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Districts and schools devote much time, energy and resources to establishing elementary-level immersion programs. However, effective K–12 articulation necessitates long-term planning with backward design and a continuous learning model that ensures high-level outcomes and sustainability. Reflecting upon 13 years of experience in building a K–12 Mandarin immersion program in collaboration with the University of Oregon’s Chinese Flagship Program, a panel of immersion specialists will share their experiences. With its rich experience, the Oregon Chinese Flagship Program seeks to engage colleagues in a national dialogue and collaboration in building quality and sustainable K–12 Mandarin immersion. Participants will discuss setting proficiency based outcomes, using data to drive decisions, and building a developmentally and linguistically appropriate secondary-level continuation.
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Continuous Innovation: Making K-12 Mandarin Immersion WorkNational Chinese Language ConferenceApril 16th 2011Portland Public Schools: Mary Patterson, Kojo Hakam and Michael Bacon
Overview
Introductions
Why are we here?
3 Simple Questions Where are we going?
Where are we now?
How do we get where we want to be?
Q & A
Why are we here?
Share experiences and lessons learned in articulating a K-12 (K-16 Program)
Learn from our Mandarin immersion colleagues
Pose questions to help start a national dialogue
The Long Journey…
任重道远。。。
Where are we going?
Targeted Outcomes
Where are we going?
Changing how languages are learned
- full professional proficiency
- learning language through content
- real-life application of knowledge
- K-16 sequence
Our Proficiency Targets
Upon completion of…
5th Grade: Novice High/Intermediate Low
8th Grade: Intermediate Mid
9th Grade: Intermediate Mid/High
10th Grade: Intermediate High
11th Grade: Intermediate High/Advanced Low
12th Grade: Advanced Low/Advanced Mid
ACTFL Proficiency Scale
MIP Graduation
Benchmark & Flagship Entrance
Requirement8th Grade
Benchmark 5th Grade Benchmark
Flagship University
Scholar Benchmark
Speaking
Report by: Center for Applied Second Language Studies (CASLS), University of Oregon January 2011 Sponsored by: US Department of Education
Reading
Report by: Center for Applied Second Language Studies (CASLS), University of Oregon January 2011 Sponsored by: US Department of Education
Writing
Report by: Center for Applied Second Language Studies (CASLS), University of Oregon January 2011 Sponsored by: US Department of Education
Setting Outcome Targets
Why?Accountability
Celebration
Improvement
How?ACTFL National Standards
LinguaFolio CAN DOs
National and Local Data
Teacher training and involvement
Where are we now?Assessments and Results
Assessment ToolsNOELLA
Grades 3-7
R, W, L, S
Novice Intermediate
STAMP Grades 7-12
R, W, S Novice Intermediate
CAP Grades 7-12
R, W, L, S
Novice Intermediate Advanced
Listening Grade 3-7
Reading Grade 3-7
Reading Grade 7-11
NOELLA
Speaking Grade 7-11
Writing Grade 7-11
Assessments and Results
How do we use them?Data Dialogues w/teachers
Informing students and parents
Analyze to inform and prioritize work
Challenges:Summative vs. Formative
Limitations of current assessments
Aligning our instruction and curriculum
How do we Get “there’?
Continuous Learning
How do we get ‘there’? Backwards Planning
High School and Middle School (6-8)Start Planning Now with Targets in Mind
Builds on elementary program, but not just an extension
Developmentally appropriate with capstone experiences
Proficiency Based Entrance Criteria, Courses and Grades (HS)
Alignment of instruction and curriculum to outcomes
Extended Learning Opportunities
Assessment for Learning: Clear Targets and Effective Feedback
Extended Learning Opportunities
Why Proficiency?
If you put a student who hasn’t mastered Algebra in a Pre-
Calculus class, how would that effect the…
Algebra student?
Pre-Calculus students?
Teacher?
HS Proficiency-Based Program
Minimum entry proficiency requirements for every course
Based on national standards (ACTFL)
Level-appropriate classes
Classroom tasks closely tied to proficiency guidelines
Chinese Language & Culture Studies Program
Dual Track Program
Extended Learning Opportunities
Extended Learning
• Blended Online Courses
• China Research Residency
• U of O Connections
• Sister-school exchanges
• Summer Institute in Yunnan
How do we get ‘there’? Refining Elementary
Alignment of curriculum Textbook
Curriculum Framework
ACTFL Guidelines
Assessments
Traditional Mandarin Assessments
Performance Tasks/Work Samples
NOELLA
Teaching Language Through Academic
ContentWhat does the data tell us?
Writing:
Explicitly teach about the similarities/differences between English and Mandarin language structures.
Need for Targeted PD:
Reading instructional strategies/SIOP
Content Allocation
Aligning academic content K-12
Core standards
Transference
Balancing the instructional Day
Questions?
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