1 / 35

K-12 Immersion Articulation Project

K-12 Immersion Articulation Project. Third Project Report October 11, 2010 For Seattle International Schools Immersion and World Language Teachers Michele Anciaux Aoki, Ph.D. World Languages Program Supervisor Office of Superintendent of Public Instruction michele.aoki@k12.wa.us.

hesper
Download Presentation

K-12 Immersion Articulation Project

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. K-12 Immersion Articulation Project Third Project Report October 11, 2010 For Seattle International Schools Immersion and World Language Teachers Michele Anciaux Aoki, Ph.D. World Languages Program Supervisor Office of Superintendent of Public Instruction michele.aoki@k12.wa.us

  2. Background & Project Description Seattle Public Schools contracted with the Office of Superintendent of Public Instruction in March, 2010 to have the OSPI World Languages Program Supervisor provide technical assistance to the district in planning the articulation of its dual immersion programs through K-12 schools. • Develop models and guidelines for articulating dual language immersion programs as well as a curriculum framework and model lessons. • Develop online modules for immersion students.(This deliverable was dependent on State FLAP grant, which did not get funded.)

  3. Immersion Models Reviewed • Seattle interviews: • John Stanford International School • Concord International School • Beacon Hill International School • Hamilton International Middle School • Denny International Middle School • Chief Sealth International High School • Vancouver, WA • Culver City, CA (Japanese) • Portland, OR

  4. Reports to Seattle Schools • April 29, 2010 to Seattle International Schools Principals • August 20, 2010 to Seattle International Schools Principals • October 11, 2010 to Seattle International Schools Immersion and World Language Teachers

  5. Impressions Shared inApril 29, 2010 Report

  6. Similar Aspirations • All elementary immersion programs seem to have similar aspirations for middle and high: • Students should have challenging language classes that move them forward in developing proficiency • Students should continue to learn content (including culture) through the language

  7. Challenges in Transition • All elementary immersion programs seem to be facing similar challenges when they transition into middle school and high school: • Insufficient cohort size (to justify special classes or programs) • Unclear vision for articulation (What are the language goals? Are there goals?) • Uncertainty about the impact of the assignment plan and schools being designated as neighborhood vs. all-city draw

  8. Issues of Language Proficiency • Incomplete information about language proficiency of immersion students vs. non-immersion world language students • Do immersion students really belong in a Level II or Level III high school language class?

  9. Models • Multiple models, local control • Each school seems to be making individual decisions about which content areas to teach in immersion, how much time to spend, how the model transitions over time • Not clear that there is much sharing of resources (curriculum materials, homework) • No common plan for assessment of students’ language proficiency

  10. Definitions • Varied terminology • Partial immersion, dual immersion, two-way immersion, etc. • Is it worth standardizing, as Utah has, on “dual immersion programs”?

  11.  Ideas for moving ahead • Content • Create curriculum maps for Spanish Immersion, Japanese Immersion, Chinese Immersion • Look for commonalities (and differences), as well as gaps • Ensure that all content areas are adequately covered (in both languages, over time)

  12. Ideas (cont.) • Academic Literacy • Ensure that academic literacy is developed in both languages • Consider how to meet the special needs of ELL children who are learning English as a 2nd language and the target language as a 3rd language • Ensure that non-English dominant students are learning English adequately

  13. Impressions Shared inAugust 20, 2010 Report

  14. Hamilton – Key Points • Offer 1 world language period/day for immersion students • Focus on textbook heavily influenced by high school expectations of students • Focus on grammar knowledge vs. communicative skills • Inclusion of heritage speakers in Spanish immersion is going well

  15. Denny – Key Points • Offer Spanish program for heritage speakers: double block Spanish L.A. and Social Studies (in Spanish) • Will expand with Concord students • Offer Spanish and Chinese in 6th grade (1 qtr Exploratory), then 7th & 8th grade • Hope to have Chinese immersion • Offer Somali and Arabic on weekends

  16. Chief Sealth – Key Points • Offer Projecto Saber for heritage speakers • Offer IB program in Spanish and Japanese, now expanding to Chinese • Ab initio: 2-year course, begin in 11th grade • SL: 4 years of high school language • HL: step above SL (for some students) • IB Learner Profile could match immersion students well

