LAUNCHING THE ENGLISH LANGUAGE ARTS/

ENGLISH LANGUAGE DEVELOPMENT FRAMEWORK

APRIL 25, 2016

SANTA CLARA COUNTY OFFICE OF EDUCATION

SAN JOSE, CA

WORKSHOP SESSIONS

LAUNCHING the ENGLISH LANGUAGE ARTS/ENGLISH

LANGUAGE DEVELOPMENT FRAMEWORK Monday, April 25, 2016

OPENING REMARKS Time: 8:15–8:30 a.m. Location: San Jose Room Carrie Roberts, Director, Professional Learning Support Division, California Department of Education (CDE) Lauryn Wild, District Program Specialist–ELA Secondary Instruction, San Bernardino City Unified School District; Instructional Quality Commission Member Dr. Angelica Ramsey, Associate Superintendent, Santa Clara County Office of Education INTRODUCTION TO THE ELA/ELD FRAMEWORK Time: 8:30–9:30 a.m. Location: San Jose Room Description: Learn about California’s new English Language Arts/English Language Development Framework (ELA/ELD Framework) from its three lead authors. The authors will provide an overview of the content and organization of the framework, along with explanations of key principles and practices emphasized throughout its chapters. Presenters: Nancy Brynelson, Co-Director, Center for the Advancement of Reading, CSU Chancellor’s Office; Framework Co-Author Hallie Yopp Slowik, Co-Director, Center for the Advancement of Reading, CSU Chancellor’s Office; Professor, CSU Fullerton; Framework Co-Author Pam Spycher, Senior Research Associate, California Comprehensive Center at WestEd; Framework Co-Author

PowerPoints and Handouts for this ELA/ELD Framework Launch Event are available at: http://bit.ly/1nshGnn Wireless Network: CLC_Workshop (no password required)

WORKSHOP SESSIONS

*Session 1A Location: San Jose Time: 9:45–11:00 a.m.

*Ensuring Equity and Honoring Diversity In this session, participants will learn about California’s vision for equity for its culturally and linguistically diverse learners, as articulated throughout the ELA/ELD Framework and emphasized in Chapter 9, Access and Equity. Participants will interact with snapshots of “equity in action” and other resources in the framework that support teachers to implement culturally and linguistically responsible pedagogy so that all students can thrive in each and every classroom. Presenters: Pam Spycher, Senior Research Associate, CA Comprehensive Center at WestEd; Framework Co-Author Aileen Allison-Zarea,

Education Administrator, Literacy, History & Arts Leadership Office, CDE Rhonda Beasley, Coordinator, English Language Arts/ Development & Humanities, Curriculum and Instruction, Santa Clara

County Office of Education Vanessa Girard, Director of Multilingual Literacy, Sacramento City Unified School District

Session 1B Location: Gilroy Time: 9:45–11:00 a.m. Leading the Implementation of the New ELA/ELD Framework: Shared Responsibility and Professional Learning Successful implementation of the ELA/ELD Framework requires skilled leadership and collaboration. School leaders—teachers, specialists, administrators, and others—need to share responsibility for envisioning and implementing the CA CCSS for ELA/Literacy and the CA ELD Standards. During this session participants will learn how the framework defines shared responsibility and high-quality professional learning. Tools for assessing a school’s learning culture will be shared as well as strategies for designing a professional learning program and establishing an effective leadership team. Presenters: Nancy Brynelson, Co-Director, Center for the Advancement of Reading, CSU Chancellor’s Office; Framework Co-Author Jo Ann Isken, Former Chair, Instructional Quality Commission

*Session 1C Location: Milpitas Time: 9:45–11:00 a.m.

*Overview of the English Language Development (ELD) Standards The intent of the CA ELD Standards is to capture the multilayered and complex process of ELD in kindergarten through grade twelve and convey them in ways that are useful for teachers. The CA ELD Standards describe the key knowledge, skills, and abilities in core areas of ELD needed for English Learners (ELs) to engage with and achieve grade-level academic content.Participants will deepen their understanding of how the CA ELD Standards are structured and how they can be used to support EL’s development of English and provide access to the core subjects. Presenters: Elena Fajardo, Education Administrator, Language Policy and Leadership Office, CDE Gustavo Gonzalez, Education Programs Consultant, Language Policy and Leadership, CDE

