Thursday, November 1, 2012


Project CORE
SAN DIEGO COUNTY OFFICE OF EDUCATION
  
October 26, 2012 Hilton La Jolla Torrey Pines
A Conference for State of California Education Deans and Faculty, County and District Superintendents and Administrative Teams
Co-sponsored by Project CORE: San Diego State University College of Education, the Understanding Language Initiative, and California Department of Education
Common Core State Standards: Implications for Language, Learning, and Leadership
blank
Agenda
8:30 - 9:00 Registration and Sign-In Foyer/Hallway Grande Ballroom A-B
9:00 - 9:15
9:45 - 10:15
10:30 - 11:45
1:15 - 2:00
2:15 - 3:30
3:45 - 4:45
Welcome and Introductions
Ric Hovda, San Diego State University College of Education Dean Cristina Alfaro, Project CORE Director
Understanding Language Initiative
The Common Core State Standards and ELLs: Historical Context and New Opportunities: Kenji Hakuta
Common Core Standards Morning Breakout Sessions
New Generation ELD Standards: Karen Cadiero-Kaplan & Robert Linquanti Common Core Math State Standards: Phil Daro Next Generation Science Standards: Tina Cheuk Principal Leadership: Noni Reis
Afternoon Plenary
Preparing Teachers for English Learners in the New Common Standards Era Presenter: George Bunch Discussant: Alberto Ochoa
Common Core Standards Afternoon Breakout Sessions
New Generation ELD Standards: Karen Cadiero-Kaplan & Robert Linquanti The ELPD Framework: Lydia Stack Common Core English Language Arts Standards: George Bunch Common Core en Español: Silvia Dorta-Duque de Reyes & Jill Kerper Mora
Superintendents’ Roundtable
Randolph Ward, San Diego County Office of Education Francisco Escobedo, Chula Vista Elementary School District Barbara Flores, Lennox School District Maureen Latham, Beaumont Unified School District
Moderator: Maritza Rodriguez, Riverside County Office of Education
Grande Ballroom A-B
Grande Ballroom A-B
Grande Ballroom A-B La Jolla Canyon Room La Jolla Shores Room La Jolla Cove Room
Grande Ballroom A-B
Grande Ballroom A-B La Jolla Canyon Room La Jolla Shores Room La Jolla Cove Room
Grande Ballroom A-B
9:15 - 9:45 Setting the Stage: California State Department of Education Grande Ballroom A-B
Lupita Cortez Alcala, Deputy Superintendent of Instruction
10:15 - 10:30 Break
12:00 - 1:00 Lunch Networking Fairway Pavilion Ballroom
2:00 - 2:15 Break
3:30 - 3:45 Break
5:00 - 6:30 Wine, Cheese and Music Reception Ballroom Terrace
Common Core State Standards: Implications for Language, Learning, and Leadership • 2012
Morning Sessions
Setting the Stage: California State Department of Education Grande Ballroom A-B
Lupita Cortez Alcala, Deputy Superintendent of Instruction
Understanding Language Initiative Grande Ballroom A-B
The Common Core State Standards and ELLs: Historical Context and New Opportunities: Kenji Hakuta
This opening presentation will characterize the historical background of standards-based reform and efforts to address the simultaneous needs of ELLs in both English language development and academic achievement in the content areas. The Common Core and the Next Generation Science Standards place strong demands on language use in math, science, social studies and language arts, to the extent that language itself is a more central construct in the content areas. As we shift to the new standards, all components of the education system will need to align to the new configuration of language and academic content, including teacher preparation and professional development.
Common Core Standards Morning Breakout Sessions 10:30 - 11:45
New Generation ELD Standards: Karen Cadiero-Kaplan & Robert Linquanti Grand Ballroom A-B
California English Language Development Standards: Promoting Access & Rigor for all English Learners The session will provide an overview of the newly adopted California 2012 ELD Standards aligned with Common Core English Language Arts Standards. The focus will be on the implications of these standards for raising rigor for all English learners. Key shifts from the 1998 ELD Standards to the 2012 Standards will be shared along with key discussion points on how the newly adopted ELD Standards can be utilized to foster more collaboration and articulation between ELD and content area classroom teachers.
