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Woodstock Mandarin Immersion Curriculum Night. Presented October 8th, 2009 Michael Bacon, Carl Falsgraf, Mary Patterson, Shen Yin. Outline of Presentation. Oregon K-16 Chinese Flagship Program Overview Where A re W e G oing? K-12 Target ed Outcome s Where A re W e N ow? Sharing Data
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Woodstock Mandarin Immersion Curriculum Night Presented October 8th, 2009Michael Bacon, Carl Falsgraf,Mary Patterson, Shen Yin
Outline of Presentation • Oregon K-16 Chinese Flagship Program Overview • Where Are We Going? K-12 Targeted Outcomes • Where Are We Now? Sharing Data • How Do We Get There? Curriculum and Instruction • How Do We Meet the Needs of All Students? • K-12 Budget • Q and A
Oregon Chinese Flagship Program A Partnership Between the University of Oregon and Portland Public Schools
Creating Global Professionals • Professionally useful language skills • Strong academic or professional training
Goals • Create a replicable model of K-16 global education • Develop Flagship-ready high school graduates • Develop professionally prepared college graduates
Where Are We Going? K-12 Targeted Outcomes
Developing Proficiency in Chinese • Category 4language (Chinese, Japanese, and Arabic) • Motivated adult takes 63 weeks--6.5 hours a day, 5 days a week--to achieve Advanced Level (Defense Language Institute)
Targeted Outcomes for PPS K-12 Mandarin Immersion Program 12th Grade: Advanced 8th Grade: Int. Mid to Int. High 5th Grade: Novice High to Int. Low
Where Are We Now? Sharing Data
Reading Mean Listening Mean Third Grade
Fourth Grade Reading Mean Listening Mean
Fifth Grade Reading Mean Listening Mean
Progress by Grade Target
Conclusions • Listening proficiency is extraordinary. • Reading proficiency is approaching satisfactory. • Lagging underachievers are an issue.
How Do We Get There? Curriculum and Instruction
K-12 Mandarin Curriculum Framework • Based on ACTFL Proficiency Guidelines • Functions andForms driven • Sets specific language targets for each grade level
Theme-Based Curriculum Framework Breakdown Unit/Theme Proficiency Standards Goals Objectives Key Vocabulary Functions Forms
The Curriculum Framework should be able to: • Promote communicative competence. • Promote functional use of language. • Connect text with meaningful real-world experiences. • Align instruction across the grade levels.
Curriculum Framework SampleGrade 2 • Woodstock Elementary Mandarin Goals • Mandarin Immersion Curriculum Framework • Chinese Curriculum Framework and Textbook Layout for Annual Instruction Please see links to documents on Woodstock Mandarin Curriculum page.
Mandarin Instruction LiteracyK-5 Math:CalculationK-2 Investigations3-5 ScienceK-5 English Instruction LiteracyK-5 Math:InvestigationsK-5 Social StudiesK-5 Academic Content
Meeting Student Needs • Tiered lesson planning • Tutoring support • Professional development
K-12 Budget • Personnel (Salary and Benefits): $346,585 • 1.5 Curriculum Specialists • Educational Assistant for elementary • 1.2 FTE for Online Course Development and Seeding Positions • Extended hours and subs for professional development and curriculum development • Curriculum Materials and Assessments: $20,000 • Technology: $8,500
K-12 Budget (cont.) • Travel: $20,900 • Professional development • Dissemination of innovation • Collaboration with UO and other K-12 programs • Consultants: $15,000 • Subcontract: $2,500 • Program model dissemination of K-12 curriculum • Indirect: $24,865 TOTAL for 2009-2010: $438,350
Questions? If you have further questions, please contact Emily Lee, Assistant Coordinator, PPS Chinese Flagship: elee@pps.k12.or.us (503) 916-2000 x72840