“jiayou!”- a flap program at boston public schools
DESCRIPTION
Yu-Lan Lin, Gail Wang, Mary CazabonTRANSCRIPT
National Chinese Language ConferenceApril 12-14, 2012
Presenters:Yu-Lan Lin, Gail Wang & Mary Cazabon
Goals Sharing, reviewing, discussing and critiquing
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Boston Public Schools FLAP Team
1. Increase Students’ Mandarin
Proficiency
2. Increase Teacher Mastery
4. Create fully articulated curriculum units5. Create reflective systems feedback for teachers
and students.
Measurable Objectives
Expected Outcomes
1. FLAP Goals (K-12)
3. Increase accelerated course offerings (secondary)
Boston Jiayou FLAP Activities
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BostonFLAP
3 YR Professional Development
Plan3 YR
Curriculum. Development& Assessment
ImprovedStudent
Learning
DVDSeries
Product/Process
Evaluation
Mandarin AP &
College Level
Classes
How can comparisons be made between the “known” and the “new”?
Jiayou Units
Overview: Building on BPS Chinese Thematic Curriculum Units
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What kinds of lessons and practices are needed to master key performances?
How do we get
there?
MA Foreign Language Curriculum Frameworks
American Council of Teachers of Foreign Languages (ACTFL)
Infusion of MA Content Curriculum Frameworks Curriculum
Incorporates listening, speaking, reading and writing & 5 C’s
K-12
BPS FLAP Themes
K-12 Articulation Benchmarks
Multiple Entry Articulation Chart
Theme: MyselfStage I ( for ES)
Proficiency Benchmarks
Stage I –Low Stage I –Mid Stage I- High
Text Type Single wordIsolated words
-Single wordWords-Memorized phrases-Simple sentences
-Mostly short sentences-A string of short sentences-Use a few cohesive devises
Language Functions
Greet and respond to greetingsCount 0-20
State one’s name and grade
Ask and answer simple questions
Example
BPS Recursive Cycle Design Process
Teacher Professional Development
Professional Development in Action!
http://bpsjiayou.wikispaces.com/
BPS Chinese Jiayou FLAP Program
Language ProficiencyCommon Formative Assessments
Grades Test A Test B
K-4 Oral Oral
5-8 Part 1: OralPart 2: Literacy
Under development
9-12 Part 1: OralPart 2: Literacy
Under development
Assessment: K-4/5-8/9-12 (Interpersonal Communication)
• K-4: “ 你叫什么名字?” “你几岁?”
• 5-8: “ 你住在哪里?” “你的好朋友是谁?”
• 9-12: 你的爱好是什么? 你最喜欢的课是什么?为什么? 你为什么学中文? 你为什么想到中国学习?
Assessment: Gr. 9-12
Assessment : Gr. 9-12
HIGHLIGHTS FROM EVALUATION
Sampling of K-4 Students
LET’S EXAMINE DATA IN MULTIPLE WAYS BY COHORTS OF STUDENTS
Sample Target Data for Performance
• Cohort A: 85% of 53 students in grades 11/12 (who started Mandarin Program in Kindergarten) will reach pre-advanced level.
• Cohort B: 85% of 25 students in grades 11/12 (who started Mandarin Program in 7th & 8th grade) will reach intermediate mid-high level.
• Cohort C: 85% of 105 students in grade 5 (who started Mandarin Program in Kindergarten) will reach Novice High level.
October 2011 Results Cohort A: K-12
Forty-five students representing 85% of 53 students in total who have completed a fully articulated Chinese program from kindergarten through grades 11 and 12 achieved Intermediate to Advanced levels in Chinese proficiency as measured by TSOR. Cohort A reached target proficiency.
October 2011 Results Cohort B: Gr. 7-12
Fourteen students representing 56% of 25 students in total who have completed a fully articulated Chinese program from grades 7/8 through grades 11 and 12 achieved Intermediate to Advanced levels in Chinese proficiency as measured by TSOR. Cohort B did not reach target proficiency.
October 2011 Results Cohort C: Gr. K-5
Seventy-five students representing 71% of 105 students in total who have completed a fully articulated Chinese program from grades Kindergarten through grade 8 achieved Novice High or higher levels in Chinese proficiency as measured by TSOR. Cohort C did not reach target proficiency.
BPS Recursive Cycle Design Process