ACSA Affiliate Content

Unlocking Learning II Report

The Association of California School Administrators is the largest umbrella organization for school leaders in the United States, serving more than 17,000 California educators.

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510.465.6444 1814 Franklin Street, Suite 600 Oakland, California 94612 www.edtrustwest.org To view this report online, scan: OUR MISSION The Education Trust-West works for the high academic achievement of all students at all levels, pre-K through college. We expose opportunity and achievement gaps that separate students of color and low-income students from other youth, and we identify and advocate for the strategies that will forever close those gaps. ACKNOWLEDGMENTS We offer our appreciation to the S.D. Bechtel, Jr. Foundation and the Bill & Melinda Gates Foundation for their generous support, which made this report possible. We also offer our gratitude to the many individuals who shared their expertise and perspectives with us as we developed this report. 27 Telephone interview with Annie Camey Kuo, Postdoctoral Scholar, Understanding Language at Stanford University Graduate School of Education; Steven Weiss, Project Manager, Stanford ELL Leadership Network; and Renae Lynn Skarin, Project Manager and Associate Researcher, Understanding Language at Stanford University Graduate School of Education. 28 Jeff Zwiers, et al., "Principles for the Design of Mathematics Curricula." 29 Mary Schleppegrell, "The Linguistic Challenges of Mathematics Teaching and Learning: A Research Review by Mary Schleppegrell," Reading & Writing Quarterly 23, no. 2 (April 2007), 139-159. 30 Sustaining a Focus on Language in Mathematics Classrooms, Math in Common ® Community of Practice Fall Leadership Convening. (2017) (statement of Leslie Hamburger, Co-Director of Quality Teaching for English Learners at WestEd, Sacramento, Calif.). 31 Laura S. Hamilton, et al., "What Supports Do Teachers Need to Help Students Meet Common Core State Standards for Mathematics?" (Rand Corporation, Nov. 2016), https://pdfs.semanticscholar.org/d787/c856b38a5559c353c6bb4a435cae624949e1. pdf and Rebecca R. Perry, et al., "Taking Stock of Common Core Math Implementation: Supporting Teachers to Shift Instruction," (WestEd, July 2015), http://www.issuelab.org/resources/27051/27051.pdf. 32 Perry et al., "Instructional Materials: Who Makes the Choice? Findings from the Annual Survey on Implementing the Common Core State Standards in Mathematics 33 Sultan Turkan and Megan Schramm-Possinger, "Teaching Content to English Learners in the Era of Common Core Standards" (Princeton, N.J.: ETS, 2014), https://www.ets.org/Media/Research/pdf/RD_Connections_23.pdf. 34 Telephone interviews with Lori Hamada, Director of AIMS Center for Mathematics and Science and Kirsten Sarginger, Mathematics Coordinator for the Santa Clara County Office of Education. 35 Maria Santos, Linda Darling-Hammond, and Tina Cheuk, "Teacher Development to Support English Language Learners in the Context of Common Core State Standards" (Stanford, Calif.: Understanding Language, Stanford University Graduate School of Educations, 2017), http://ell.stanford.edu/sites/default/files/pdf/ academic-papers/10-Santos%20LDH%20Teacher%20Development%20FINAL. pdf; Linda Darling-Hammond, Maria E. Hyler, Madelyn Gardner, "Effective Teacher Professional Development (Palo Alto, Calif.: Learning Policy Institute, 2017), https:// learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_ Professional_Development_REPORT.pdf. 36 Thomas P. Carpenter, et.al., Children's Mathematics: Cognitively Guided Instruction. (Portsmouth, NH: Heinemann, 2015): xviii-xix. 37 Callahan, "Tracking and High School English Learners," 305-328. 38 TODOS and National Council of Supervisors of Mathematics, "Mathematics Education Through the Lens of Social Justice." 39 Jo Boaler, Mathematical Mindsets: Unleashing Students' Potential Through Creative Math, Inspiring Messages and Innovative Teaching (San Francisco, Calif.: Jossey- Bass, 2016): 111-115. 40 Laurie Olsen, "Meeting the Unique Needs of Long Term English Language Learners" (Washington, D.C.: National Education Association, 2014), https://www. nea.org/assets/docs/15420_LongTermEngLangLearner_final_web_3-24-14.pdf. 41 Deandrea L. Murrey, "Differentiating Instruction in Mathematics for the English Language Learner," Mathematics Teaching in the Middle School 14, no. 3 (Oct. 2008): 146-153. 42 Spanish, Vietnamese, Mandarin (Putonghua), Arabic, Filipino (Pilipino or Tagalog), and Cantonese are the most common home languages for English Learners reported by the CDE in 2016. Together, these six languages account for 91% of English Learners in California. Spanish is the most commonly spoken home language, accounting for 83% of California's ELs. END NOTES /edtrustwest @EdTrustWest @EdTrustWest @EdTrustWest

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