Sessions with an * will be videotaped

WORKSHOP SESSIONS

Session 1D Location: Oak Grove Time: 9:45–11:00 a.m. Independence with Print: The Place of the Foundational Skills in Literacy Development (Grades TK–5) This session focuses on the ELA/ELD Framework’s key theme of foundational skills for grades TK–5. The presenters will provide information about California’s vision regarding the place of foundational skills instruction in literacy programs, as well as information about each of the foundational skills: print concepts, phonological awareness, word recognition, phonics, and fluency. Participants will have the opportunity to interact with one another as they explore both explanatory and instructional resources from the framework and the foundational skills white paper. Implications for English learners will be discussed. Presenters: Hallie Yopp Slowik, Co-Director, Center for the Advancement of Reading, CSU Chancellor’s Office; Professor, CSU Fullerton; Framework Co-Author

Session 1E Location: Morgan Hill Time: 9:45–11:00 a.m.

Reading Closely: Supporting Students to Make Meaning with Complex Texts (Grades TK–12) Meaning making is at the heart of ELA/Literacy and ELD instruction and should be the central purpose for interacting with text, producing text, participating in discussions, giving presentations, and engaging in research. In this session, participants will explore the theme of meaning making with a focus on supporting students to understand complex texts. Participants will learn useful strategies from the framework to use in their classrooms. Presenters: Cynthia Gunderson, Administrator, Curriculum Frameworks Unit, CDE Alejandro Hernandez, Education Programs Consultant, Instructional Resources Unit, CDE Christina Arpante, Coordinator, Secondary English Language Arts/ Development & Humanity, Curriculum & Instruction,Santa Clara County Office of Education

The adoption of the CA CCSS in ELA/Literacy and the CA ELD Standards and the development of the ELA/ELD Framework represent California’s commitment to ensure that all its students receive an education that will enable them to take advantage of possibilities, pursue their dreams, and contribute to the well-being of California and the world.”

-ELA/ELD Framework

WORKSHOP SESSIONS

*Session 2A Time: 11:15–12:30 p.m. Location: San Jose

*Access for All: Universal Design for Learning (UDL) in a Multi-Tiered System of Supports (MTSS) World In order for all students to acquire 21st century skills to succeed in college, career, and civic life, organizational structures, initiatives, and priorities must be aligned and supported within the inclusive context of a MTSS. To accomplish this, professional development for all teachers centered on the implementation of UDL— a proactive lesson planning framework based in the latest neurocognitive science research —is imperative. Participants will deepen their understanding of and make connections between necessary 21st century workforce skills, development of a MTSS, and the three principles of UDL.

Presenter: Kevin Schaefer, Assistant Director of Special Programs, WestEd Center for Prevention and Early Intervention

Session 2B Time: 11:15–12:30 p.m. Location: Gilroy Secondary Content Knowledge: Share, Show, Know, Go! (Grades 6–12) Participants will use the ELA/ELD Framework to explore the characteristics of content knowledge, while focusing on disciplinary literacy, engaging with literature and informational texts, engaging in research, and planning for wide reading. In addition, they will reflect on various strategies and resources that can be used in the classroom when designing content and literacy-based lessons. Finally, participants will analyze interdisciplinary classroom snapshots in order to plan, design, or coach learning experiences for students. By the end of the session, participants will share framework resources and show how to apply what they know about content knowledge in order to go and plan effective CA CCSS ELA/ELD lessons—no matter what 6–12 subject area that they teach or support! Presenters: Nancy Brynelson, Co-Director, Center for the Advancement of Reading, CSU Chancellor’s Office; Framework Co-Author Lauryn Wild, District Program Specialist–ELA Secondary Instruction, San Bernardino City Unified School District; Instructional Quality Commission Member

Session 2C Time: 11:15–12:30 p.m. Location: Milpitas ELA/ELD Instructional Materials Participants will learn about the State Board of Education-adopted ELA/ELD instructional materials that are aligned to the new CA CCSS for ELA and CA ELD Standards. Planned activities will provide attendees with opportunities to: consider the differences between the five program types; receive information on accessibility and piloting instructional materials; and receive guidance regarding implementing non-adopted materials. Presenters: Cynthia Gunderson, Administrator, Curriculum Frameworks Unit, CDE Alejandro Hernandez, Education Programs Consultant, Instructional Resources Unit, CDE

