The Why and How of Integrating Rich Art Experiences into Instruction for English Learners: What’s Good for EL’s is Good for All! Presented by: Dr. Lisa Gonzales, Ed.D. Coordinator Santa Clara County Office of Education Nora Guerra Director of Educational Innovation & Development Oak Grove School District
Outcomes • Provide an overview of the changes in ELA/ELD standards with Common Core • How the changes impact EL students • The role of the 4 C’s for EL students & all • The value of the arts for EL’s and all • Model programs – Oak Grove & Alum Rock School Districts
Changes with CCSS • Students must be able to: • Engage with complex, informational text • Use evidence in writing and research • Work collaboratively to present ideas and communicate multiple perspectives
Overview of California ELD Standards • Describe the knowledge skills, and abilities in English as a new language that are expected at exit from each proficiency level. • Exit descriptors signal high expectations for ELs to progress through all levels and to attain the academic English language they need to access and engage with grade-level content in all content areas.
Challenges of New CCSS for EL Students • Require systemic, district-wide approaches to curriculum design & instructional delivery • Focus has to be on language development AND content • CCSS are great at bridging gaps that have existed between language acquisition and content proficiency • ELs will need support to participate in activities that simultaneously develop conceptual understanding of content and language use.
Examples of Teacher Adaptations • Flexible, fluid grouping structures (homogeneous and heterogeneous) • Break down difficult tasks into manageable segments • Facilitate productive discussions • Provide meaningful and appropriate feedback • Explicitly modal and support student production of language
How the Arts Have Meaning in Common Core IDENTITY LIST DEFINE LABEL MEMORIZE ILLUSTRATE CALCULATE WHO, WHAT, WHEN, WHERE, WHY ARRANGE MEASURE STATE NAME TABULATE REPEAT TELL REPORT USE RECALL INFER RECOGNIZE QUOTE DESIGN RECITE CATEGORIZE MATCH COLLECT AND DISPLAY CONNECT LEVEL ONE (Recall) IDENTIFY PATTERNS SYNTHESIZE GRAPH ORGANIZE LEVEL FOUR (Extended Thinking) LEVEL TWO (Skill/ Concept) CLASSIFY CONSTUCT DESCRIBE EXPLAIN INTERPRET APPLY CONCEPTS SEPARATE MODIFY CAUSE/EFFECT PREDICT CRITIQUE ESTIMATE INTERPRET COMPARE DISTINGUISH LEVEL THREE Strategic Thinking ANALYZE RELATE USE CONTEXT CUES CREATE MAKE OBSERVATIONS ASSESS REVISE SUMMARIZE DEVELOP A LOGICAL ARGUMENT PROVE APPRISE CONSTRUCT SHOW USE CONCEPTS TO SOLVE NON-ROUTINE PROBLEMS COMPARE CRITIQUE EXPLAIN PHENOMENA IN TERMS OF CONCEPTS FORMULATE INVESTIGATE DRAW CONCLUSIONS HYPOTHESIZE DIFFERENTIATE CITE EVIDENCE
2010 CBEDS data showed only 16.4% of students in free/reduced meal programs are enrolled in VAPA courses • Or…..83.6% of students enrolled in VAPA programs are not of low-socioeconomic status • Lower income children have fewer arts options in school; less disposable income to engage in after-school study Why Is This An Issue?
But there’s more… • Attention only to the impact of poverty limits how educators approach the whole child • Language and culture affirm positive traits of heritage, identity, and resilience which energize a child’s ability to learn, make meaning, create, contribute • Recent CA statewide research – CA middle schools who teach a majority of Latino, African American and American Indian students are far less likely to provide arts with reduced budgets
Discussion Question Discuss with others near you: • How do the skills of description transfer across content areas? • How is this good for EL students? • How is this good for ALL students?
What is 21st Century Learning? And how do the arts tie in?
Three Modes of Communication • Collaborative (engagement in dialogue w/others) • Interpretive (comprehension and analysis of written and spoken texts) • Productive ( creation of oral presentations and written texts)
Model Programs Elementary Schools: Integration of arts into daily instructional program Discrete arts classes during the school day Extra-curricular VAPA classes after school Chorus, mariachi, handbell choir Instrumental music: recorders, band, concerts Dance class: dance festival Drama/Theatre class: full-scale musical production Art & Music appreciation program: showcase
Model Programs Middle Schools: Integration of VAPA standards into core Elective courses during the day After school courses Chorus, Honor chorus Visual arts Band, jazz band, Honor band Drum corps Digital photography Dance Drama/Theatre
Professional Development for Teachers Integrating VAPA standards into core curricula Integrating Arts in Math Drama/Theater for ELs Reader’s Theatre Marion Cilker Arts Really Teach Montalvo Art Splash Teacher Action Network County Arts Network
Partnerships SCCOE Theatre Express SFSU San Jose Repertory Theatre YMCA San Francisco Symphony Ballet San Jose Artists in Residence San Jose Jazz Society San Jose Children’s Museum of Art Bay Area Children’s Art Project
Arts Assessment • Arts Curriculum – K-6 and Middle School • Advocacy • Leadership • Arts in After-School Programs • Professional Development CCSESA Resources Ccsesaarts.org Click on “Toolbox”
Review of Our Outcomes • Provide an overview of the changes in ELA/ELD standards with Common Core • How the changes impact EL students • The role of the 4 C’s for EL students & all • The value of the arts for EL’s and all • Model programs – Oak Grove & Alum Rock School Districts