Common Core Math State Standards: Phil Daro La Jolla Canyon Room
International comparisons show the U.S. performing poorly compared to high performing economic competitors. The main reason is that the curriculum in U.S. states is “a mile wide and an inch deep”: trying to teach too many topics per year leads to spending too little time per topic, too little time per problem. The haste and clutter of the U.S. curriculum especially hurts students who would benefit from patience in the classroom; this includes EL mathematics students. The Common Core State Standards were designed to fix the mile wide-inch deep problem. The Standards for Mathematical Practice describe the varieties of expertise that mathematics educators at all levels should seek to develop in their students. For example, when students “make sense of problems and persevere in solving them” (practice standard 1), they are communicating through multiple ways to themselves and others their own understanding of the problem situation and possible solution pathways. Math teachers can support and encourage the varied ways students communicate their understanding (e.g. Words, expressions, diagrams, tables, graphs, pictures, gestures) and bring students to understand each other’s thinking and sense making of the problem. This session will unpack how teachers can use the Standards for Mathematica Practice as a tool to support language and content development in mathematics classrooms.
Next Generation Science Standards: Tina Cheuk La Jolla Shores Room
Common Core State Standards (CCSS) and the forthcoming Next Generation Science Standards (NGSS) have been occurring at a historical time in the US history. The new Standards not only focus on disciplinary core ideas, but also these standards emphasize “practices” - mathematical practices and scientific and engineering practices - which are language intensive. Thus, the Standards cannot be achieved unless students and teachers recognize and meet these increased language demands as well as language learning opportunities across these subject areas. In this session, participants will discuss language demands and learning opportunities as ELLs engage in these practices as in science classrooms.
Principal Leadership: Noni Reis La Jolla Cove Room
Principals need to be “practice-ready” for Common Core Standards with English Learners. This session will discuss key issues to consider as principals support teachers in implementing Common Core Standards with English Learners.
Common Core State Standards: Implications for Language, Learning, and Leadership • 2012
Afternoon Sessions
Afternoon Plenary Grand Ballroom A-B
Preparing Teachers for English Learners in the New Common Standards Era Presenter: George Bunch Discussant: Alberto Ochoa As new common standards are implemented throughout the US, almost every teacher will eventually face the challenge of how to support students from homes where English is not the dominant language in meeting subject-matter academic expectations that require increasingly demanding uses of language and literacy in English. In this presentation, I argue that preparing teachers to meet this challenge involves fostering the development of their pedagogical language knowledge (Galguera, 2011) - not to “teach English” in the way that most mainstream teachers may initially conceive of (and resist) the notion, but rather to purposefully enact opportunities for the development of language and literacy in and through teaching the core curricular content, understandings, and activities that teachers are responsible for (and, hopefully, excited about) teaching in the first place.
Common Core Standards Afternoon Breakout Sessions 2:15 - 3:30
New Generation ELD Standards: Karen Cadiero-Kaplan & Robert Linquanti Grand Ballroom A-B
California English Language Development Standards: Promoting Access & Rigor for all English Learners The session will provide an overview of the newly adopted California 2012 ELD Standards aligned with Common Core English Language Arts Standards. The focus will be on the implications of these standards for raising rigor for all English learners. Key shifts from the 1998 ELD Standards to the 2012 Standards will be shared along with key discussion points on how the newly adopted ELD Standards can be utilized to foster more collaboration and articulation between ELD and content area classroom teachers.
The ELPD Framework: Aligning the development of English language La Jolla Canyon Room proficiency to academic practices in the new standards: Lydia Stack The English Language Development Framework represents an effort to ensure that drafted English Language Proficiency Standards be aligned to the intellectual and academic demands of the new Standards. For example, they invite a process through which a clear articulation of high expectations for students in diverse content areas, ranging from close reading and constructing effective arguments to support their conclusions, to identifying a speaker’s key points and elaborating on these ideas in group settings, to constructing and testing hypotheses and strategically choosing and implementing procedures to solve problems be proposed. This session will unpack basic criteria that the English Language Proficiency Development (ELPD) Framework envisions in a process that does not envision them as separate and distinct activities, but as mutually enriching processes.
Common Core English Language Arts Standards: George Bunch La Jolla Shores Room
This session presents a pilot ELA instructional unit, developed for the Understanding Language Initiative, which exemplifies the kinds of shifts that will be necessary to deepen and accelerate instruction for English learners in order to meet the ELA CCSS. After an introduction to key shifts in how language, second language learning, and instruction for ELs can be understood for students of various ages and language proficiency levels, participants will be introduced to a middle school unit focusing on analysis and production of complex persuasive texts. Participants will have opportunities to reflect on the approaches used and discuss what would be necessary for teachers, districts, and the state to move toward such instruction for ELs.