WORKSHOP SESSIONS

Session 2D Time: 11:15–12:30 p.m. Location: Oak Grove Context: Engaging Learners Active engagement with content, text, and peers is essential for achieving the overarching goals of ELA/literacy and ELD instruction, and it plays a significant role in fostering meaning making, language development, effective expression, content knowledge, and acquisition of foundational skills. Indeed, engagement is highlighted in the framework as one of several crucial features of the instructional context. Participants will learn more about the framework’s call for student engagement as well as strategies for ensuring equitable and meaningful student engagement in all grade levels. Presenters: Hallie Yopp Slowik, Co-Director, Center for the Advancement of Reading, CSU Chancellor’s Office; Professor, CSU Fullerton;

Framework Co-Author Ruth Yopp-Edwards, Professor, CSU Fullerton

Session 2E Time: 11:15–12:30 p.m. Location: Morgan Hill Language at the Core: Why ALL Students Need Development of Academic Use of Language (Grades TK–5) This session addresses the pivotal role of academic language in both the CA CCSS for ELA/Literacy and the CA ELD Standards. Through interactive activities, presenters will discuss how the ELA/ELD Framework defines academic language, including vocabulary and grammatical discourse-level understandings. The presentation will address how the CA ELD Standards build linguistic resources for all levels and content areas. Presenters: Deborah Costa-Hernandez, Executive Director, California Reading & Literature Project, University of California, San Diego

Rhonda Beasley, Coordinator, English Language Arts/ Development & Humanities, Curriculum and Instruction, Santa Clara County Office of Education

WORKSHOP SESSIONS

*Session 3A Time: 1:30–2:45 p.m. Location: San Jose

*Integrating Formative Assessment into Instruction The ELA/ELD Framework introduces California’s new vision of a comprehensive assessment system. This workshop explores that vision as it pertains to formative assessment, or assessment for learning. Presenters will provide an overview of assessment purposes and cycles, and how these differ by methods, information gathered, and corresponding uses and actions. Presenters then systematically examine formative assessment as a process teachers and students use during instruction that provides feedback to adjust ongoing teaching and learning with the goal of moving students’ learning forward toward achieving standards. Key practices of formative assessment are illustrated using video as well as vignettes of practice drawn from the framework. Participants will discuss these practices and actively explore the implications of formative assessment for teacher and administrator professional learning.

Presenters: Robert Linquanti, Project Director & Senior Researcher, CA Comprehensive Center at WestEd JoAnn Isken, Former Chair, Instructional Quality Commission Mary Tribbey, Senior Assessment Fellow, CDE

Session 3B Time: 1:30–2:45 p.m. Location: Gilroy The Role of Content Knowledge in ELA/Literacy and ELD (Grades TK–5) A key instructional shift for the CA CCSS for ELA/Literacy is to develop rich content knowledge, one of the key organizational themes highlighted in the framework. The CA ELD standards call for educators to build content knowledge and language in tandem for English learners in both designated and integrated instruction. Using the framework, participants will gain an understanding and definition of content knowledge and identify useful resources and models that can be used to guide planning and implementation of literacy-rich content instruction. Presenters: Nancy Brynelson, Co-Director, Center for the Advancement of Reading, CSU Chancellor’s Office; Framework Co-Author Lauryn Wild, District Program Specialist–ELA Secondary Instruction, San Bernardino City Unified School District; Instructional Quality Commission Member Session 3C Time: 1:30–2:45 p.m. Location: Milpitas Empowering Students for Effective Expression Teachers will acquire skills to facilitate structured student interactions and incorporate academic language into discussions and writing. More than activities, such interactions help students across grade-level spans clarify academic ideas and construct knowledge that is necessary for collaborative or individual research and writing. The use of scaffolds and supports for all students, including English learners and students with disabilities, will also be addressed to ensure that teachers incorporate UDL principles to allow students opportunities to express their learning in multiple ways. Presenters: Carrie Roberts, Director, Professional Learning Support Division, CDE Christine Arpante, Coordinator, English Language Arts/ Development & Humanities, Curriculum and Instruction, Santa Clara County Office of Education