  17. Meetings/Workshops • Meeting with Paula Patrick in Fairfax County Public Schools on District-wide K-12 World Language Articulation(7/7) • Workshop with Mimi Met on Sustaining Dual Language Models (8/2) • Workshop with Kyle Ennis on Language Proficiency Assessment (8/4) • Workshop with Michael Bacon on K-12 Articulation (planned for 8/23)

  18. Lessons from Fairfax County • Plan articulation to middle and high school before opening elementary language program • Provide district assessments (formative and summative) & professional development • Transition from elementary to middle school with math/science unit first • Immersion students do well on AP exams

  19. Wisdom from Mimi Met • To Develop Immersion Student Proficiency: • Set targets • Describe end-of-year outcomes • Determine functions, forms, and vocabulary • Integrate into content • Targets (partial immersion) - All Skills • By end of 2nd grade: Novice Mid to High • By end of 5th grade: Intermediate Low to Mid • By end of 8th grade: Intermediate Mid to High • By end of 12th grade: Advanced Low to Mid

  20. Assessment Options & Credits • ELLOPA/SOPA – grades K-5 • NOELLA – grades 1-6 • STAMP – grades 7-10 • AP/IB Exams – grades 9-12 (when appropriate) • ACTFL OPI (or OPIc) and WPT – grade 12 • LinguaFolio – K-12 • Offer 8th graders Credit for Proficiency for high school credits (and placement)

  21. Professional Development • Immersion “Boot Camp” for all language teachers • Immersion “Intro” in all schools (for staff and families) • Proficiency Assessment training for all language teachers: • CAL ELLOPA/SOPA/COPE • NOELLA and STAMP Rating Course

  22. To think about… • Could IB be the high school continuation for all immersion students? • What role could online learning play? • What about CTE credits (for translation / interpreting courses)? • How could we “globalize” the language courses?

  23. Draft K-12 Immersion Guidelines September 2, 2010

  24. Topics Covered in the Guidelines • Terminology: Dual Language Programs and Immersion Continuation • Developing Immersion Student Proficiency • Curriculum Mapping • Assessment Plan

  25. Suggested Terminology • Dual Immersion • Two-Way (Beacon, Concord Spanish) • One-Way (Denny Spanish) • Mixed (John Stanford Spanish, Japanese; Beacon Chinese) • Immersion Continuation • Middle and High School • Reflects the experience of the cohort of students rather than the structure of the program

  26. What do you think about terminology?

  27. Developing Proficiency • Set targets • Describe end-of-year outcomes • Determine functions, forms, and vocabulary • Integrate into content -- Dr. Mimi Met 8/2/2010, Seattle

  28. 1. Set Targets What do you think the proficiency targets should be?

  29. 2. Describe end-of-year outcomes Can we use LinguaFolioCanDo statements as a guide?

  30. 3. Determine functions, forms, and vocabulary Can we use Portland’s Functions, Forms and Vocabulary as a guide?

  31. 4. Integrate into content Can we use Donna Clementi’s Curriculum Map Template for Seattle Public Schools?

  32. Curriculum Mapping Can we use Curriculum Mapping to ensure coherence across languages, schools, and levels?

  33. Assessment Plan • Summative Assessment Options • Oral Proficiency Interviews • ELLOPA, SOPA, COPE (from CAL) • Online Assessments (Reading, Writing, Speaking, Listening) • NOELLA (grades 3-6) & STAMP (7-16) • Formative Assessment Options • ClassPak (from Avant Assessment) • LinguaFolio Online (from CASLS) • Self-Assessment & Goal Setting • LinguaFolio and LinguaFolio Online

  34. Backwards Design • What do we want students to be able to DO with the language? • What are the proficiency targets? • How will we know they can do it? • What are the performance assessments? • How do we plan instruction in order for them to meet the targets? • What content and activities do we need to plan in class?

  35. Deliverables by the End of Today… • Consensus on Terminology • Consensus on Proficiency Targets • Consensus on Assessment Plan • Draft Curriculum Map(s) for Elementary Dual Immersion • Draft Curriculum Map(s) for Middle – High School Immersion Continuation • Next Steps…

More Related