WELCOME! Secondary Dual Language Immersion Parent Night Planning for a World Of Possibilities

¡ Welcome and introductions ¡ Program Highlights

§ State Program § District Program

¡ Proficiency Targets § AP test – Getting There § AAPPL – What it means – 6th Grade Focus

¡ Questions & Answers ¡ AAPPL Results

AGENDA

2014-15 •  District •  Education Specialist - Languages: Cassie Kapes •  School •  Mount Jordan Middle School: Spanish Principal: Molly Hart Teacher: Mr. McCleery

CANYONS DUAL IMMERSION PROGRAMS

2014-15 •  State •  Jill Landes-Lee •  District •  Education Specialist - Languages: Cassie Kapes •  School § Indian Hills Middle School: Chinese

Principal: Floyd Stensrud Teacher: Mr. Chen

CANYONS DUAL IMMERSION PROGRAMS

2014-15 •  State •  Jill-Landes Lee

•  District •  Education Specialist - Languages: Cassie Kapes

•  School § Draper Park Middle School: Chinese, French

Principal: Gregg Leavitt Teachers: Ms. Lu (Chinese) Mr. Jatioui (French)

CANYONS DUAL IMMERSION PROGRAMS

•  State Commitment to Ongoing Support for DLI Program

•  State DLI Coordinators, National Consultants & University Professors •  Bridge Project- newly-created position for bridging

between elementary, secondary & higher education

•  Canyons currently the only district with 6th grade DLI in the middle school •  Middle School DLI model preserves half of the school

day in the Target Language

PROGRAM HIGHLIGHTS – STATE DLI MODEL

¡ State DLI website: http://utahdli.org ¡ Target Language Curriculum and Resources

§ Spanish § French § Chinese

¡ Social Studies Curriculum and Resources § Spanish § French § Chinese

STATE SUPPORTS IN 6TH GRADE

¡ Literacy Resources: § Primary Mandarin § Singapore 4A + 4B Textbook § Singapore 4A + 4B Activity Book § Readers

¡ Social Studies § Detailed Lesson Plans aligned to 6th grade Social

Studies Core

CHINESE

¡ Curriculum Map for Literacy and Social Studies ¡ First 10 days of school lesson plans ¡ Literacy Resources

§ Mille-feuilles

¡ Social Studies Resources § Text: Histoire Géographie 6e § Reference: dico atlas de l’Histoire du Monde

FRENCH

¡ Curriculum map for Literacy, Social Studies, and Humanities

¡ Literacy Resource

§ Calle de Lectura (Reading Street)

¡ Social Studies Resource § Mi Mundo (World Civilizations textbook)

SPANISH

¡  Designed to align the study of the Arts with the chronological

and thematic framework of the social studies course ¡  Designed to extend literacy practice into multiple content

areas and contexts

¡  Scope and Sequence §  Essential Questions

HUMANITIES COURSE

¡ Read Like a Historian (Stanford History Education Group) § Multi-day lesson plans § Focus on historical reading and critical thinking skills § Aligned with Social Studies and DLI Literacy Standards

¡ Bridge Project § Will design and supervise high school courses that meet

the “Advanced proficiency” of incoming students in grades 10-12

§ Brings together representatives from Utah’s seven institutions of higher education (SUU, BYU, Weber State, U of U, Dixie State, Utah State, Utah Valley)

STATE AND DISTRICT

COHERENCE

SECONDARY COURSE SEQUENCING: •  7th, 8th, and 9th grade years build to readiness for high

school Bridge Project courses. •  Topics and performance standards between courses and

between years are developmental and connected.

SECONDARY PATHWAY A

SECONDARY PATHWAY B

GRADES 10-12 “BRIDGE PROJECT”

What is the Bridge Project?

¡  It is a “bridge” between K-12 and higher education study

¡  Established to create courses that don’t currently exist in Utah’s high schools; extending language learning beyond traditional HS courses and into university level study

GRADES 10-12 “BRIDGE PROJECT”

What is the goal for our students?

“…to establish second language proficiency at a level where students can connect it to a professional career and contribute to the state’s global economic workforce.”

GRADES 10-12 “BRIDGE PROJECT”

What does “professional” or “career” level proficiency look like?

¡  Our target for career level proficiency is a test rating of “Advanced” or “Superior” on an international scale, achieved by the end of high school.

GRADES 10-12 “BRIDGE PROJECT”

¡  Students will have the opportunity to earn up to 9 credits of university, upper division credit over the three years

…entering university 2 courses short of a minor in the language of study

¡ The Utah Dual Language Immersion Model

positions the AP Language and Culture exam as a check point or a benchmark course for student readiness for university level Bridge Project courses.

