1. Lorena Tariba, MEd., SCCOE Multilingual Education Services Coordinator
California English Language Development and Common Core Standards: Considerations for Their Implementation
June 23, 2014
Presenter:
Lorena Tariba, MEd., SCCOE Multilingual Education Services Coordinator

2. Prepare every English learner for college and career success!
Goal
Prepare every English learner for college and career success!

3. Objectives
Discuss challenges and opportunities of rolling out concurrent implementation of Common Core State Standards and ELD Standards for districts
Explore strategies of implementation that integrate roll out of Common Core State Standards and ELD Standards in districts/schools
Time: 2 minutes
Intent: Review the objectives of the session.

4. ELD: Before and After the 2012 CA Standards
ELD after…
Mostly limited to…
Primary focus…
Proficiency Levels…
SBE-adopted ELD materials…
Time: 7 min
Intent: Walk participants through shifts and changes in the overall expectations and classroom implementation of ELD based on the CA ELD Standards
CA ELA Framework…
ELD Standards aligned to…

5. Integrated & Designated ELD: Working in Tandem
Integrated ELD:
Designated ELD:
All teachers with ELs
in their classrooms use the CA ELD Standards in tandem with the CA CCSS for ELA/Literacy and other content standards.
A protected time during the school day when teachers use the CA ELD Standards as the focal standards in ways that build into and from content instruction.
Time: 5 min
Establish the defining characteristics of Designated and Integrated ELD as the main ELD Standards components

6. Implementation Defined
im·ple·men·ta·tion "A specified set of activities designed to put into practice an activity or program of known dimensions“
The Active Implementation Frameworks help define WHAT needs to be done (effective interventions), HOW to establish what needs to be done in practice (effective implementation), and WHO will do the work to accomplish positive outcomes in typical human service settings. 
The National Implementation Research Network (NIRN)
Time: 5 min
Intent: Establish common understanding of the terms implementation and intervention in relation to the AIF

7. What Is Your District’s Framework of Instructional Initiatives?
1. Local Educational Agency/Title III Plans
2. District C & I Plan and CCSS Implementation
3. LCAP Priorities Identified for the next three years
Shifts required in
Teaching & Learning
Shifts required in
Leading
Time: 10 min
Intent: Districts teams should examine their core instructional initiatives in order to support the shifts needed in teaching and learning as well as leading to implement CCSS/ELD Standards. There should be a continuous learning mindset in thinking about their own leadership – learning together so we can lead these instructional shifts effectively and improve outcomes for kids.
Admin & Teachers PLCs
Exploration
Installation
Exploration
Installation 7

8. Signature Instructional Practices Initiative: A District Sample
Learning Objective/
Student Learning Target
Content Access Strategies
Academic Language Development
Explicit Vocabulary Instruction
Building Relevance
Assessment
Instruction for the Engaged Learner
Instruction
Time: 7 min.
Intent: Show a district’s sample framework of signature instructional practices to illustrate how the CCSS and ELD Standards roll put can converge as the outcomes and PD are tied to the district’s framework of practices.
Team Table Talk: Where do you see the CCSS and ELD standards converging? Can you afford not to integrate them? What are the implications of separate roll-outs? 8

9. Degrees of Implementation
Read the Degrees of Implementation handout (Implementation Research: A Synthesis of the Literature – Dean Fixsen et al. 2005)
With your team, discuss the Paper, Process and Performance Implementation stages in relation to your district’s current efforts to implement the CCSS and ELD Standards.
Time: 15 min
Intent: Establish a common understanding of the term “implementation” and the different types/degrees of it to further the discussion of its stages.

10. Fixsen, Blase, Duda, Naoom & VanDyke, 2010
“ The use of effective interventions without implementation strategies is like serum without a syringe; the cure is available but the delivery system is not.”
Fixsen, Blase, Duda, Naoom & VanDyke, 2010
Time: 2 min
Intent: Use the quote to introduce the AIF

11. Active Implementation Frameworks
Implementation Teams
Involve variety of stakeholders to drive major initiatives or interventions
Time: 2 Minutes
Intent: To provide a refresher on the elements of Active Implementation Framework (AIF) as they relate to CCSS/ELD Standards Implementation
Talking Points:
As we introduce the Active Implementation Frameworks , its first core element is the establishment of an implementaiton team which should include stakeholders such as: teacher leaders, coaches, site/district administrators and others.
Teams need to include stakeholders from a variety of levels and need to be persons who can strategically address the drivers that can support or hinder implementation.
Stages: Exploration, Installation, Initial Implementation, Full Implementation. These stages may be found on core components document. Each stage may take one or more years and you may progress through stages at different rates.

12. Active Implementation Frameworks
2. Stages of Implementation
You may be at different stages of implementation on various Core Components
Time: 5 min – The sequence and interdependence of the stages of implementation is an important consideration when introducing a new initiative or a new system intervention. Many Leaders and Leadership Teams tend to rush initiatives to Full Implementation at the risk of not setting a strong foundation for success in allowing the initial stages of the AIF to take hold.

