Closing the Achievement Gap: Helping At-risk Students Meet the Common Core State Standards in Language Arts Diane August, PhD American Institutes for Research.

Closing the Achievement Gap: Helping At-risk Students Meet the Common Core State Standards in Language Arts

Diane August, PhD

American Institutes for Research

Not to be used without prior permission © 2014 Center for English Language Learners – American Institutes for Research

Creating exemplary lessons

Text complexity

Key shifts in the Common Core

Reading text closely/text-based evidence

Writing to sources

Academic vocabulary

Instructional supports

Overview of Presentation

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Build on research-based methods used for all students but provide additional support (August & Shanahan, 2010).

Integrate oral and written English language instruction into content-area teaching (Baker et al, 2014)• Strategically use instructional tools-such as short videos, visuals, and

graphic organizers—to anchor instruction and help students make sense of content

• Explicitly teach content-specific academic vocabulary, as well as the general academic vocabulary that supports it, during content area instruction

• Provide daily opportunities for students to talk about content in pairs or small groups

• Provide writing opportunities to extend student learning and understanding of the content

Overview: Research-Based Practice

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Teaching Academic Content and Literacy to English Learners in Elementary and Middle School (Baker et al. 2014)

EQUIP RUBRICEvaluating Quality Instructional Products

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EQuIP: Evaluating Quality Instructional Products

Developed by the American Diploma Project

• In use by 35 states covering 85% of school-age children

• Standards to ensure curriculum aligns to the CCSS and a rubric to rate curriculum

Four central foci:1. Alignment to the depth of the Common Core

2. Key shifts in the CCSS

3. Instructional supports

4. Assessment

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EQuIP Rubric: ELA/Literacy Grades 3−12

The Voice That Challenged a Nationby Russell Freedman (2004)

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Excerpt from The Voice That Challenged a Nation: Marian Anderson and the Struggle for Equal Rights, by Russell Freedman. Copyright © 2004 by Russell Freedman. Reprinted by permission of Clarion Books, an imprint of Houghton Mifflin Harcourt Publishing Company. All rights reserved.

See pages of the handout

TEXT COMPLEXITY

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The Voice That Challenged a Nation Lexile Level

“Stretch”Grade Band

Despite cold and threatening weather, the crowd began to assemble long before the concert was to begin. People arrived singly and in pairs and in large animated groups. Soon the streets leading to the Mall in Washington, D.C., were jammed with thousands of people heading for the Lincoln Memorial.

The earliest arrivals found places as close as possible to the steps of the great marble monument. As the crowd grew, it spread back along the Mall, stretching around both sides of the long reflecting pool and extending beyond to the base of the Washington Monument, three-quarters of a mile away. Baby carriages were parked among the trees. Folks cradled sleeping infants in their arms and held youngsters by the hand or propped up on their shoulders. Uniformed Boy Scouts moved through the festive holiday throng handing out programs.

1130 6-8

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Text: All Students

Attributes that Make Text Challenging for All Students

Lexical Level• Words with multiple levels of meaning

• Nominalization (e.g., implementation, help)

• Unfamiliar vocabulary

• Use of language that is archaic

Sentence Level• Figurative language

• Significant use of nonstandard dialect

Discourse Level• Text with multiple levels of meaning

• Distortions in organization of text (e.g., time sequences)

• Specialized content knowledge required

• Limited use of text features and graphics

Fisher, D., Frey, N., & Lapp, D. (2012). Text complexity: Raising rigor in reading. Newark, DE: International Reading Association.

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Text: All Students

Anticipating a huge turnout, the National Park Service had enlisted the help of some five hundred Washington police officers. By five o’clock that afternoon, when the concert was scheduled to start, an estimated 75,000 people had gathered on the Mall. They waited patiently under overcast skies, bundled up against the brisk wind that whipped in from the Potomac River. They had come on this chilly Easter Sunday to hear one of the great voices of the time and to demonstrate their support for racial justice in the nation’s capital.

