Transcript Welcome to Chicago

WELCOME TO CHICAGO
We Celebrate Having YOU Here!
CPS- Department of Language and Cultural Education
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CPS Strategic Priorities
Common Core: By SY 2014-15 all
students will have access to high
quality Common Core-aligned
curricula as defined by CPS
Framework for Content Standards
in literacy and mathematics.
Framework for Teaching: By SY 201213 all educators will be supported
by a clear vision for effective
instruction as defined by the CPS
Framework for Teaching.
Full School Day: By SY 2012-13 all
students will have access to core
academics, intervention, and
enrichment through a 7 hour
school day
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Chicago Public Schools (CPS)
at a Glance
Third largest school district in the nation
 681 schools
• Elementary – 472
• High school – 106
• Charters – 96
• Contract – 7
 400,000+ students
• Latino – 44.1 %
• African American – 41.6%
• White – 8.8%
• Asian / Pacific Islander – 3.4%
• Native American - 0.4%
 Low Income – 87%
CPS- Department of Language and Cultural Education
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ELL Demographics in CPS
 There are 67,527 ELLs in CPS (16.5% of the population)
 44% of CPS students come from a home where a
language other than English is spoken
 There are over 100 different languages represented in
CPS
 The number of ELLs continues to grow; however this
growth is concentrated in specific areas of Chicago
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Vision for ELLs in CPS
 ELLs achieve academically (grade level standards/expectations)
 ELLs achieve proficiency in English
…with an additive approach:
 ELLs build proficiency in native language
 ELLs develop academic knowledge in their native language as well as
English
CPS- Department of Language and Cultural Education
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ELLs in CPS by Network
% of Total ELLs in District (n=67,527)
Fullerton Elementary Network
Midway Elementary Network
O'Hare Elementary Network
Pilsen-Little Village Elementary
Network
Pershing Elementary Network
Ravenswood-Ridge Elementary
Network
Network
Fullerton Elementary Network
Midway Elementary Network
O'Hare Elementary Network
Pilsen-Little Village Elementary Network
Pershing Elementary Network
Ravenswood-Ridge Elementary Network
% of Total ELLs in District
CPS- Department of Language and Cultural Education
16.89%
16.40%
12.04%
11.96%
11.25%
11.03%
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ELLs in CPS by Language
Percent of ELLs (n=67,527)
Spanish
Arabic
Polish
Cantonese (Chinese)
Urdu
Language
Spanish
Arabic
Polish
Cantonese (Chinese)
Urdu
Percent of ELLs
CPS- Department of Language and Cultural Education
85.78%
1.95%
1.73%
1.48%
1.26%
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Overview of Programs of
Instruction for ELLs in CPS
 Transitional Bilingual Program of Instruction: 20 or more ELLs of
the same language classification
 Transitional Programs of Instruction – 19 or less ELLs
 TBE and TPI programs across CPS vary greatly
# of TBE Programs
Spanish
Arabic
Polish
Cantonese
Urdu
Other
Language
Spanish
Arabic
Polish
Cantonese
Urdu
Other
CPS- Department of Language and Cultural Education
# of Programs
307
16
13
7
14
18
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Common Core and ELLs
CPS- Department of Language and Cultural Education
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CPS- Department of Language and Cultural
Education
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Implementation Pathway
CCSS-ELLs
Good Start
CCSS Literacy
Scope and Sequence for the application of
Common Core in teaching ELLs
Q2
Q3
Q4
Summer: June/July
How are the key concepts presented by the Common Core used for developing
English proficiency and content knowledge of ELLs?
Developing
Text Complexity and
common
Shifts in Practice:
understanding of
• Complex text in
the CCSS and
collaborative
implications for ELLs
learning
• Shifts in practice
• Text complexity • Annotation and
Academic
• High-quality,
language
purposeful
instruction
• Close Reading of
Text and text
dependent
questions
Text Complexity and CCSS and ELD
Shifts in Practice:
NEW: speaking and
listening standards
• Review and
process Q2 and Q3 Develop oracy,
content
content knowledge
and academic
• The role of
language
complex text and
academic language
in teaching ELLs
How to Determine The Complexity
of a Text
Three-part model for determining text
complexity
1. Quantitative
2. Qualitative
3. Reader and Task
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Consider Relationships Across Reader
and Task
Reader
Task
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Reader & Task Relationship to Text
Complexity
Challenge
Teachers have been directed to “match reader and
text” based on readability level
Yet…
CCSS requires that ALL students engage in complex
texts the span multiple genres
So…
What support will teachers need to be able to do
both?
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Language Proficiency Factors
“Students identified as English language
learners do additional cognitive work
because they must attend both to the
message of the text and to the necessary
cognitive resources needed to make
sense of a text written in a foreign or less
familiar language”
(Fisher & Frey, 2012)
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TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
Guided Instruction
“We do it”
Collaborative
Independent
“You do it
together”
“You do it
alone”
STUDENT RESPONSIBILITY
A Structure for Instruction that Works
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Comprehension and Collaboration
1. Prepare for and participate in collaborations with
diverse partners, building
on each others’
ideas and expressing their own clearly
and persuasively.
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Education
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Looking Back: Moving Ahead
Understanding
CCSS
2012-2013 Expectations
2013-14
Expectations
•
Read and become familiar with the standards and the
structure
Learn the origin and principles of the CCSS from the
overview and introduction
Learn the process for unpacking standards
Understand the process of standards based planning
•
Use CCSS and WIDA
for unit planning
Learn the features of Text Complexity, implications for ELLs
and application to classroom practice
Learn the Gradual Release Model (GRR)
Understand Collaborative Learning
Understand the concept of Close Reading and scaffolding
strategies for ELLs
Align WIDA to CCSS
•
Text Complexity,
Close Reading of
Text and Oracy
within the GRR
Continue to build on
R.L & R.I 1 and 10
Focus on Listening
and Speaking and
Language Standards
Instruction
•
•
•
CCSS and ELLs
•
•
•
•
Implementati
on Supports
•
•
•
BLTs
Work on strengthening the structures and systems to support
instruction for ELLs; Help build teacher capacity
BLTs will lead the CCSS
and ELLs work in schools
PLCs
Building PLCs with QTEL and DL schools
District-wide
Bilingual/ESL PLC
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Do-Overs
Moving
Forward