Deaf Education, Deaf Culture and the Common Core: Bringing it together for Deaf children

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1 Deaf Education, Deaf Culture and the Common Core: Bringing it together for Deaf children ESSP Conference 7 November 2014 Thomas Holcomb and Michele Berke

2 Who are we? Tom Michele

3 A shifting world Common Core & Next Generation Science Standards Shifts for all students Depth of Knowledge Deaf Education ASL Standards Shifts in educational programming Deaf Culture How it all fits together

4 THINK ABOUT THIS If we teach today the way we were taught yesterday, we aren't preparing students for today or tomorrow. John Dewey, 1944

6 Shift happens Deaf Education A typical deaf student in 1964 would: Be a residential student at a school for the Deaf Not be allowed to use sign language in the classroom until middle or high school Never meet a Deaf administrator Only have Gallaudet College as the post secondary education option Have no experience with educational interpreters Have no exposure to the Total Communication, SEE, or mainstream debate Not be able to enjoy TV shows with captions Not be able to use the phone as there were no TTYs or VPs Have no idea that ASL is a legitimate language Struggle with literacy skills

7 Today, a typical Deaf student would Have cochlear implant Attend a local public school Learn sign language in high school Have unlimited choices of post secondary programs, thanks to ADA and 504 Be expected to perform at the same level as their hearing peers according to No Child Left Behind and Common Core Standards. Have access to interpreters via VRS/VRI or in person Communicate with hearing peers via , texting, facebook, twitter, etc. Be able to enjoy 24/7 captions on TV Struggle with literacy skills

8 21 st Century Learners

9 In the Coming Years Cochlear Implants becoming obsolete Seamless interaction between Deaf and hearing people via technology Elimination of on site interpreters Elimination of Teachers of the Deaf

10 CCSS/NGSS/ASL

11 Shifts in Education Respond to World Demands vjmhu&feature=youtu.be 11

12 Insert ASL standard logo 0 priorities/clerc_center_strategic_plan/asl_standards_a ction_plan.html 12

College and Career Readiness These standards define the knowledge and skills students should have within their K-12 education careers so that they will

13 College and Career Readiness These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. -Common Core State Standards

ASL PARCC CCSS ELD NGSS C3 English Language Arts Math Bilingual Common Core Initiative (New/Home Language Arts Progressions) Next Generation Science Standards

14 ASL PARCC CCSS ELD NGSS C3 English Language Arts Math Bilingual Common Core Initiative (New/Home Language Arts Progressions) Next Generation Science Standards College, Career & Civic Life Framework College and Career Readiness Coming soon: National ASL Standards Partnership for Assessment of Readiness for College and Careers 14

15 The Common Core Standards: Portrait of a Proficient Student Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, and Language They demonstrate independence. They build strong content knowledge. They respond to the varying demands of audience, task, purpose, and discipline. They comprehend as well as critique. They value evidence. They use technology and digital media strategically and capably. They come to understand other perspectives and cultures.

18 All Teachers Support Literacy This interdisciplinary approach to literacy stems from extensive research establishing the need for college and career ready students to be proficient in reading complex informational texts, independently, in a variety of content areas. Most of the required reading in college and workforce training programs is informational in structure and challenging in content Postsecondary education programs typically provide students with both a higher volume of such reading than is generally required in K 12 schools and comparatively little scaffolding. The 2009 reading framework of the National Assessment of Educational Progress (NAEP) requires a high and increasing proportion of informational text on its assessment as students advance through the grades. 18

19 Why Me? CCSS are not only college ready standards but also career readiness standards. Reading, writing, communication, and math reasoning are all skills needed for success in careers, the workplace, as well as post secondary. All disciplines can help students develop, deepen, and refine these core skills. CCSS provides the opportunity to better align academics and CTE.

20 Implications for Deaf Education Challenges of educating Deaf children There is good and bad news for us in Deaf Education!