Common Core en Español: Silvia Dorta-Duque de Reyes & Jill Kerper Mora La Jolla Cove Room
The translated and linguistically augmented version of the Common Core Standards is essential because it establishes a guide for equitable assessment, instruction, and curriculum development for bilingual and dual language programs. Common Core en Español affirms leveraging students’ primary language to promote high levels of bilingualism that positively impact literacy and cognitive development. Drawing on students’ linguistic resources supports the higher levels of cognition, discourse, evolved understandings, and critical thinking required to meet the demands of the New Standards. The Common Core Standards and the New Generation ELD Standards afford us the opportunity to re- conceptualize classroom practices by acknowledging the ways that students authentically use a primary and second language to organize higher mental processes, mediate cognition and develop autonomy as they become proficiently biliterate. Classroom practices that attend to strong L1 and L2 development, encourage students to draw upon their native language knowledge, and promote contrastive analysis of L1 and L2 skills, are congruent and viable pedagogical approaches for Common Core implementation. A review of the linguistic augmentation of Common Core en Español will be presented. Implications for staff development, teacher preparation programs and instruction will be discussed.
Common Core State Standards: Implications for Language, Learning, and Leadership • 2012
Presenters
Lupita Cortez Alcala, California State Department of Education Deputy Superintendent of Instruction California State Department of Education Lupita Cortez Alcalá is the Deputy Superintendent of Instruction and Learning Support for Superintendent of Public Instruction, Tom Torlakson. In this capacity, Ms. Alcalá represents the Superintendent in the program areas of English/language arts, history, visual & performing arts, physical education, teacher support, support for English learners and migrant students, curriculum and instructional resources, early childhood programs, science, technology, engineering, and mathematics, high school initiatives and career technical education. Ms. Alcalá is a graduate of Harvard University’s School of Education earning a Master’s degree in Planning Administration and Social Policy. Ms. Alcalá earned her bachelor’s degree from the University of California, San Diego, majoring in Political Science and minoring in Spanish Literature. She has over a decade of experience in Government Affairs for K-12 and Higher Education. Ms. Alcalá was formerly the Deputy Superintendent of Government Affairs and Charter Development and was responsible for the administration of all departmental activities relating to state and federal legislation and funding as well as providing guidance and support for the development and oversight of high quality charter schools.
Kenji Hakuta, Professor Stanford University Kenji Hakuta (Co-Chair) is the Lee L. Jacks Professor of Education at Stanford University. He is an experimental psycholinguist who has worked on research, practice, and policy supporting English Language Learners for over 30 years. He recently served on the Validation Committee for the Common Core State Standards Initiative.
Phil Daro, Mathematics Educator Strategic Education Research Partnership Phil Daro is a mathematics educator who most recently co-directed the development of the Common Core State Standards for mathematics. He has also directed large-scale teacher professional development programs for the University of California including the California Mathematics Project and the American Mathematics Project. He is Site Director of the Strategic Education Research Partnership (SERP) at the San Francisco Unified School District. Steering Committee, Math Work Group (chair), and District Engagement Committee
Tina Cheuk, Project Manger Stanford University Tina Cheuk is the Project Manager for this initiative. She earned a B.S. in Chemistry and Biochemistry from the University of Chicago and an M.A. in Education from Stanford University. She is a Teach for America (TFA) alumna with experience both as a teacher and school leader through Knowledge Is Power Program (KIPP) schools. She is also a returned Peace Corps science education volunteer in Ghana, West Africa. Her most recent role was directing the mathematics and science research, development, and designing efforts at Strategic Education Research Partnership (SERP).
Karen Cadiero-Kaplan, Director of English Learner Support Division California State Department of Education Karen Cadiero-Kaplan, Ph.D currently serves as the Director of the English Learner Support Division at the California Department of Education. As Professor at San Diego State University in the Department of Policy Studies in Language and Cross Cultural Education her research, teaching and service focus on the impact education and language policies have on curriculum development and teacher’s professional development in working with English learners. Her leadership at the state and national levels includes: Past-President of CATESOL (2006-07),
Past-President of Californians Together (2009-2011) and Past-Chair of the TESOL Affiliate Leadership Council (2009-2012). Dr. Cadiero-Kaplan began her career teaching elementary and secondary special education, as well as English as a Second Language at the community college level, during her career she has been a provider of professional development for teachers and administrators working with bilingual students in both the United States and Mexico. Cadiero-Kaplan holds a bachelor’s degree from the University of San Diego in psychology and elementary education and a master’s degree in cross-cultural education, special education and ESL from San Diego State University. She also holds a doctorate in curriculum development and instruction from Claremont Graduate University and San Diego State University.
