WELCOME TO CHICAGO

WELCOME TO CHICAGO

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We Celebrate Having YOU Here!

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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 2012-13 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

CPS- Department of Language and Cultural Education

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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%

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

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ELLs in CPS by Network

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% of Total ELLs in District (n=67,527)

Fullerton Elementary Network Midway Elementary Network O'Hare Elementary NetworkPilsen-Little Village Elementary Network

Pershing Elementary Network Ravenswood-Ridge Elementary Network

North-Northwest Side High School Network

Fulton Elementary Network Southwest Side High School Network

West Side High School Network Lake Calumet Elementary Network Garfield-Humboldt Elementary Network

South Side High School Network Skyway Elementary Network Austin-North Lawndale Elementary Network

Burnham Park Elementary Network Far South Side High School Network No NetworkRock Island Elementary Network Englewood-Gresham Elementary

Network

Network % of Total ELLs in DistrictFullerton Elementary Network 16.89%Midway Elementary Network 16.40%O'Hare Elementary Network 12.04%Pilsen-Little Village Elementary Network 11.96%Pershing Elementary Network 11.25%Ravenswood-Ridge Elementary Network 11.03%

ELLs in CPS by Language

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Percent of ELLs (n=67,527)

SpanishArabicPolishCantonese (Chinese)Urdu

Language Percent of ELLsSpanish 85.78%Arabic 1.95%Polish 1.73%Cantonese (Chinese) 1.48%Urdu 1.26%

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

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# of TBE Programs

SpanishArabicPolishCantoneseUrduOther

Language # of ProgramsSpanish 307Arabic 16Polish 13Cantonese 7Urdu 14Other 18

Common Core and ELLs

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CCSS - Literacy

CCSS-ELLs Good Start

Implementation Pathway

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 common understanding of the CCSS and implications for ELLs

• Shifts in practice• Text complexity• High-quality,

purposeful instruction

Text Complexity and Shifts in Practice:

• Complex text in collaborative learning

• Annotation and Academic language

• Close Reading of Text and text dependent questions

Text Complexity and Shifts in Practice:

• Review and process Q2 and Q3 content

• The role of complex text and academic language in teaching ELLs

CCSS and ELDNEW: speaking and listening standards

Develop oracy, content knowledge and academic language

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How to Determine The Complexityof 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

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Reader Task

Motivation

Knowledge

Experience

Complexity

Purpose

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

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”

Collaborative

Independent “You do it alone”

A Structure for Instruction that Works

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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Looking Back: Moving Ahead2012-2013 Expectations 2013-14

Expectations

Instruction

Understanding CCSS

• 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

CCSS and ELLs • 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

Implementation 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