Words with multiple levels of meaning Nominalization

Unfamiliar vocabularyUse of language that is archaic

Figurative languageSignificant use of non-standard dialect

Text with multiple levels of meaningDistortions in organization of text

Specialized content knowledge requiredLimited use of text features and graphics

Attributes that Make Text Challenging for ELLs

Lexical Level• Greater number of unfamiliar words and phrases• Connectives

Sentence Level• Complex syntax

Discourse Level• Reference chains

– anaphora (e.g., he, she, they) [1]– concepts connected with each other that are not named or are named

differently [2]

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Text: Additional Support for ELLs

Example: As the crowd1 grew, it spread back along the Mall, stretching2 around both sides of the long reflecting pool and extending2 beyond to the base of the Washington Monument, three-quarters of a mile away.


Greater number of unfamiliar words and phrases

Connectives

Complex syntax

Reference chains

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English Reading Opportunities Use the Lexile Reader Measure, other measures or a district

assessment to determine students’ reading levels Give ELLs access to texts that are closer to their zone of proximal

development (i.e., comprehensible but challenging) For assessing students’ lexile levels and finding the names of texts:

http://www.lexile.com/fab For finding actual texts at specific reading levels

EdSphere

Newsela.com Readworks.org

•

http://www.lexile.com/fab


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Home Language Reading Opportunities Make home language literature available to ELLs who are literate

in their home language (https://www.lexile.com/fab/spanish/)

Make home language audio tapes available to all ELLs to the extent practicable.

https://www.lexile.com/fab/spanish/

What is different about text selection for ELLs? For other students challenged by grade-level text ?

What are the implications for practice?

Partner Talk

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There are additional factors to consider for ELLs when assessing text complexity.

While ELLs need to read and analyze grade-level text, they should also encounter text at levels that enable more independent reading.

If ELLs are provided with texts that are lexiled at lower levels, the texts should feature grade-level content and be age appropriate.

ELLs with home language literacy should also be given the opportunity to read texts in their home language to enable independent reading at their grade level.

KEY SHIFTS IN THE CCSSChanging the Focus

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Reading Text Closely/Text-Based Evidence: Read closely and answer a sequence of text-dependent questions.

Academic Vocabulary: Build academic vocabulary throughout instruction.

Writing from Sources: Draw evidence from text to produce clear and coherent writing that informs, explains, or makes an argument in various written forms (e.g., notes, short responses, summaries, or formal essays).

Overview of Key Shifts

As we go through this section, think about how well these supports might help ELLs as well as other students challenged by these shifts; are there additional supports that might help them?

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READING TEXT CLOSELY/TEXT-BASED EVIDENCERead Closely and Answer a Sequence of Text-Dependent Questions


Additional supports for ELLs:– Present text in smaller chunks.– Engage students in multiple readings.– Provide supplementary questions, sentence starters, sentence frames,

and word banks to ensure ELLs understand task demands.




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Close Reading: All Students

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Align Questions with Reading Standards

Cluster Standard Generic Stem The Voice

Key Ideas and Details

Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. (RI.8.2)

• What is the central idea of the text?

• What details illustrate this?

• Summarize the text without including any personal opinions or judgments.

Describe the scene as people began to arrive. What details illustrate this?

Key Ideas and Details

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). (RI.8.3)

• How was [individual/event/idea] introduced and portrayed in the text?

• How did the [individual/event/idea] relate to [individual/idea/event]?

Why had so many people come to the concert?

Close Reading: All Students

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Cluster Standard Generic Stem The Voice

Craft and Structure

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. (RI.8.4)

What does the word/phrase _______ mean in this text?

Use the context of the second paragraph to explain what the word extending means.

Craft and Structure

Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. (RI.8.5)

How does the sentence/paragraph/chapter/section connect to the overall structure of the text?

Explain how the words Freedman uses in the first two paragraphs set the scene.

*Thayer, E. L. (1888). Casey at the bat. In H. Ferris (Ed.), Favorite poems old and new. Doubleday (1957).

Align Questions with Reading Standards

Close Reading: All StudentsSource: Pook, D. (2012). Implementing the CCSS:

What teachers need to know and do.

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Ensure Questions Are Text Dependent

Non-Text-Dependent Questions

What is it like to go to an open-air concert?

Who is Russell Freedman? Why did he write this book?

Describe different types of concerts people go to.

Text-Dependent Questions

Why had so many people come to the concert?

Explain how the words Freedman uses in the first two paragraphs set the scene.

Use the context of the second paragraph to explain what the word extending means.

Divide Text into Smaller Sections Identify two or more main occurrences within the text excerpt. Divide text into sections such that each contains one occurrence.