21 CCSS-ELA

22 The CCSS Requires Three Shifts in ELA/Literacy & Content Areas 1 Regular practice with complex text and its academic language Reading, writing and speaking grounded in evidence from the text, both literary and informational 3 2 Building knowledge through content-rich nonfiction 22

23 1 Shift #1: Regular practice with complex text and its academic language

24 What are the Qualitative Features of Complex Text? Subtle and/or frequent transitions Multiple and/or subtle themes and purposes Unfamiliar settings, topics or events Lack of repetition, overlap or similarity in words and sentences Density of information Complex sentences Uncommon vocabulary Lack of words, sentences or paragraphs that review or pull things together for the student Longer paragraphs Any text structure which is less narrative and/or mixes structures 24

25 Scaffolds for Reading Complex Text Chunking Reading and rereading Strategic think aloud Read aloud Annotation strategies Paraphrasing and journaling Scaffolding questions Heterogeneous small groups Pre-prepping struggling readers to support confidence and participation Recording Cornell notes 25

26 Substantial Moderate Light Provide students with language models: sentence frames sentence starters academic vocabulary walls language frame charts exemplary writing samples teacher language models recordings Use a range of information systems: graphic organizers diagrams photographs videos multimedia to enhance access to content Scaffolding practices will vary based on the standardsbased goals of the lesson, the identified learner needs, and the anticipated challenge of the task. Provide structured and strategically supportive opportunities for students to develop more academic ways of interacting meaningfully: routines and expectations for equitable and accountable conversations paraphrasing and journaling Cornell Notes scaffold questions construct questions that promote critical thinking

27 Good News!!!! Those working in Deaf Ed are the masters of providing various levels of support

28 2 Shift #2: Reading, Writing and Speaking* Grounded in Evidence From Text, Both Literary and Informational

29 Distribution of Communicative Purpose Writing Speaking* and Listening* 29

30 Sample Informational Text Assessment Question: From The Adventures of Tom Sawyer Pre-Common Core State Standards Have the students identify the different methods of removing warts that Tom and Huckleberry talk about. Discuss the charms that they say and the items (i.e. dead cats) they use. Ask students to devise their own charm to remove warts. Students could develop a method that would fit in the time of Tom Sawyer and a method that would incorporate items and words from current Common Core State Standards Why does Tom hesitate to allow Ben to paint the fence? How does Twain construct his sentences to reflect that hesitation? What effect do Tom s hesitations have on Ben?

31 Bad News? More inferential concepts Need to explain or persuade based on sources

32 3 Shift #3: BUILDING KNOWLEDGE THROUGH CONTENT-RICH NONFICTION

Building Knowledge Through Content-rich Nonfiction Why? Students are required to read very little informational text in elementary and middle school.

33 Building Knowledge Through Content-rich Nonfiction Why? Students are required to read very little informational text in elementary and middle school. Non-fiction makes up the vast majority of required reading in college/workplace. Informational text is harder for students to comprehend than narrative text. Supports students learning how to read different types of informational text. 33

34 Distribution of Literacy and Informational Texts 34

35 Text Types Brochures Classified Advertisements Consumer Math Textbooks Editorials Electronic Mail Employee Handbooks Fiction Forms and Applications Graphs, Charts, Tables, and Timelines Instructions Lab Directions Maps News Stories Nonfiction texts Operating Manuals Photos, Illustrations, and Their Captions Primary Sources Reference Books Research Reports Secondary Sources Tests Textbooks Timetables Web sites

36 Key Changes Reading Writing Speaking & Listening* Language Balance of literature and informational texts Text complexity Emphasis on argument and informative/explanatory writing Writing about sources Inclusion of formal & informal talk Stress on general academic and domainspecific vocabulary

37 Good news?

38 Math Shifts

39 Shifts in CCSS Math 1 3 Focus Rigor 2 Coherence 39

40 Focus Mile wide, inch deep to narrow and deep Solid understanding of concepts High degree of procedural skill and fluency Ability to apply math to solve problems inside and outside the classroom

41 Number and Operations Traditional U.S. Approach K 12 Measurement and Geometry Algebra and Functions Statistics and Probability 41

42 Focusing Attention Within Number and Operations Operations and Algebraic Thinking Expressions and Equations Number and Operations Base Ten Algebra Number and Operations Fractions The Number System K High School 42

43 Coherence Across grades and linking major topics Build new understanding onto foundations built in previous years

44 Alignment in Context: Neighboring Grades and Progressions One of several staircases to algebra designed in the Operations & Algebraic Thinking domain. 44

45 Rigor conceptual understanding of key concepts from different perspectives procedural skills and fluency application

46 Implications for Deaf Education?

47 Instructional Practices

48 Shifts Mean a Change in Practice! From To Content knowledge primarily from teacher-led lecture Content knowledge comes from a balance of reading, writing lecture, and hands-on experience