WORKSHOP SESSIONS

Session 3D Time: 1:35–2:45 p.m. Location: Oak Grove Language at the Core: Why ALL Students Need Development of Academic Use of Language This session addresses the pivotal role of academic language in both the CA CCSS for ELA/Literacy and the CA ELD Standards. Through interactive activities, presenters will discuss how the ELA/ELD Framework defines academic language, including vocabulary and grammatical discourse-level understandings. The presentation will address how the CA ELD Standards build linguistic resources for all levels and content areas. Presenters: Pam Spycher, Senior Research Associate, California Comprehensive Center (CA Comprehensive Center) at WestEd;

Framework Co-Author Rhonda Beasley, Coordinator, English Language Arts/ Development & Humanities, Curriculum and Instruction, Santa Clara

County Office of Education Vanessa Girard, Director of Multilingual Literacy, Sacramento City Unified School District

Session 3E Time: 1:30–2:45 p.m. Location: Morgan Hill Language at the Core: Why ALL Students Need Development of Academic Use of Language This session addresses the pivotal role of academic language in both the CA CCSS for ELA/Literacy and the CA ELD Standards. Through interactive activities, presenters will discuss how the ELA/ELD Framework defines academic language, including vocabulary and grammatical discourse-level understandings. The presentation will address how the CA ELD Standards build linguistic resources for all levels and content areas. Presenters: Deborah Costa-Hernandez, Executive Director, California Reading & Literature Project, University of California, San Diego

THANK YOU TO OUR COLLABORATIVE PARTNERS: Butte County Office of Education ~ California Comprehensive Center at WestEd ~ California Writing Project

California Reading and Literature Project ~ CSU Center for the Advancement of Reading ~ Fresno County Office of Education Kern County Superintendent of Schools ~ Los Angeles County Office of Education ~ Orange County Department of Education Sacramento City Unified School District ~ San Bernardino City Unified School District ~ San Joaquin County Office of Education

San Bernardino County Superintendent of Schools ~ Santa Clara County Office of Education ~ San Mateo County Office of Education Santa Maria Joint Union High School District ~ Tehama County Department of Education ~ Tulare County Office of Education

Figure 2.1. The ELA/ELD Framework Circles of Implementation

The outer ring identifies the overarching goals of ELA/literacy and ELD instruction. By the time California’s

students complete high school, they have developed the readiness for college, careers, and civic life; attained the

capacities of literate individuals; become broadly literate; and acquired the skills for living and learning in the 21st

century.

The white field represents the context in which instruction occurs. This framework asserts that the context for

learning should be integrated, motivating, engaging, respectful, and intellectually challenging for all students.

Circling the standards are the key themes of the standards: Meaning Making, Language Development,

Effective Expression, Content Knowledge, and Foundational Skills. These themes highlight the interconnections

among the strands of CA CCSS for ELA/Literacy (Reading, Writing, Speaking and Listening, and Language) and

the parts of the CA ELD Standards (“Interacting in Meaningful Ways,” “Learning About How English Works,” and

“Using Foundational Skills”). The themes are organizing components for the grade level discussions (chapters

3-7).

In the center of the graphic are the CA CCSS for ELA/Literacy and the CA ELD Standards, which define

year-end expectations for student knowledge and abilities and guide instructional planning and observation of

student progress. The CA ELD Standards also identify proficiency level expectations (Emerging, Expanding, and

Bridging) and ensure that EL students have full access to the CA CCSS for ELA/Literacy and other content

standards. These standards are the pathway to achievement of the overarching goals.

