m. bacon, d.k. hakam, m. patterson: continuous innovation: making k–12 mandarin immersion work ...

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?