIENCYSTANDARDSLynn Shafer WillnerWestEdSan Francisco, CaliforniaApril 2014Many of the activities in this document have been adapted with permissionfrom the 2013 CSAI publication “Getting a Handle on the Standards.”Authors:Barbara Jones, Glory Tobiason, Sandy Chang, and Margaret HeritageNational Center for Research on Evaluation, Standards, and Student Testing (CRESST), Universityof California, Los Angeles, Graduate School of Education & Information StudiesCopyright 2014 Center on Standards and Assessment ImplementationThe work reported herein was supported by grant number #S283B050022A between the U.S. Department of Education andWestEd with a subcontract to CRESST.The findings and opinions expressed in this publication are those of the authors and do not necessarily reflect the positions orpolicies of WestEd, CRESST, or the U.S. Department of Education.

Unpacking the New ELP StandardsOverviewThis resource is part of a series produced by the Center for Standards and Assessment Implementation to assistteachers and those who support teachers to plan teaching and learning using the new English Language Proficiency(ELP) Standards. In 2013, the Council of Chief State School Officers (CCSSO) utilized the services of WestEd and theUnderstanding Language Initiative at Stanford University to develop these new ELP Standards.An important first step in preparing to teach the new ELP Standards well is to understand the content of the ELPStandards and how they differ from States’ prior ELP Standards. This resource provides an introduction to theELP Standards and outlines a detailed process that teachers can use to become knowledgeable about thestandards and prepare to teach them.How to use this resourceThis resource provides an overview of the ELP Standards as well as activities for educators to examine the ELP Standardsin depth. It uses a three‐step process to unpack the new ELP Standards.Step One: Upon which conceptual frameworks and guiding principles are the new ELP Standards based?Step Two: What does each new ELP Standard entail?Step Three: What processes and resources should be in place to implement the new ELP Standards?Step One Activities: Explore Guiding Principles for the new ELP Standards Browse the new ELP Standards documentsStep Two Activities: Interpret the new ELP Standards Classify the Depth of Knowledge associated with the language demands of certain new ELP Standards Explore the language demands of ELA, Mathematics, and Science tasks Summarize the language demands of among content area practices Consider broader modes of communication to support students’ abilities to receive, interact, and producelanguage during instructional activities Examine the vertical progressions of the new ELP Standards Compare current and new ELP StandardsStep Three Activities: Determine the degree to which specific ELP Standards are currently being instructed Determine how lessons might be integrated into units Determine next steps and resources needed for ELP Standards implementationThe information and materials provided in this resource are intended to help educators at all levels betterunderstand the new ELP Standards. Educators can choose to work through all sections of this resource individuallyor as a group (recommended) or to use and/or adapt specific sections to tailor this resource to their needs. Inaddition to the text placed in this document, please refer to the resources posted t does each new ELP Standard entail?2

Unpacking the New ELP StandardsExplore the Guiding Principles for the new ELP StandardsDirections: Work with a partner or, using the jigsaw method, count off by 8’s and sit with those with the same number.Together, read the Guiding Principles around which the ELP Standards have been designed. With your partner or group, developa list of what each guiding principle does not state, its antithesis. Return to base group to share results. Keep track of questionsthat arise.Guiding PrinciplesAntithesis of Each Guiding Principle1. PotentialELLs have the same potential as native speakers of English toengage in cognitively complex tasks. Regardless of ELP level, allELLs need access to challenging, grade‐appropriate1 curriculum,instruction, and assessment and benefit from activities requiringthem to create linguistic output (Ellis, 2008a; 2008b). Even thoughELLs will produce language that includes features that distinguishthem from their native‐English‐speaking peers, “it is possible [forELLs] to achieve the standards for college‐and‐career readiness”(NGA Center & CCSSO, 2010b, p. 1).2. Funds of KnowledgeELLs’ primary languages and other social, cultural, and linguisticbackground knowledge and resources (i.e., their “funds ofknowledge” [Moll, Amanti, Neff, & González, 1992]) are usefultools to help them navigate back and forth among their schoolsand their communities’ valuable resources as they develop thesocial, cultural, and linguistic competencies required for effectivecommunication in English. In particular, an awareness of cultureshould be embedded within curriculum, instruction, andassessment provided to ELLs since “the more one knows about theother language and culture, the greater the chances of creating theappropriate cultural interpretation of a written or spoken text”(National Standards in Foreign Language Education Project, 2006,p. 37).3. Diversity in ELL Progress in Acquiring English LanguageProficiencyA student’s ability to demonstrate proficiency at a particularELP level will depend on context, content‐area focus, anddevelopmental factors. Thus, a student’s designated ELP levelrepresents a typical current performance level, not a fixed status.An English language proficiency level does not identify a student(e.g., “Level 1 student”), but rather identifies what a student knowsand can do at a particular stage of English language development,for example, “a student at Level 1” or “a student whose listeningperformance is at Level 1.” Progress in acquiring English may varydepending upon program type, age at which entered program,initial English proficiency level, native language literacy, and otherfactors (Bailey & Heritage, 2010; Byrnes & Canale, 1987; Lowe &Stansfield, 1988). Within these ELP Standards, we assume paralleldevelopment of language and content‐area knowledge, skills, andabilities. ELLs do not need to wait until their ELP is sufficiently1Grade appropriate is defined by the English language arts, mathematics, and science standards for that grade.3