March 2015

2014 English Language Arts/English Language Development Framework

Key Themes Meaning Making Meaning making is at the heart of ELA/Literacy and ELD instruction. Meaning making must be the central purpose for interacting with text, producing text, participating in discussion, giving presentations, and engaging in research. Meaning making includes literal comprehension but is not confined to it at any grade or with any student. Inference making and critical reading are given substantial and explicit attention in every discipline. Language Development Language development, especially in the areas of vocabulary, academic language, syntax, and text structure is crucial for learning. It is the medium of literacy and learning; it is with and through language that students learn, think, and express. The strands of the CA CCSS for ELA/Literacy – reading, writing, speaking and listening, and language – all have language at the core, as do the parts of the CA ELD Standards, “Interacting in Meaningful Ways,” “Learning About How English Works,” and “Using Foundational Literacy Skills.” Growth in meaning making, effective expression, content knowledge, and foundational skills depends on students increasing proficiency and sophistication in language. Effective Expression Reading, writing, speaking and listening, and language are tools for effective communication across the disciplines. The CA CCSS for ELA/Literacy make this clear by including standards for both literature and informational text in kindergarten through grade five and grades six through twelve and by including standards for literacy in history/social studies, science, and technical subjects in grades six through twelve. Students express their understandings and thinking in a variety of ways – through writing, speaking, digital media, visual displays, movement, and more. These expressions are both the products of students’ learning and the ways in which they learn. The reciprocal nature of reading, writing, speaking, and listening is such that each is constantly informed by the others. Content Knowledge Content knowledge is built as students become proficient readers, writers, speakers, and listeners. Providing a place for content instruction within the school schedule is critical. In the CA CCSS for ELA/Literacy students learn that texts are structured differently in different disciplines, which words have different meanings depending on the topics, and that sentences may be patterned in ways unique to particular fields. Content knowledge is also built by reading a wide range of texts both in school and independently as well as providing students opportunities to engage in inquiry-and project-based learning to read and hear content texts within real world contexts. Foundational Skills Acquisition of the foundational skills of literacy—print concepts, phonological awareness, phonics and word recognition, and fluency—is crucial for literacy achievement. For students to independently learn with and enjoy text and express themselves through written language they must develop facility with the alphabetic code. Students acquire foundational skills through excellent systematic instruction and ample opportunities to practice.

Figure 1.3. Structure of the CA CCSS for ELA/Literacy

Strand Domains Sub-strands Standards

Reading Literature (Grades K–12)Informational Text (Grades K–12)Literacy in History/Social Studies (Grades 6–12)Literacy in Science/Technical Subjects (Grades 6–12)

Note: References to history/social studies, science, and technical subjects are embedded within the K–5 standards.

Key Ideas and Details 1–3

Craft and Structure 4–6

Integration of Knowledge and Ideas

7–9Standard 8 N/A for Literature

Range and Level of Text Complexity

10

Foundational Skills (Grades K–5)

Print Concepts 1 (Grades K–1)

Phonological Awareness 2 (Grades K–1)

Phonics and Word Recognition 3 (Grades K–5)

Fluency 4 (Grades K–5)

Writing (Grades K–12)Literacy in History/Social Studies, Science, and Technical Subjects (Grades 6–12)

Note: References to history/social studies, science, and technical subjects are embedded within the K–5 standards.

Text Types and Purposes 1–3

Production and Distribution of Writing

4–6Standard 4 begins in Grade 2

Research to Build and Present Knowledge

7–9Standard 9 begins in Grade 4

Range of Writing 10Begins in Grade 2

Speaking and

Listening

(Grades K–12) Comprehension and Collaboration 1–3

Presentation of Knowledge and Ideas

4–6

Language (Grades K–12) Conventions of Standard English 1–2

Knowledge of Language 3Begins in Grade 2

Vocabulary Acquisition and Use 4–6

SourceCalifornia Department of Education. 2012. CCSS: Overview of the Common Core State Standards for California Educators.

“The Four Strands.” California Common Core State Standards Professional Learning Modules.

24 | Chapter 1 Overview of Standards

Figure 1.12. Structure of the CA ELD Standards

Section 1: Goal, Critical Principles, and Overview

Goal: This articulates the vision California has for all English learners.

Critical Principles for Developing Language and Cognition in Academic Contexts: This emphasizes the three general areas teachers need to focus on when planning instruction for ELs and observing their progress. These areas are elaborated upon, by English language proficiency level, in section 2.

Part I: Interacting in Meaningful WaysPart II: Learning About How English Works Part III: Using Foundational Literacy Skills

Corresponding CA CCSS for ELA/Literacy

Section 2: Elaboration on Critical Principles for Developing Language and Cognition in Academic Contexts

Part I: Interacting in Meaningful Ways

Communicative Mode Critical Principles Addressed (by English language proficiency level)

Standard Number

Collaborative • Exchanging information/ideas• Interacting via written English• Supporting opinions and persuading others• Adapting language choices

1–4

Interpretive • Listening actively• Reading/viewing closely• Evaluating language choices• Analyzing language choices

5–8

Productive • Presenting• Writing• Justifying/arguing• Selecting language resources

9–12

Part II: Learning About How English Works

Language Process Critical Principles Addressed (by English language proficiency level)

Standard Number

Structuring Cohesive Texts

• Understanding text structure• Understanding cohesion 1–2

Expanding and Enriching Ideas

• Using verbs and verb phrases• Using nouns and noun phrases• Modifying to add details

3–5

Connecting and Condensing Ideas

• Connecting ideas• Condensing ideas 6–7

Part III: Using Foundational Literacy SkillsThis part contains no standards but signals teachers that ELs at all grades require particular instructional considerations for learning foundational literacy skills in English.

