Transitioning to the Common Core State Standards: Monitoring the Progress of English Learners
- May 22, 2012 - May 24, 2012
Little America Hotel
500 South Main Street
Salt Lake City, Utah 84101
State department of education staff from Arizona, Nevada, and Utah, as well as other non-alliance states (Colorado and New Mexico―additional members of the Southwest Comprehensive Center's English Learner Collaborative), met in Salt Lake City to explore and discuss the implications of Common Core State Standards implementation for English learner (EL) students. WestEd researchers Eric Haas, Robert Linquanti, and Edynn Sato were featured presenters for the event, which was cosponsored by REL West, the Southwest Comprehensive Center, and the Assessment and Accountability Comprehensive Center. Targeted for cross-functional state teams, the meeting provided opportunities for state team planning and cross-state communication and collaboration, an extenstion of the ongoing goals of the collaborative.
Through research presentations, state update and response panels, and state team working sessions, participants:
- Learned about the current research on the implications of the Common Core State Standards (CCSS) for EL students, as well as related ongoing REL West research projects, and applied it to their own state’s current policies and practices in implementing CCSS for English learners;
- Identified needs specific to the different populations of EL students (e.g., long-term EL students, transitioning reclassified former EL students, newcomer EL students, EL students with disabilities) relative to CCSS implementation and identified areas for collaboration to address these needs across states; and
- Developed next steps, including an initial list of ideas for follow-up projects and research for 2013 to advance efforts to help EL students be college and career ready as part of implementation of the CCSS.
The event was designed to support three initial REL West projects with the alliance:
- Developing a data inventory profiling EL demographic, linguistic, and academic data across the three states;
- Completing a descriptive analysis of the long-term and transitioning reclassified EL students in the three states; and
- Providing a review of key issues in the diagnosis and assessment of EL students with learning disabilities.
These projects will provide a common language, data, and evidence with which alliance members can raise, explore, and collaboratively solve problems common across the three states.
This seminar, the first of two this year, provided an opportunity to use this information to address policy and practice decisions facing the three states.
For more information about this event, please contact Eric Haas, firstname.lastname@example.org, 510.302.4288.