GRADE 9 – “AP” COURSE

¡ AP Exam content is designed through a unique collaboration between high school and college faculty.

¡ AP is developed by College Board, the developers of the SAT (college entrance) exam

¡ Advanced Placement high school courses are offered across the sciences, math, social studies, humanities, English, and multiple languages including Chinese, Spanish and French.

GRADE 9 – “AP” COURSE

¡ In AP, students learn to think critically, construct solid arguments and see many sides of an issue – skills that prepare them for college and beyond.

GRADE 9 – “AP” COURSE

AP LANGUAGE AND CULTURE THEMES

SECONDARY PATHWAY A

SECONDARY PATHWAY B

DUAL IMMERSION TARGETS GRADES 1 - 12

GRADES 6 - 7 CREATE WITH LANGUAGE, INITIATE, MAINTAIN AND BRING TO

A CLOSE SIMPLE CONVERSATIONS BY ASKING AND RESPONDING TO SIMPLE QUESTIONS

Proficiency Level

Functions Corresponding Jobs/Professions

Who has this level of proficiency?

Utah Dual Immersion Target

   

Superior

Discuss topics extensively, support opinions and

hypothesize. Deal with a linguistically unfamiliar

situation

Interpreter, Accountant Executive, Lawyer, Judge, Financial

Advisor  

Educated native speakers; students from abroad after a number

of years working in a professional environment

Advanced High    

Narrate and describe in past, present and future

and deal effectively with an unanticipated complication

University professor of foreign languages

Students with masters degrees or doctorates

Advanced Mid

Doctor, Sales representative, Social

worker

Native speakers who learned Spanish in the

home environment

Grade 12

Advanced Low

Customer service representatives, Police

officers, school teachers

Graduates with Spanish degrees

Grade 10-11

 

 Intermediate High    

Create with language, initiate, maintain and bring

to a close simple conversations by asking

and responding to simple questions

Aviation personnel, telephone operator,

receptionist

After 6 years of middle/high school, AP,

LDS Returned Missionaries

Grades 8-9

Intermediate Mid

Tour guide, cashier

After 4 years of middle/high school, AP,

LDS Returned Missionaries

Grade 6-7

Intermediate Low After 2 years of high school

Grades 4-5

Novice High    

Communicate minimally with formulaic and rote utterances,

lists and phrases

   

  After 1 year of high

school 

Grades 2-3

Novice Mid Grade 1

Novice Low

MINIMUM PROFICIENCY LEVELS NEEDED IN THE WORK FIELD

WHAT IS LANGUAGE PROFICIENCY? AAPPL TEST

In order to understand proficiency reports, we need to understand “proficiency.” ¡ It’s not about passing a test or getting the

right answer. ¡ It’s about what students can DO with the

language in REAL WORLD situations. ¡ Scores consider: “Is the meaning understood

even though everything may not be grammatically correct?”

ACTFL PROFICIENCY GUIDELINES

Levels of Proficiency ¡ Novice ¡ Intermediate ¡ Advanced ¡ Superior ¡ Distinguished

Areas of Language ¡ Listening ¡ Speaking ¡ Reading ¡ Writing

LOW, MID, HIGH?

¡ Low- Attempts but is unable to sustain.

¡ Mid- Solid in this level. Sustainable.

¡ High- Solid in current level and actually is trying the next level, but not successfully.

STUDENT PROFICIENCY REPORT

¡  Communicates proficiency, or what the students can do with the language.

¡ Follows the national ACTFL standards (American Council of Teachers of Foreign Languages) used across the nation to communicate language proficiency.

¡ http://actflproficiencyguidelines2012.org/

AAPPL MEASURE

¡ ACTFL Assessment of Performance toward Proficiency in Languages

¡ Addresses the National Standards for Foreign Language Learning

¡ Assesses following modes of communication: § Interpersonal Listening/Speaking- Grades 3 & 5 § Interpretive Reading- Grades 4 & 6 § Presentational Writing- Grade 6

PERFORMANCE VS. PROFICIENCY

¡ Demonstrate the features of the range in certain contexts and content areas that have been learned and practiced.

¡ Demonstrate consistent patterns of all of the criteria for a given level all of the time.

Performance Proficiency

AAPPL INDIVIDUAL REPORT

AAPPL TEST SCORING SCALE

TIME

Source: ACTFL Performance Descriptors for Language Learners 2012

STUDENT PROFICIENCY REPORT

¡  Communicates proficiency, or what the students can do with the language.

¡  Follows the national ACTFL standards (American Council of Teachers of Foreign Languages) used across the nation to communicate language proficiency.

¡  http://actflproficiencyguidelines2012.org/

QUESTIONS & ANSWERS

AAPPL TEST RESULTS