utah's k-16 lens

Utah STATEOFFICEof% Education

DLI Advisory Council March 23, 2015

Utah DLI Program Fidelity Assurances

Lois Lovell

Utah English DLI Director

Jamie Leite Utah Portuguese DLI Director

How do we ensure program quality in dual language immersion?

Particularly with the Utah model in five languages, 118 schools,

and 22 school districts?

Total of NINE Assurances

•  Some assurances relate to the program level and some relate to the classroom level, but all are important for administrators to know.

•  Today, we will focus on four.

Assurance #1

1.   50/50 instructional model with triangulation among:

-Subjects taught according to grade level pie chart

-use of adopted materials by the state

-ensuring minimum number of minutes in core subjects

Dual Language Immersion Instructional Time : Grades 1-3

Math in Target Language(20%)

English L.A.

Math in Target

Language

Target

Language

Literacy

Content Areas in

Target Language

(Social Studies, Science,

P.E., Art, Health

and Music)

Math &

Content Areas

Reinforcement

in English

Content Areas in Target Language(15%)

Target Language Literacy(15%)

English L.A.(35%)

Math and Content AreasReinforcement in English(15%)

UTAH DUAL LANGUAGE IMMERSIONProviding a world of opportunities for students.

Assurance #3

3.   Separation of Languages

• Target language teachers: •  communicate in the target language in

the classroom at all times and in front of students in all school environments

• may only deliver instruction to students participating in the dual language immersion program

Assurance #5

5.   Summative and Formative Assessments

• Schools and districts conduct annual AAPPL testing in grades 3 – 8.

• Student Proficiency Reports are given during Parent Teacher Conferences.

Parent Teacher Conferences

•  Do conferences together as a team. • Celebration in the Target Language • Review Performance Levels and Data • Discuss Areas of Focus • Goal Setting

•  If the language teacher needs to talk to parents, send the student out of the room.

•  Throughout the conference the fundamental principle of the separation of languages is demonstrated.

Assurance #6

6.   Collaboration

• English and target language teachers collaborate as a DLI partnership on a weekly basis.

Protect the Target Language

These assurances aim to protect the target language amid a busy school schedule.

Utah DLI Program Fidelity Assurances

Jamie Leite Utah Portuguese DLI Director

jamieleite@gmail.com

Lois Lovell Utah English DLI Director

lois.lovell17@gmail.com

PROFICIENCY FOR PRINCIPALS

Brandee Mau

Utah German & Russian DLI Director

WHAT SHOULD YOU SEE AND HEAR IN A DLI CLASSROOM?

SEE…..

•  VISUALS •  BODY LANGUAGE •  FOCUSED

VOCABULARY

COMPREHENSIBLE INPUT

engagement, structure, routines

….HEAR….

…HEAR…FROM THE STUDENTS…

words - novice low

phrases - Novice mid

sentences - Novice high

strings of sentences - Intermediate low

paragraphs - Intermediate mid/high

STUDENT PROFICIENCY REPORT

Student Proficiency Report

Proficiency for Principals

Brandee Mau Utah German & Russian DLI Director

brandee.mau@gmail.com

WHAT TO LOOK FOR WHEN

HIRING DLI TEACHERS Stacy Lyon

Utah Chinese DLI Director

Ofelia G. Wade

Utah Spanish DLI Director

The most

important

task of a

principal

is ….

The Most Important Task of a Principal is…

to ensure that a high quality teacher is in every classroom every day.

Teachers Make a Difference

•  Students assigned to 3 highly effective teachers in a row earned as much as 50 percentile points higher on standardized tests than students who were assigned to 3 ineffective teachers (Sanders & Rivers, 1996).

•  Highly effective teachers can offset the disadvantages associated with poverty, thereby closing the achievement gap (Rivkin, Hanushek, & Kain, 2005)

Five Discriminating Characteristics of Effective DLI Teachers

What tools do we have to help us

obtain evidence about these discriminating characteristics?

What criteria do we use to evaluate the evidence?

What to Look for When Hiring DLI Teachers

Stacy Lyon Utah Chinese DLI Director

stacy_43@msn.com

Ofelia Wade Utah Spanish DLI Director

ofelia.wade@gmail.com

Utah’s Secondary DLI Continuation Courses:

the K-16 lens

Jill Landes-Lee L2TReC College of humanities

1.  Utah’s K-16 program model

2.  DLI Continuation Courses in grades 7-8 (DLI 3H & DLI 4H and Culture and Media)

3.  The link between grades 7 and 8 and the successful completion of the AP Language and Culture course

4.  High School Bridge Project courses

L2TReC College of humanities

Partnership

Utah’s K-16 lens

Current 6th graders

Graduating Class of 2022 !

Utah’s K-16 lens

Current 6th graders

Graduating Class of 2022 !

Utah’s K-16 lens

Current 6th graders

Graduating Class of 2022 !

Utah’s K-16 lens

Current 6th graders

Graduating Class of 2022 !

Utah’s DLI Model

Grades K-6: Focus on acquiring a broad base of content area language and vocabulary

Utah’s DLI

Grades 7-8: Focus on cognition skills and on deepening cultural competencies

Utah’s DLI

Grades 7-8: Focus on cognition skills and on deepening cultural competencies

THINK… CONNECT ANALYZE DESCRIBE COMPARE NARRATE

Utah’s DLI

Integration of cross-disciplinary topics

Grade 7-8 Courses Courses

Utah’s DLI

Grade 9: AP Language & Culture Exam

Program Articulation

Grades 10-12

Grades 10-12: Focus on application of language into global career opportunities, building global competency

Grades 10-12

Grades 10-12

•  Upper division (3000) language courses •  1 course / 3 credits per year •  Take up to 9 credits in HS (2 courses shy

of a minor in the language of study

Bridge Project Consortium

K-16

Career choice 2 languages 2+ cultures Multiple language communities Multiple countries

Utah’s Secondary DLI Continuation Courses:

the K-16 lens

Jill Landes-Lee jill.landes-lee@utah.edu

L2TReC

College of humanities