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Using the ELP Framework: Mathematics

Using the ELP Framework: Mathematics. H. Gary Cook, Ph.D. Wisconsin Center for Education Research October 25, 2012. The plan. Quick overview of the ELPD Framework Focus on the mathematics tables within the Framework Discuss how to use the mathematics section of the Framework. The Need.

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Using the ELP Framework: Mathematics

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  1. Using the ELP Framework: Mathematics H. Gary Cook, Ph.D. Wisconsin Center for Education Research October 25, 2012

  2. The plan • Quick overview of the ELPD Framework • Focus on the mathematics tables within the Framework • Discuss how to use the mathematics section of the Framework

  3. The Need • Many states adapting, developing or adopting new (ELP) standards • States’ ELP standards must correspond to college and career ready standards • ELPD Framework is a tool to support this correspondence

  4. Purpose of the ELPD Framework The ELPD Framework communicates to the language practices that all ELLs must acquire in order to successfully engage in the CCSS and NGSS. These practices should then, in turn, influence ELPD Standards.

  5. ELPD Framework • What it’s not… • It’s not a new set of standards. • It’s not exhaustive. • It doesn’t identify how to teach ELs. • It’s not curriculum or instructional material.

  6. Simply Google ELPD Framework to download this document. The ELPD Framework

  7. Framework Outline • Section 1: Introduction • Section 2: The Framework • Section 3: The Alignment Protocol • Section 4: Model ELP Standards • Section 5: Conclusion • Section 6: Glossary • Section 7: Supplementary Materials

  8. What are we looking at?

  9. The Construct

  10. Structure of the ELPD

  11. Standards Match

  12. One Possible useThe development of Mathematics Practice specific “Can Do” statements for ELLs

  13. EXAMPLE OF “CAN DO” STATEMENTS • Low Level ELLs can… • Identify & describe common mathematics terms, figures, symbols and problems • Match common mathematics terms, symbols and values • Respond to common math problems in groups with guided support

  14. EXAMPLE OF “CAN DO” STATEMENTS • Intermediate Level ELLs can… • Order and sequence problems with varying degrees of support • Interact with others (teachers and classmates) on understanding and solving problems • Produce solutions to problems with varying degrees of support

  15. EXAMPLE OF “CAN DO” STATEMENTS • Advanced Level ELLs can… • Respond to story problems with little support • Interact and respond to questions about mathematics problems, approaches and reasoning • Present information, descriptions, and solution to mathematics problems to others in a variety of settings

  16. Where we’re going • Developing tools to support ELPD Framework implementation • E.g., Interacting with SBAC and PARCC assuring assessments support content relevant language in CCSS • E.g., Seeking funding to create a “Teacher’s Guide to the ELPD Framework”

  17. In sum, The Framework • Helps educators identify specific language demands in the CCSS & NGSS • Outlines a procedure for creating and/or evaluating state ELP standards • Encourages states to adopt a simultaneous theory of action so that ELP standards and the CCSS and NGSS are mutually reinforcing

  18. Future Webinars Learn more about the Framework! Please visit http://www.ccsso.org/Resources/Digital_Resources/ Common_Core_Webinar_Series.html toregister for additional webinars.

  19. Thank you for attending! For questions, please contact: KateyMcGetttick CCSSO Program Associate, Common Core kateym@ccsso.org

  20. Timeline • March 2012: CCSSO convened the English Language Proficiency Development Framework Committee • Susan Pimentel, Chair (Lead CCSS ELA/Literacy Writer) • Mariana Castro (Wisconsin Center for Education Research at UW-Madison) • H. Gary Cook (Wisconsin Center for Education Research) • Amanda Kibler (University of Virginia) • Okhee Lee (New York University) • David Pook (educational consultant) • Lydia Stack (former TESOL president) • Guadalupe Valdés (Stanford) • AídaWalqui (WestEd)

  21. Timeline, continued • April 2012: Initial draft provided to a Rapid Response Expert Feedback Group • Elvira Arma (Loyola Marymount University) • Rosa Aronson (TESOL) • Alison Bailey (UCLA) • Tim Boals (WIDA) • Phil Daro (lead CCSS math writer) • Richard Duran (UC Santa Barbara) • Kenji Hakuta (Stanford) • MagalyLavadenz (Loyola Marymount University) • JuditMoschkovich (UC Santa Cruz) • Gisela O’Brien (Los Angeles Unified School District) • Gabriela Uro and select district leaders (Council of Great City Schools)

  22. Timeline, continued • June 2012: Feedback solicited from CCSSO’s English Language Learner State Collaborative on Assessment and Student Standards (SCASS) • July 2012: Feedback solicited from stakeholders (NGA, NASBE, NCLR, MALDEF, AFT, NEA, NAEYC, NSTA, Achieve, Council of State Science Supervisors, Alliance for Excellent Education, Hunt Institute, PARCC, Smarter Balanced) • September 2012: Finalized for distribution to states

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