13. Active Implementation Frameworks
Implementation Drivers
Can support or hinder implementation
Competency Drivers
Organization Drivers
Leadership Drivers
Time: 3 Minutes
Intent: To provide a refresher on the elements of Active Implementation Framework (AIF) as they relate to Implementation of CCSS/ELD Standards implementation
Talking Points:
Drivers: Competency, organization, leadership. The makeup of the implementation team and the design of the implementation plan are critical in addressing these drivers. Both need to address things like leadership, organizational support and training. If any one of the three main drivers is weak, then it can compromise implementation on a larger level.

14. Implementation Drivers Improved Outcomes
Performance Assessment (Fidelity)
Systems
Intervention
Coaching
Facilitative Administration
Staff Competence
Training
Organization Supports
Integrated & Compensatory
Decision Support Data System
Selection
Time: 3 Minutes
Intent: To provide a refresher on the elements of Active Implementation Framework (AIF) as they relate to A.L.L
Talking Points:
Drivers: Competency, organization, leadership. The makeup of the implementation team and the design of the implementation plan are critical in addressing these drivers. Both need to address things like leadership, organizational support and training. If any one of the three main drivers is weak, then it can compromise implementation on a larger level.
Leadership
© Fixsen & Blase, 2007
Technical
Adaptive
Copyright © 2013 Santa Clara County Office of Education
Copyright © 2013 Santa Clara County Office of Education

15. Active Implementation Framework
4. Improvement Processes
Needed for reflection on and revision of implementation plans
Time: 2 Minutes
Intent: Review the elements of Active Implementation Framework (AIF) as they relate to the installation of Districts’ Curriculum/Instruction initiatives and the PDSA cycle
Talking Points:
Improvement Cycles: Frequent improvement cycles by the team ensure forward progress on and timely revision of the implementation plan. These cycles need to involve feedback from participants at all levels.
Copyright © 2013 Santa Clara County Office of Education

16. Do We Speak the Same ‘Language’?
__ Has a common understanding of the ELD Standards central themes been established?
__ What stakeholder group(s) might need to be targeted in the establishing of this understanding?
___ When and how do we message the need to link the ELD and the CCSS in the current course of implementation in your district?
Time: 3 min
Intent: Transition participants to central themes of the CCSS and ELD Standards which should be well-defined and well-understood by all stakeholders

17. In a small group, brainstorm ways in which road signs are like:
Road Sign Synectics
In a small group, brainstorm ways in which road signs are like:
Implementation
Time: 8 min
Synectics compare two unlike things. In what ways are road signs like implementation? Talk in a small group; select one example to share w/ the whole group.

18. What Does Language Mean?
MATH
SCIENCE
Language*
*• instructional
discourse
• expressing and
understanding
reasoning
Time: 4 min
Intent: Discuss the participants’ understanding of Language vs. the traditional ELA definition of Reading/Writing. Do we know the difference and the essential importance of Language Teaching and Learning for ELs and for EOs?
LANGUAGE
ARTS
Olsen, 2013

19. CA ELD Standards: Design
Aligned with and to be used in tandem with CCSS for ELA & Literacy – How has your district messaged this integration to principals, teachers and parents in the implementation of CCSS? Is the integration part of the PD?
Highlight and amplify the critical language, knowledge about language, and skills using language in the CCSS in order for ELs to be simultaneously successful in school while they are developing language – To what degree have administrators, teachers and parents understood the difference between the development of Language as a fundamental content access skill for ELs and the teaching of reading and writing to all students?
Provide fewer, clearer, higher standards so teachers can focus on what’s most important – Has your district leveraged the advantage of fewer standards in the training offered to teachers and administrators by linking those to the ELD standards?
Time: 3 min
ELD Standards Overview Page 14

20. Where Are You in the Implementation?
Helping It Happen?
Attempts to use/practice the CCSS/ELD Standards
Letting It Happen?
Adoption of the CCSS/ELD Standards _ _
Time: 10 min
Intent: Use this graphic organizer to debrief the outcomes they have seen in their districts’ CCSS/ELD implementation

21. ELD Standards, if implemented as an integral part of the CCSS
Time: 2 minutes
Intent: Show this visual image of the role of the California ELD standards in relation to English learners’ instruction and expectations.
Talking point:
ELD standards are helping English learners accelerate their language development and academic success just like the cars in the diamond lane are helping the drivers and passengers accelerate their speed.