Close Reading: Additional Support for ELLs

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Occurrence 1We learn about the concert

Occurrence 2We learn about Marian Anderson

Despite cold and threatening weather, the crowd began to assemble long before the concert was to begin. People arrived singly and in pairs and in large animated groups. Soon the streets leading to the Mall in Washington, D.C., were jammed with thousands of people heading for the Lincoln Memorial…

Marian Anderson had been applauded by many of the crowned heads of Europe. She had been welcomed at the White House, where she sang for the president and first lady, Franklin and Eleanor Roosevelt. She had performed before appreciative audiences in concert halls across the United States…

Engage Students in Multiple Readings Give students multiple opportunities to interact with the text. Have students work in pairs or groups for most readings.


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1. Preview 2. Reading for Key Ideas and Details

3. Reading for Craft and Structure

• Pre-assessment: Students read the text independently and answer questions to evaluate their level of comprehension.

• Read Aloud: The teacher reads the text aloud to demonstrate native speaker fluency and teach vocabulary.

• First Close Read: Students read the text in pairs or groups and answer questions focused on key ideas and details.

• Annotation: Students reread the text and note vocabulary and details they do not yet understand.

• Second Close Read: Students read the text in pairs or groups and answer questions focused on craft and structure.

Ask Supplementary Questions

ELLs may need additional, supplementary questions to help them answer guiding questions. (Note that both types of questions are text-dependent.)

ELLs may need instruction that helps them understand the task demands of certain question types.

ELLs with lower levels of proficiency may also need sentence starters, sentence frames, and/or word banks to help them answer all questions.• The level of scaffolding can and should be adjusted depending on

an ELL’s level of English proficiency.

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Ask Standards-Aligned Supplementary Questions Supplementary questions can inquire about word meanings as

well as larger sections of text.

Sequence supplementary questions to support ELLs’ understanding of the main idea.

Make it easier for ELLs to answer supplementary questions:• Define key words prior to asking the question.

• Restate phrases or sentences that will help ELLs answer the question.

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Ask Standards-Aligned Supplementary Questions

Reading for Key Ideas and Details


Guiding Question: Describe the scene as people began to arrive.

Text Dependent

Sequence to

Support Understanding

Inquire about word meanings

Which words describe the weather? What do they mean?

Inquire about word meanings

It says that people arrived despite the threatening weather. What does despite mean? What does this sentence mean?

Restate phrases or sentences

It says people arrived in large animated groups. What does animated mean? How did people arrive?

Define key words prior to asking the question

Remember the Mall is a national park. Which words describe the streets leading to the Mall?

Sequence to Support Meaning

See above four questions that develop meaning sequentially

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Guiding Question: Describe the scene as people began to arrive.1. Which words describe the weather?

The words _______ and ____________ describe the weather.

2. Did the weather prevent people from assembling? How do you know?

The weather ________ prevent people from assembling. I know this because the author

uses the word __________.

3. Which words describe the streets leading to the Mall?

The words ________ with __________ of people describe the streets leading to the Mall.

cold threatening

despite

jammed thousands

did not


Use Sentence Starters, Frames and Word Banks if Necessary

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Guiding Question: Describe the scene as people began to arrive.

Freedman uses the word ________ to indicate or show that even though the

weather was ______ and ____________, the streets were __________ with

___________ of people.

cold threatening

despite

jammed

thousands


Return to the Guiding Question

Text may be presented in smaller sections

ELLs engage in multiple readings of the text.

ELLs benefit from supplementary questions to help them comprehend the text.

ELLs with lower levels of proficiency may benefit from sentence starters, sentence frames, and word banks to help them answer all types of questions (adjusted by level of proficiency).

What is different for ELLs with regard to close reading?; For other students who might need additional support?


Partner Talk

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ACADEMIC VOCABULARYBuild Vocabulary in Context Throughout Instruction



Additional supports for ELLs:• ELLs need support for acquiring vocabulary that many

English-proficient students have already acquired.

• Teach ELLs to bootstrap on home language knowledge.



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Vocabulary: Additional Support for ELLs

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Frequent Words and Phrases ELLs typically exhibit vocabulary growth rates that are similar to or

surpass those of native English speakers. However, ELLs are often 2−3 years behind their English-speaking peers, so a large vocabulary gap remains (Mancilla-Martinez & LeSaux, 2010).