40 | Chapter 1 Overview of Standards

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South BuildingLaunching the ELA/ELD Framework

Santa Clara CountyOffice of Education1290 Ridder Park DriveSan Jose, CA 95131

BUILDING MAP

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Launching the ELA/ELD Framework

2nd Floor

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Santa Clara CountyOffice of Education1290 Ridder Park DriveSan Jose, CA 95131

South Bldg.

- North Bldg.

3rd Floor

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South Building

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BUILDING MAP

Launching the ELA/ELD Framework

Santa Clara CountyOffice of Education1290 Ridder Park DriveSan Jose, CA 95131

LAUNCHING the ENGLISH LANGUAGE ARTS/ENGLISH LANGUAGE DEVELOPMENT FRAMEWORK Santa Clara County Office of Education, San Jose, CA

SESSIONS AT A GLANCE Santa Clara County Office of Education Monday, April 25, 2016

7:45 – 8:15 a.m. Registration and Continental Breakfast 8:15 – 8:30 a.m. Opening Remarks (San Jose Room) Carrie Roberts, California Department of Education; Lauryn Wild, Instructional Quality Commission; Dr. Angelica Ramsey, Associate Superintendent, Santa Clara County Office of Education 8:30 – 9:30 a.m. Introduction to the ELA/ELD Framework Nancy Brynelson, Hallie Yopp Slowik, Pam Spycher Session 1A: San Jose* Session 1B: Gilroy Session 1C: Milpitas* Session 1D: Oak Grove Session 1E: Morgan Hill

9:45

– 11

:00 a

.m. Ensuring Equity and

Honoring Diversity Pam Spycher Rhonda Beasley Vanessa Girard

Leading the Implementation of the New ELA/ELD Framework: Shared Responsibility and Professional Learning Nancy Brynelson Jo Ann Isken

Overview of the ELD Standards Elena Fajardo Gustavo Gonzalez

Independence with Print: The Place of the Foundational Skills in Literacy Development (Grades TK–5) Hallie Yopp Slowik

Reading Closely: Supporting Students to Make Meaning with Complex Texts (Grades TK–12) Cynthia Gunderson Alejandro Hernandez Christina Arpante

11:1

5– 12

: 30 p

.m.

Session 2A: San Jose* Session 2B: Gilroy Session 2C: Milpitas Session 2D: Oak Grove Session 2E: Morgan Hill Access for All: Universal Design for Learning (UDL) in a Multi-tiered System of Supports (MTSS) World Kevin Schaefer

Secondary Content Knowledge: Share, Show, Know, Go! (Grades 6–12) Nancy Brynelson Lauryn Wild

ELA/ELD Instructional Materials Alejandro Hernandez Cynthia Gunderson

Context: Engaging Learners Hallie Yopp Slowik Ruth Yopp-Edwards

Language at the Core: Why ALL Students Need Development of Academic Use of Language (Grades TK–5) Deborah Costa Hernandez Rhonda Beasley

12:30 – 1:30 p.m. Lunch

Session 3A: San Jose* Session 3B: Gilroy Session 3C: Milpitas Session 3D: Oak Grove Session 3E: Morgan Hill

1:30

– 2:

45 p

.m.

Integrating Formative Assessment into Instruction Robert Linquanti Jo Ann Isken Mary Tribbey

The Role of Content Knowledge in ELA/Literacy and ELD (Grades TK–5) Nancy Brynelson Lauryn Wild

Empowering Students for Effective Expression (Grades TK–12) Carrie Roberts Christina Arpante

“Both/And”…English Language Development in the New Framework Pam Spycher Rhonda Beasley Vanessa Girard

Language at the Core: Why ALL Students Need Development of Academic Use of Language (Grades 6–12) Deborah Costa Hernandez

PowerPoints and Handouts for the ELA/ELD Framework Launch Event can be found at: http://bit.ly/1nshGnn Sessions with an * will be videotaped.

NOTES

NOTES