22. Students Who are College and Career Ready in Literacy
Leverage your District’s Vision for Literacy for All Students:
Demonstrate independence
Build strong content knowledge
Respond to the varying demands of audience, task, purpose, and discipline.
Comprehend as well as critique
Value evidence
Use technology and digital media strategically
and capably
Come to understand other perspectives and cultures

23. CCSS alone do not provide a pathway towards English proficiency for ELs
New English Language Development standards aligned to the CCSS (adopted November 2012)
Implementation of CCSS must be accompanied by full implementation of the new ELD standards
Time: 2 minutes
Intent: Show this visual image of the role of the California ELD standards in relation to English learners’ instruction and expectations
Olsen, 2013

24. Stage-Based Implementation Assessment
After determining the stage of implementation, the frame you use to 
complete the drivers assessment will be as follows: 
• For Exploration, you ASK: How are we planning for…? 
For Installation you ASK: How are we installing…? 
For Initial Implementation you ASK: How are we  supporting…? 
For Full Implementation you ASK: How are we 
improving and sustaining…?
Time: 2 minutes
Intent: Link these guiding questions in the road to initial/full implementation to the Stages of implementation of the AIF

25. Educators Have a Dual Obligation to English Learners
• Provide meaningful access to grade-level academic content via appropriate instruction
• Develop students’ academic English language proficiency
Interconnected, not separate!
Simultaneous, not sequential!
Time: 3 min
Intent: Review the State/Federal legal requirement to provide ELD and Meaningful Access to Content for ELs
Talking Points:
All districts are expected to follow the state and federal compliance requirements
Lau v. Nichols (1974) – the United States Supreme Court ruled that simply providing all student with equal facilities, books, teachers and curriculum did not provide equality for all students. For a summary of Lau v. Nichols, visit
Lau vs. Nichols 1974
The US Supreme Court reaffirmed the 1970 Memorandum regarding denial of access and participation in an educational program due to inability to speak or understand English in a class action suit brought by Chinese speaking students in San Francisco against the school district.
"There is no equality of treatment by providing students with the same facilities, textbooks, teachers and curriculum, for students who do not understand English are effectively foreclosed from any meaningful education."
"Basic English skills are at the very core of what public schools teach. Imposition of a requirement that, before a child can effectively participate in the educational program, he must already have acquired those basic skills is to make a mockery of public education."
Castaneda v. Pickard (1981) – see slide 16
(Lau v. Nichols; Castañeda v. Pickard; NCLB)
Adapted from WestEd 2013 Summer Institute Presentation to CTA by Robert Linquanti

26. CA ELD Standards: Elements
Overview & Proficiency Level Descriptors (PLDs):
Alignment to CCSS for ELA & Literacy
CA’s EL Students
Proficiency Level Descriptors (PLDs)
Structure of the grade level standards
Grade Level ELD Standards:
Section 1: Goal, Critical Principles, At-a-glance Overview
Section 2: Elaboration on Critical Principles
Part I: Interacting in Meaningful Ways
Part II: Learning About How English Works
Part III: Using Foundational Literacy Skills
Appendices:
Appendix A: Foundational Literacy Skills
Appendix B: Learning About How English Works
Appendix C: Theory and Research
Appendix D: Context, Development, Validation
Time: 3 min
Intent: What do we know about the organizational structure to the ELD standards? What questions do you still have about this aspect? Share with a partner.
Glossary of Key Terms

27. Time: 5 minutes
Intent: Show participants the organization of the ELD standards graphic organizer
Talking Points:
Explain the layout of this chart: the three parts and the English Language Development level continuum.
Ask participants to review the ELD standards graphic organizer and complete the right side of the video note taking-guide.

28. Multilingual Education Services
Time: 4 minutes
Intent: To introduce the organization of the ELD standards.
Talking points:
Point out Section II, the standards
Point out the side bar in the left (corresponding ELA Common Core Standards, purpose, text types, and audience), Part I: Interacting in Meaningful Ways, Part II: Learning About How English Works, and Part III: Using Foundational Literacy Skills
Multilingual Education Services

29. Increasing Literacy Specialization Demands for Readers
Disciplinary & Digital Literacy
Intermediate Literacy
Basic Literacy
What other messaging strategies can you use to promote the 2014 ELA/ELD Framework of integrated Standards in your district/school based on this pyramid of literacy?

30. The Active Implementation Framework and the Districts’ CCSS/ELD Standards Roll Out
Select a component of the Active Implementation Framework and explain its possible implication for your work:
I selected …
I think an implication for my work that I will take back to my district is…
Time: 8 minutes
Intent: Provide an opportunity for the participants to think about how the key shifts in ELD standards relate to them.
Talking points:
Each participant has to select and shift and share an implication for their work.
Allow each participant to respond to the prompt in small table groups.
Invite two to three volunteers to share their responses.
I selected ELA Standards working in tandem with ELA and other content standards and seen as the “diamond lane” for acceleration.
I think the implications for my work are that I need to learn more about them and find ways to integrate them into my teaching.

31. Resources ELA/ELD Framework: http://www.cde.ca.gov/ci/rl/cf/
CA CCSS for ELA/Literacy Standards:
CA ELD Standards:
eStandards App