Instructional Changes of CCSS Students ask text-based questions Students interpret texts, negotiate multiple interpretations Teacher frames reading as collaborative inquiry Teacher and students

49 Instructional Changes of CCSS Students ask text-based questions Students interpret texts, negotiate multiple interpretations Teacher frames reading as collaborative inquiry Teacher and students foreground the process of figuring things out Teacher asks text questions and tests comprehension Teacher interprets texts, has right interpretations Teacher frames reading as fact extraction Teacher and students foreground knowing content and having correct answers

51 Evaluating Progress Appropriately Assessment Cycles CA ELA-ELD Curriculum Framework (Adapted from Herman and Heritage 2007).

52 TOM TORLAKSON STATE SUPERINTENDENT OF PUBLIC INSTRUCTION Moving to the Common Core System

53 Build Teacher, Coach, and Admin Awareness Examine required instructional shifts and build pedagogical alignment to CCSS Develop curriculum units aligned to CCSS Implement effective instructional strategies and curriculum units Develop new assessments

54 Implications for Deaf Education?

55 Depth of Knowledge (DOK)

56 Depth of Knowledge

58 DEPTH OF KNOWLEDGE LEVELS Level 1 Recall Reproduction Level 2 Skills Concepts Level 3 Strategic Thinking Level 4 Extended Thinking

60 The Good, The Bad, and The Ugly Some Deaf students will continue to do well regardless Some Deaf students will continue to barely make it Some Deaf students will continue to lag

61 Common Core Standards The Good Common Core Standards align very well to the traditional practices of Deaf education The Bad Many students who are currently marginal will drown The Ugly Once again, you are expected to perform magic!

62 Deaf Culture Same old same old Historically created solutions Information sharing Healthy Identity formation Self-determination Full access to communication Deaf Culture becoming mainstream Information sharing/full disclosure Texting/gliding Worldwide contacts

63 Bringing it all together for Deaf children Capitalize on the strengths of the traditional deaf education approaches Capitalize on the cultural capital of the Deaf community Capitalize on the opportunities made available by the Common Core Standards movement Capitalize on more openness to Deaf students as English Learners (use of ELD standards) Capitalize on upcoming ASL standards

64 Thank you Colleagues at the California School for the Deaf (Deaf Education Resource Center) Joey Baer Nancy Brill Clark Brooke Brenda Call Kate Kovacs Kathleen Mockus Janice Orton Rory Osbrink

65 Resources SBAC on CDE website: Common Core Professional Learning Modules: Brokers of Expertise Understanding Language Common Core Lesson Ideas: DOK: Standards and Frameworks: C3 further information: NGSS: ELD:

66 References for Presentation Cadiero-Kaplan, K. and Linquanti,R. (2013) Transitioning to the New CA English Language Development Standards: Overview and Implications for Policy & Practice. Schools Moving Up Webinar. Greenleaf, C. and Noche, A. (201) Social-Emotional Learning Integrated with Acaemic Literacy Equals Secondary Students Common Core Success. WestEd Webinar. 7 Nov Gunderson, C. and Perez, L. (2011) Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. California Teachers Association 2011 Summer Institute. Rosenfeld, R., Sarasohn, J., & Savinar, W. (2013) Building Your District s Common Core Curriculum Plan: Lessons from the Field. WestEd Common Core Webinar. 31 Oct Sigman, Deborah V. (2013) What is Smarter Balanced? What Will Assessment Look Like? Schools Moving Up Webinar. 19 Oct

71 Proficiency Level Descriptors When you see... English Oral/Written Words Read Text Write Pronunciation Writing Conventions For ASL analysis, think... ASL Signed Signs View ASL Text Sign ASL Production ASL Structure

72 Intellectual Challenge and Levels of Support We must align the level of support with the level of challenge to enter the ZPD!

73 The ideal co-worker...

Arts and Entertainment. Ecology. Technology. History and Deaf Culture

Arts and Entertainment. Ecology. Technology. History and Deaf Culture American Sign Language Level 3 (novice-high to intermediate-low) Course Description ASL Level 3 furthers the study of grammar, vocabulary, idioms, multiple meaning words, finger spelling, and classifiers