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 –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