utah's k-16 lens
TRANSCRIPT
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
Lois Lovell Utah English DLI Director
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
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
Ofelia Wade Utah Spanish DLI Director
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 [email protected]
L2TReC
College of humanities