Transcript Elementary Summer Institute

Closing the Achievement Gap
Denver Public School
Elementary Literacy Program
English Language Learners
Denver Public Schools currently serves
approximately 16,000 ELLs
These students represent a total of 24% of
the district’s total enrollment
Of this group, 15,000 are Spanish speaking
Overview of the English Language
Development and Transition
Workgroups
 Diverse membership on committees
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Chief Academic Officer
Area and Assistant Superintendents
Principals
Area Specialists
Coaches
Principals
Teachers
Central Curriculum Staff
Overview of the English Language
Development and Transition
Workgroups
Committee members were asked to create
guidelines for English Language Learners
(ELLs).
They were also asked to reflect on the
motivating factors for how teachers
interact with ELLs and what influences
their decision-making process.
Overview of the English Language
Development and Transition
Workgroups
 Results
– The committee felt the the overriding factor
for how teachers interact and make
decisions on instructional issues for ELLs
was the Teacher’s Personal Philosophy.
– Following this was the school/class schedule.
– Next were the ELA Program Guidelines.
Overview of the English Language
Development and Transition
Workgroups
All students in DPS deserve to have access
to high-quality, research-based instruction.
English Language Learners deserve to
have a districtwide approach to their
English Language Development in the
same way that we have supported the
Literacy Program.
The Value of a Districtwide Approach to
English Language Development
Directs district-level resources to the
initiative.
Creates comprehensive, consistent
approaches to instruction within a school
and across all schools.
Allows our coaches to support teachers.
Closing the Achievement Gap
Recommendations
• Transition Plan
• Primary Language Development
• Assessment and Accountability
• Planned and Systematic Use of
Two Languages
• English Language Development
• Differentiated Grouping and
Regrouping
• Sheltered Instruction
“Until their needs are placed
squarely in the mainstream of
teaching, learning, planning, and
educational reform,
it is unlikely that
English Language Learners
will have access to equitable
educational opportunities.
Restructuring Schools
for Linguistic Diversity