cps 3 hgse presentation 3 4 13

7/29/2019 CPS 3 HGSE Presentation 3 4 13

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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



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Percentage of Classroom

Student Population/Chosen: Classroom B

42%

32%

26%

Students


43%

25%

32%

Chosen



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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


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

cps 3 hgse presentation 3 4 13

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