Oregon’s ELP Standards & Instructional Materials CriteriaPublishers BriefingMarch 7, 2014

http://www.ode.state.or.us/search/results/?id=36

http://ell.stanford.edu/content/elpa21-develops-new-assessment-english-language-proficiency

Oregon’s English Language Proficiency StandardsAdopted October 2013

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Key Influences

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• CCSSO “Framework” – Oct. 2012(Framework for English Language Proficiency Development Standards corresponding to the Common Core State Standards and the Next Generation Science Standards)

• California ELD Standards – Oct. 2012

• Understanding Language – “Relationships and Convergences” Venn Diagram - March 2012

• Fewer ELP standards (10 total) than California uses; Some from California, others new

• Collective feedback from ELPA21 states with input from project partners and national EL and standards experts

• Strategic and Referential Correspondence to CCSS and NGSS

The Final Draft Reflects…

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Strategic Correspondence

ELP Standards Infused with a Fundamental Shift in How Language is Viewed

Our overarching focus addresses the following question:

•What does it look like when English language learners (ELLs) use language effectively as they progress toward independent participation in grade-appropriate activities?

The 10 ELP Standards: Organized in Relation to Participation in Content-Area Practices

1construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing

2participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions

3speak and write about grade-appropriate complex literary and informational texts and topics

4construct grade-appropriate oral and written claims and support them with reasoning and evidence

5conduct research and evaluate and communicate findings to answer questions or solve problems

6 analyze and critique the arguments of others orally and in writing

7 adapt language choices to purpose, task, and audience when speaking and writing

8determine the meaning of words and phrases in oral presentations and literary and informational text

9 create clear and coherent grade-appropriate speech and text

10make accurate use of standard English to communicate in grade-appropriate speech and writing

Oregon’s Criteria for ELP Instructional MaterialsAdopted January 2014

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Key Characteristics

• Based on Oregon’s 2013 ELP Standards• Divided into 3 grade bands

Lower Elementary (K-2) Upper Elementary (3 – 5/6) Secondary (6/7 – 12)

• 14 Similar Criteria in each Grade Band• Important Considerations highlighted for each

criteria10

Criteria: 1 and 2

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Criteria Important Considerations

1.

Materials provide scaffolding for English Learners of varying English proficiency to construct meaning from grade-appropriate texts and oral presentations.

Materials scaffold the construction of meaning from identifying key words and phrases to identifying central ideas and themes. Resources are grade-level-specific, culturally relevant, current and engaging. Resources also include informational and literary text as well as a variety of media.

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Materials provide students with opportunities for frequent oral and written interactions for the specific purposes indicated under Important Considerations.

Specific purposes include: exchanging ideas and information, critiquing, analyzing, responding to peers, obtaining information from real world sources (i.e., internet, periodicals, etc.), and engaging in complex, relevant, and authentic academic tasks with appropriate scaffolds.

Difference in Criteria 6

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Criteria Important Considerations

6.

Materials provide resources and activities that require students to analyze and critique the arguments of others orally and in writing.

Activities require students to identify important elements of as well as explain, analyze and evaluate oral and written arguments. Resources and topics should be grade and developmentally appropriate. For secondary grades, primary source documents are included.

Evaluation and Adoption Schedule (Planned)

• March 2014 - Evaluation Committee Selected• Summer 2014 - Committee Reviews Materials

and Recommends List of Approved Materials to State Board• Fall 2014 – State Board Adopts List of Approved

Materials• Fall 2015 – New ELP Instructional Materials

Required to be in Oregon Classrooms13

Questions?

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Martha I. MartinezEducation SpecialistOffice of Learning – Education Equity Unit(503) 947-5778martha.martinez@state.or.us

Kim MillerEducation SpecialistOffice of Learning – Education Equity Unit(503) 947-5712kim.a.miller@state.or.us

Tim BlackburnEducation SpecialistOffice of Learning – Education Equity Unit(503) 947-5688tim.blackburn@state.or.us