Unpacking the New ELP Standardsdeveloped to participate in content area instruction andassessment. “Research has shown that ELLs can develop literacy inEnglish even as their oral proficiency in English develops (Bunch,Kibler, & Pimentel, 2013, p. 15).4.ScaffoldingELLs at all levels of ELP should be provided with scaffolding inorder to reach the next reasonable proficiency level as theydevelop grade‐appropriate language capacities, particularlythose that involve content‐specific vocabulary and registers.The type and intensity of the scaffolding provided will dependon each student’s ability to undertake the particular taskindependently while continuing to uphold appropriatecomplexity for the student.5.Students with Limited or Interrupted Formal EducationELLs with limited or interrupted formal education must beprovided access to targeted supports that allow them to developfoundational literacy skills in an accelerated time frame(DeCapua & Marshall, 2011). Educators can refer to the CommonCore State Standards (CCSS) for ELA section “Reading:Foundational Skills” (NGA Center & CCSSO, 2010) for thispurpose.6.Special NeedsELLs with disabilities can benefit from English languagedevelopment services (and are required to have languagedevelopment goals as part of their Individualized EducationPlans [IEPs]). Educators should be aware that these studentsmay take slightly different paths toward English languageproficiency.7.Access Supports and AccommodationsBased on their individual needs, all ELLs, including ELLs withdisabilities, should be provided access supports andaccommodations for assessments, so that their assessmentresults are valid and reflect what they know and can do.Educators should be aware that these access supports andaccommodations can be used in classroom instruction andassessment to ensure that students have access to instructionand assessment based on the ELP Standards. When identifyingthe access supports and accommodations that should beconsidered for ELLs and ELLs with IEPs or 504 plans duringclassroom instruction and assessment, it is particularly useful toconsider ELL needs in relation to receptive and productivemodalities.8. Multimedia, Technology, and New LiteraciesNew understandings around literacy (e.g., visual and digitalliteracies) have emerged around use of information andcommunication technologies (International ReadingAssociation, 2009). Relevant, strategic, and appropriatemultimedia tools and technology, aligned to the ELP Standards,should be integrated into the design of curriculum, instruction,and assessment for ELLs.4

Unpacking the New ELP StandardsWhat elements of the Guiding Principle you discussed are you able to implement inyour current practice? Where do you encounter challenges?Additional questions raised during your discussion:5

Unpacking the New ELP StandardsBrowse the new ELP StandardsTour the new ELP Standards. What are your observations? With a partner or a group, organize your observations usingthe following categories:Facts, DetailsReactions, FeelingsQuestionsNew Ideas, ConnectionsWhat is most important here?Frame group discussion of this organizer as a K‐W‐L: (a) This is what we know about the ELP Standards; (b) this is what wewant to learn; and (c) later, return and discuss: This is what we found out.6

Unpacking the New ELP StandardsInterpret the New ELP StandardsEach of the 10 standard statements outlines a goal for the English language proficiency which ELLs will need todevelop to participate independently in grade‐appropriate classroom activities. Use a pencil to write the gist of each statement in your own words.Analyze the new ELP Standards to identify which ones address listening, speaking, reading, and writing. Place a checkmark next to the domains from the list in the column to the right. Try to reach consensus on the domains addressed ineach. Take turns sharing your interpretations of the standards with the whole group. Provide feedback to one another and make changes to your summary as needed, until you are confident youunderstand the main points of your standard, including how it is distinct from the other ELP Standards. We will revisit these summaries as we complete the next few activities.#ELP Standard StatementsDomains Addressed?1construct meaning from oral presentations and literary and informational text through grade‐appropriatelistening, reading, and akingReadingWriting2participate in grade‐appropriate oral and written exchanges of information, ideas, and analyses, responding topeer, audience, or reader comments and questions3speak and write about grade‐appropriate complex literary and informational texts and topicsListeningSpeakingReadingWriting4construct grade‐appropriate oral and written claims and support them with reasoning and evidenceListeningSpeakingReadingWriting5conduct research and evaluate and communicate findings to answer questions or solve problems6analyze and critique the arguments of others orally and in writing7adapt language choices to purpose, task, and audience when speaking and 8determine the meaning of words and phrases in oral presentations and literary andinformational text9create clear and coherent grade‐appropriate speech and text10make accurate use of standard English to communicate in grade‐appropriate speech and 7