ELLs’ reading comprehension is impaired because they do not know highly frequent English words that English-proficient students are likely to have acquired.

• The 100 most frequent English words account for about 50% of words that readers encounter in text.

• The 1,000 most frequent English words account for about 70% of words that readers encounter in text.

• The 4,000 most frequent English words account for about 80% of words that readers encounter in text.

Vocabulary: Additional Support for ELLsSeward Reading Resources:

http://www.sewardreadingresources.com/img/fourkw/4KW_Teaching_List.pdf

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1st Quartile 2nd Quartile 3rd Quartile 4th Quartile

First 4000 Words List

Vocabulary: Additional Support for ELLsAccessible at: http://www.wordsift.com/

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Word Sift

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Accessible at: http://www.wordsift.com/


Word Sift: Default Results


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Word Sift: Common to Rare Words


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Word Sift: General Service List


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Word Sift: Academic Word List


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Word Sift: Content Area Words – Social Studies


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Word Sift: Visual Thesaurus

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Accessible at: http://www.nottingham.ac.uk/~alzsh3/acvocab/awlhighlighter.htm


Academic Word List Highlighter

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Academic Word List Highlighter: Highlighted Results


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Teach Vocabulary Key to Understanding the Text To be successful readers, ELLs need to know words that are frequent across

multiple texts (Graves, August, & Mancilla-Martinez, 2013). ELLs also need to know the meanings of words and phrases that are crucial to

understanding the text at hand (San Francisco, Carlo, August, & Snow, 2006).

Text Text-Dependent Questions

Key Vocabulary


Which words describe the weather?

cold, threatening

Did the weather prevent people from assembling?

despite, assemble

Which word describes the streets near the concert?

jammed

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Research-based vocabulary instruction consists of both teacher- and student-directed instruction (Lesaux, Kieffer, Faller, & Kelley, 2010; Graves, August, & Mancilla-Martinez, 2013)

• More intensive instruction for abstract words– Provide the definition in context– Provide the home language definition and cognate status– Illustrate the word– Invite students to talk about the word

• Less intensive instruction for concrete words– Define the word in situ– Use gestures to demonstrate the word– Show the word in illustrations from the text

Student-directed learning• Word learning strategies and glossaries

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Let’s talk about the word anticipate. Look at the picture of the boy. The boy looks out the window and sees rain clouds. He brings an umbrella outside because he anticipates or expects that it will rain.

Anticipate means to expect and prepare for something.

Anticipate in Spanish is anticipar. Anticipar and anticipate are cognates. They sound alike and are almost spelled the same.

In the story, the people who work for the National Park Service anticipate or expect that many people will come to the concert.

Partner talk. Tell your partner about a time when you anticipated you would have a good time and you did.

Students see: The teacher says:

Teacher-Directed: More Complex Vocabulary

Context: Anticipating a huge turnout, the National Park Service had enlisted the help of some five hundred Washington police officers.

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*Governess picture not in this version of the text; shown as an example.

Teacher-Directed: Less Complex Vocabulary


Word (paragraph 1) ESOL Techniquethreatening define in situ

“Threatening weather means it looks like it’s going to be bad weather.”

assemble define in situ“Assemble means to gather or come together.”

jammed show the picture in the book of the crowd

Student-Directed: Word Learning Strategies

Cognates, context clues, morphology, and so on.

Dictionaries and digital resources • Online:

− English: wordsmyth.net− spanish.dictionary.com− translate.google.com

• Smartphone apps: − English: SnaPanda (Android)− English: Dictionary! (Android & iPhone)− Free Spanish-English Dictionary + (iPhone)− English-Spanish Dictionary (Android)

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Word Learning Strategies


Word (paragraph 1) Word Learning Strategythreatening context clues

cold, weather

crowd context clueslarge groups, thousands of people

concert cognateconcierto

groups cognategrupos

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Student-Directed: Glossaries

What is different about developing vocabulary in ELLs? For other students who might need additional support?


Partner Talk

ELLs may not know the most frequently used English words, impeding their ability to understand text.

Thus, ELLs may need additional vocabulary support for words as well as phrases that their English-proficient peers already know.

