English Language Learners and the Common Core State Standards CSA NYC 2013 Dr. Jennifer Trujillo Director of English Language Acquisition School Achievement Services PEARSON

English Language Learners (ELLs) ELLs are the fastest growing PK-12 demographic in the nation. CSA NYC 2013

Growth Rate

CSA NYC 2013 English Language Learners in New York City: A Distinct Population  41% of New York City students speak another language besides English at home.  1 in 4 are currently ELL  Majority of ELLs are US born (54.5%)  74% free/reduced lunch

CSA NYC 2013 ELL Grade Distribution

Linguistic Diversity CSA NYC 2013

Language% Spoken Spanish64% Chinese (any)13.6% Bengali3.5% Arabic3% Haitian Creole2.6% Russian2% Urdu1.9% French1.3% Albanian.6% Punjabi.6% Korean.6% Futani.4% other low-incidence languages 5.1%

Diversity within Diversity CSA NYC 2013

Other Distinctions  Immigrant students  Students with Interrupted Formal Education  Long-term ELLs  ELLs with Special Needs (SWD)

ELLs come from all walks of life… CSA NYC 2013

Preparing English Learners to be College and Career Ready CSA NYC 2013

Current Condition? 1.Identify at least two ways that your district currently supports College and Career Readiness. 2. Does this extend to all students? 3. Do your district data reflect an achievement gap? 3. How does this compare to your graduation rates? CSA NYC 2013

Gaps between ELLs and their English-proficient peers CSA NYC 2013

REFRAME! ELL Students are Linguistic Assets They bring an additional language to English. Colleges require at least 2 years of modern language classes in high school. ELLs bring multicultural experiences to their learning community. CSA NYC 2013

Visibility and Connections Who is Thomas Edison? Who is Guillermo González Camarena? CSA NYC 2013

Leverage the shifts in the CCSS CSA NYC 2013 Develop meaningful collaborative tasks that allow students to use their full linguistic/cultural resources

Research Strategy 2: Build capacity to develop ELLs’ academic language in content-area classrooms CSA NYC 2013  Provide professional development and align instructional materials  Establish mechanisms for sharing effective practices across classrooms, schools, districts and boardrooms

Implementation Recommendations for Principals and Leaders Lead the way: Establish high expectations for your ELLs. Inform: Inform families and your community. Support: Identify resources to help you. Implement and monitor: Implement CCSS every day with every student. Check and adjust: Monitor and expect student success.

Our ELL students must be given the benefit and the dignity of being held to the same standards of learning and critical thinking. Impacting ELLs’ achievement becomes an administrative imperative as well as an instructional necessity. —Evelyn Arroyo (2011c, 10) ELL and Achievement…It matters! CSA NYC 2013

School Achievement Services pearsonpd.com Thank you! Dr. Jennifer Trujillo Contact: CSA NYC 2013

References: American Institutes for Research (2012). Supporting English Language Learners: A Pocket Guide for State and District Leaders. Washington, DC. City of New York: Department of Education. (Spring 2011) Demographics of New York City’s English Language Learners. National Clearinghouse for English Language Acquisition (2011). What languages do English learners speak? NCELA Fact Sheet. Washington, DC: Author. Available from pdf CSA NYC 2013