Robert Linquanti, Project Director West Ed Robert Linquanti is Project Director for English Learner Evaluation and Accountability Support (ELEAS) and Senior Researcher for the Regional Educational Laboratory and the California Comprehensive Center at WestEd. He specializes in assessment, evaluation and accountability policies, and practices and systems for English Language Learners, and has extensive experience helping states and school districts improve in these areas. Steering Committee and Policy Strategy Committee
Common Core State Standards: Implications for Language, Learning, and Leadership • 2012
Presenters
Noni Reis, Department of Educational Leadership Chair San Jose State University Noni Mendoza Reis is a Professor in the Educational Leadership department at San Jose State. Dr Reis has been an educator for over 30 years in both public education (teacher, principal) and in higher education. Dr. Reis has extensive experience in effective education for English Learners from the perspective of professional development and school leadership. Most recently, Dr. Reis led a team of educators to developing the NEA’s (National Education Association) premier professional development for teachers of English Learners. In the field of school leadership, her most recent publications (in press) include: (a) Mendoza Reis & Smith. A., Re-thinking the Universal Approach to the Preparation of School Leaders: Cultural Proficiency and Beyond, in the Handbook of Research on Educational Leadership for Diversity and Equity, Routledge Press (b) Mendoza Reis, N. & Flores, B. Improving Principal Quality for Schools with English Learners: Reculturing Instructional Leadership in (Portes, P. Salas, S, & Mellom, P) U.S. Latinos in K-12 Education: Seminal research-based policy directions for change we can believe in (IAP).
George Bunch, Associate Professor UC Santa Cruz George Bunch is Associate Professor of Education at the University of California, Santa Cruz. His research focuses on language and literacy challenges and opportunities for language minority students in K-12 and higher education, and on policies and practices designed to serve such students. He is active in efforts to prepare teachers for working with English Language Learners, and prior to his research career taught high school ESL, social studies, and Spanish in Maryland and Washington, DC. Steering Committee, ELA Work Group (chair), and Public Dialogue Committee
Lydia Stack, Consultant
Lydia Stack is an international education consultant and English language teacher educator. She designs and presents workshops for Teachers of English on second language acquisition and teaching methodology for young learners. She worked in the San Francisco Unified School District as an elementary and secondary English as a Second Language teacher. She is a past president of the International TESOL organization. Steering Committee, ELA, Math, and Science Work Groups, and District Engagement Committee
Silvia Dorta-Duque de Reyes, Project CORE Co-Director San Diego County Office of Education Silvia C. Dorta-Duque de Reyes actively affirms the value and importance of proficient bilingualism and the revitalization of rigorous Spanish language instruction as the most effective pedagogical approach to achieving high levels of language proficiency in English. She works vigorously to insure system wide accountability towards the academic achievement of English Learners. Ms. Reyes is also known for her contributions in the areas of curriculum design, staff development and parent involvement. Her area of expertise is biliteracy with a focus on academic writing and the organization of instruction for explicit teaching of Spanish and English skill transference. She is currently coordinating, developing and editing the official translation of the Common Core Standards en Español in collaboration with the California Department of Education and the Council of Chief State School Officers.
Jill Kerper Mora, Associate Professor Emerita San Diego State University Jill Kerper Mora is Associate Professor Emerita from the School of Teacher Education at SDSU. Dr. Mora’s expertise in effective biliteracy education and cross-linguistic transfer is recognized internationally through her teaching and research activities in Mexico, California and Texas. She was Resident Director of the Mexico BCLAD Credential Program for the California University system in Mexico from 2003-2005, where she conducted extensive research into the Mexico National Reading Program. Dr. Mora is a consulting author of the Spanish Reading Series 2010 and the Language Central English Language Development for Pearson Publishing Company. She is the recipient of the Two-way California Association for Bilingual Education 2009 Promoting Biliteracy Award and the 2002 California Association for Bilingual Education award for Scholarly Activity and Research.
Common Core State Standards: Implications for Language, Learning, and Leadership • 2012
Common Core State Standards: Implications for Language, Learning, and Leadership • 2012
Pavilion Ballroom
VI I
Function Space
LEVEL 1 RESTAURANT/BALLROOM LEVEL
III II
Prefunction
Pavilion Gardens
WALKWAY TO PAVILION

Monday, October 29, 2012

Tuesday, October 23, 2012

Monday, October 22, 2012