Some ELLs may be able to draw on first language cognate knowledge. Teaching students to draw on this knowledge is important in helping them acquire new words.

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WRITING FROM SOURCESDraw Evidence from Text to Produce Clear and Coherent Writing




Additional supports for ELLs

• Restatement of the prompt, graphic organizers, word banks, and paragraph frames


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Type Example

Argument • Make a claim about the worth or meaning of a text• Analyze evidence from multiple sources to support a claim

Informational/Explanatory

• Describe how a scientific process works• Describe a historical event

Narrative • Write a fairy tale• Write an autobiography

Writing: All Students

Elementary: 30% argument, 35% informative/explanatory, 35% narrative

Middle School: 35% argument, 35% informative/explanatory, 30% narrative

High School: 40% argument, 40% informative/explanatory, 20% narrative

Source: Common Core State Standards for English Language Arts Appendix A

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Writing Types

Students respond to the mainstream lesson essay prompt but with additional scaffolding.

Teacher-developed scaffolds can include restatement of the prompt, graphic organizers, word banks, and paragraph frames.

Paragraph frames should align with the text type requirement of the essay prompt.• Argument

• Informative/Explanatory

• Narration

Writing: Additional Support for ELLs

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Mainstream essay prompt:

Restated essay prompt:

Why was Marian Anderson’s concert on the Mall in Washington an important event in the struggle for civil rights?

The author says that Marian Anderson’s concert was “a historic event in the struggle for civil rights.” This means that it was an important event in the fight for equal rights for African Americans. Why was the concert an important event in the struggle for civil rights?

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Graphic Organizer

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ClaimWrite what you are going to argue for.

Marian Anderson’s concern on the Mall in Washington, DC, was an ______________

event in the struggle for _______ __________.

Support 1Write one thing that shows how the concert was an important event for civil rights.

One reason it was important was __________________________________________

_____________________________________________________________________.

Evidence 1Write how you know this from the text.

We can tell this from the text because ______________________________________

_____________________________________________________________________.

Support 2Write another thing that shows how the concert was an important event for civil rights.

Another reason it was important was _______________________________________

_____________________________________________________________________.

Evidence 2Write how you know this from the text.

We know this because ___________________________________________________

_____________________________________________________________________.

ConclusionWhat do you think this evidence shows about the struggle for civil rights?

The evidence shows that _________________________________________________

_____________________________________________________________________.

Writing: Frame

Paragraph Frame

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[Claim – Write what you will argue for] Marian Anderson’s concern on the Mall in Washington, DC, was an

_________________ in the struggle for ___________________.

[Support 1] One reason it was import was _____________________________________________________

________________________________________________________________________________________

.[Evidence 1 – Provide evidence from the text] We can tell this from the text because ____________________

________________________________________________________________________________________

.[Support 2] Another reason it was important was ________________________________________________

________________________________________________________________________________________

. [Evidence 2 – Provide evidence from the text] We know this because

_________________________________________________________________________________________________________________________.

[Concluding Statement] The evidence shows that ________________________________________________

________________________________________________________________________________________

.

What is different about writing for ELLs? For other students who need additional support?


Partner Talk

ELLs may need support in understanding the essay prompt (e.g., by restating it).

ELLs may need additional scaffolding, such as graphic organizers, paragraph frames, and word banks to help them respond to mainstream essay prompts.

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INSTRUCTIONAL SUPPORTIntegrate Additional Instructional Support

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BACKGROUND KNOWLEDGE

Instructional support is integrated throughout. In addition, develop background knowledge (Shanahan, 2013).

• Background knowledge should provide cultural, historical, chronological, or spatial context for the text.

• Not all texts require the development of background knowledge.

Methods for developing background knowledge• Draw information from a variety of sources.

• Create or adapt existing resources, as necessary.

• Use the target text itself to develop background knowledge

• Be as brief as possible.

• Background knowledge should not summarize, replace, or reveal the meaning of the target text.

Scaffold the content (in the background pieces) to make it comprehensible.

Instructional Support: Background Knowledge

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63


Interactive Reading

What does it mean if a person is African American?

It means their _________ came from ______.

Which president banned slavery with the Emancipation Proclamation?

President _______________ banned slavery.

How were African Americans treated badly or differently?

