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Looking at Student Data
Sociometric
Chinese Proficiency/LiteracyEnglish Literacy
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Chinese Dual Language ImmersionSociometric Results:
Looking at Social Choices in
Kindergarten, June 2012
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Sociogram Questions
1. Who is your best friend in your classroom?
2. Who do you like to work with in a group or
on a project in the classroom?
3. Who do you like to sit with at lunch in the
cafeteria?
4. Who would you like to have a play-date with?
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Sociogram Results Classroom A Bar Graph (6/12)
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Sociogram Results Classroom A Directionality ( 6/12)
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Sociogram Results Classroom B Bar Graph (6/12)
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Sociogram Results Classroom B Directionality ( 6/12)
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Percentage of Classroom
Student Population/Chosen: Classroom A
38%
29%
33%
Students
Chinese English Other
51%
15%
34%
Chosen
Chinese English Other
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Percentage of Classroom
Student Population/Chosen: Classroom B
42%
32%
26%
Students
Chinese English Other
43%
25%
32%
Chosen
Chinese English Other
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WHAT ARE YOUR THOUGHTS ON DATA?WHAT QUESTIONS COME TO MIND?
Reflect-
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Overall Results
Good News: Most students in both groups areforming friendship across linguistic, racial, andgender borders. Students are demonstrating anopen, receptive appreciation of all the ethnic
groups that are represented in their classroom. Challenges: There are 5 students (2 JK & 3 K) in
Classroom A who were not chosen by otherstudents at all. We need to be vigilant, as we
want to make sure that no student feels isolatedfrom the group or becomes a self-isolate in thefuture.
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Questions
What can be done to ensure that all studentsare cohesively part of the group?
What strategies can be put into place to bring
the non-chosen students into the studentcommunity in a positive way?
Are students valuing speakers of more than
one language? (English-home speakers werechosen disproportionally less in bothclassrooms.)
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Chinese Language Assessment
Results
Martin Luther King Jr. School
Cambridge MA Public Schools
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Chinese Step by Step Assessment to
Language Dominance (SSALD)
One on One Oral Language Interview todetermine students level of receptive,
expressive, and functional language
Student is asked to perform a variety ofage and developmentally appropriate
tasks such as following two-stepdirections, recalling story details, using
context to derive word meanings,stating name, age, giving appropriate
situational responses and more.
A section on radicals and strokes hasbeen added along with character/wordrecognition in a variety of contexts and
reading from stories.
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Chinese Dual Language Immersion All Students
0%
10%
20%
30%
40%
50%
60%
Receptive Expressive Functional Radical/Stroke
K Immersion Percentage of Accuracy
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Comparison of K Immersion and K FLES
Students with No Chinese
0%
5%
10%
15%
20%
25%
30%
35%
K Immersion Percentage of Accuracy
K Immersion
KFLES
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75.24%65.72%
31%34.90%
29%
0.00%0.00%
Comparison Radical/Stroke Identification Language
Accuracy
Immersion FLES
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ENGLISH LITERACY
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Percentage of Chinese Dual Language Immersion Kindergarten Students
by Language English Literacy Stages of Reading: 2011-2012
Chinese English Other
Below Benchmark 0 0 0
At Benchmark 10 42.8 28.6
Gr. 1 Emergent 50 42.8 57.1
Gr. 2 Beginning/Expanding 40 14.2 14.2
0
10
20
30
40
50
60
%o
fStudentsatEachStage
* Fountas & Pinnell
English Literacy
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WHAT ARE YOUR THOUGHTS ON DATA?WHAT QUESTIONS COME TO MIND?
Reflect-
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Two-Way Immersion
Observation Protocol
(TWIOP) Model Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/Assessment
Take a minute toreview the 2 sided
TWIOP document.
Watch the video clip
of the dual languageChinese class in
action.
Match elements of
what you haveobserved with TWIOP
observation Protocol.
What did you see?
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Parting Thoughts-Proven Benefits
Second Language Skills-Students achieve high proficiency levels inreading, writing, speaking and comprehension inthe both languages.
-They are able to compare or analyze languagesand capitalize on learned skills in both languages.
-Immersion students perform as well as or better
than non-immersion students on standardizedtests of English and math administered in English.
Enhanced Cognitive Skills-Immersion students typically develop greatercognitive flexibility, demonstrating increasedattention control, better memory, and superiorproblem solving skills as well as an enhancedunderstanding of their primary language.
Increased Cultural Sensitivity-Immersion students are more aware of and showmore positive attitudes towards other culturesand an appreciation of other people.
Long Term Benefits
-Immersion students are better prepared for theglobal community and job markets where asecond language is an asset.-There is a greater graduation rate for students inDual Immersion