African Americans could not serve on ______ and could not study at the same _______. They were prevented from ______.

ancestors

juriesschools

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Abraham Lincoln

Africa

voting

Interactive Reading


• It is possible to use some target texts to develop background knowledge.

• Determine a guiding background question.• Identify several sentences in the text from which students

could infer the answer to the guiding question.• Present the sentences to students and lead a discussion

about the guiding question.• Scaffold the content (i.e., provide glosses for difficult words

and sentence frames or starters) to make it comprehensible.


Use Target Text


Provide a Guiding Question and Details from the Text

Guiding Question: How were African Americans treated during the first part of

the 20th century

The Voice that Challenged a Nation• They had come to demonstrate their support for

racial justice in the nation’s capital.• But because she was an African American, she had

been denied the right to sing at Constitution Hall.• The Daughters of the American Revolution, the

patriotic organization that owned Constitution Hall, had ruled several years earlier that black artists would not be permitted to appear there.

• News of the DAR’s ban had caused an angry controversy and set the stage for a historic event in the struggle for civil rights.

racial –related to a person’s race, or what they look likejustice –fairnessAfrican American –someone whose ancestors came from Africadeny –not allow somethingrule –decide what is allowedpermit –allow appear –come in front of the publiccontroversy –public disagreementstruggle –fightcivil rights –basic freedoms


Guiding Question: How were African Americans treated during the first part of

the 20th century?

African Americans (were/were not) __________ treated the same as other people

during the time described in the book. I know this because it says someone was

________ the ______ to sing because she was an _________________. It says that

black people were not __________ to appear at _________________.

Many people were _______about this and they wanted to support ___________.

were not

denied right African American

Constitution Hallallowed

angry racial justice

1. Turn to x of your handout.

2. Work with a partner to describe any additional background knowledge that might be important for understanding the passage.

3. Identify methods for teaching it.

4. Share.

Your Turn: Background Knowledge

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The Mall/the Lincoln Memorial in Washington, DC [Map]

Students will get a better sense of the huge crowd if they can see

an image and map of the area in which people gathered.

The United States Civil Rights movement [short video]

It is important for students to understand the historical context of

Marian Anderson’s concert and the beginnings of the United States

Civil Rights movement.

EXAMPLE: Background Knowledge

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EXAMPLE: Background Knowledge

The National Mall

Below is a picture of part of the National Mall park in Washington, D.C., the capital of the United States. There is also a map and an image of some landmarks around the National Mall. The tallest building is the Washington Monument. The rectangular building is the Lincoln Memorial and the pool is the reflecting pool. Work with a partner to label these buildings on the map and the image using the underlined words.

Next see if you can recognize any of these landmarks during the short video clip of the famous singer Marion Anderson.

landmark – a historic building

LEARNING PROGRESSIONS

Learning Progressions ELLs with poor or interrupted schooling will benefit from

mastering precursor skills prior to tackling grade-level skills.

“Staircased” progressions • Show the development of the knowledge and skills for each

anchor standard from Kindergarten through Grade 12.

• Enable educators to identify precursor knowledge and skills associated with each grade-level standard, and provide targeted instruction on these precursor skills with the goal of getting students prepared to meet the grade-level standard.

Instructional Support: Learning Progressions

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Learning Progressions Determine central ideas or themes of a text, analyze their

development, and summarize the key supporting details and ideas. • RI.1.2—Identify the main topic and retell key details of a text.

• RI.2.2—Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

• RI.3.2—Determine the main idea of a text; recount the key details and explain how they support the main idea.

• RI.4.2—Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Instructional Support: Learning ProgressionsReading Standard for Informational Text, Grades 1–8.

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1. Find a partner or form a small group.

2. Choose one of the two learning progressions in your handout on pages x-y.

3. Identify the changes from grade to grade.

4. Share your questions and comments with the group.

Your Turn: Learning Progressions

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Questions

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Diane August, [email protected]

1000 Thomas Jefferson Street NWWashington, DC 20007-3835202-403-5000TTY: [email protected]

This presentation was prepared under Contract ED-IES-12-C-0012 by Regional Educational Laboratory Southwest administered by SEDL. The content of the presentation does not necessarily reflect the views or policies of IES or the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.

Closing the Achievement Gap: Helping At-risk Students Meet the Common Core State Standards in Language Arts Diane August, PhD American Institutes for Research.

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