Utah's K-16 lens
Transcript of Utah's K-16 lens
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Utah STATEOFFICEof% Education
DLI Advisory Council March 23, 2015
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Utah DLI Program Fidelity Assurances
Lois Lovell
Utah English DLI Director
Jamie Leite Utah Portuguese DLI Director
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How do we ensure program quality in dual language immersion?
Particularly with the Utah model in five languages, 118 schools,
and 22 school districts?
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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.
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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
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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.
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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
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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.
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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.
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Assurance #6
6. Collaboration
• English and target language teachers collaborate as a DLI partnership on a weekly basis.
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Protect the Target Language
These assurances aim to protect the target language amid a busy school schedule.
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Utah DLI Program Fidelity Assurances
Jamie Leite Utah Portuguese DLI Director
Lois Lovell Utah English DLI Director
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PROFICIENCY FOR PRINCIPALS
Brandee Mau
Utah German & Russian DLI Director
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WHAT SHOULD YOU SEE AND HEAR IN A DLI CLASSROOM?
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SEE…..
• VISUALS • BODY LANGUAGE • FOCUSED
VOCABULARY
COMPREHENSIBLE INPUT
engagement, structure, routines
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….HEAR….
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…HEAR…FROM THE STUDENTS…
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words - novice low
phrases - Novice mid
sentences - Novice high
strings of sentences - Intermediate low
paragraphs - Intermediate mid/high
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STUDENT PROFICIENCY REPORT
Student Proficiency Report
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WHAT TO LOOK FOR WHEN
HIRING DLI TEACHERS Stacy Lyon
Utah Chinese DLI Director
Ofelia G. Wade
Utah Spanish DLI Director
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The most
important
task of a
principal
is ….
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The Most Important Task of a Principal is…
to ensure that a high quality teacher is in every classroom every day.
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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)
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Five Discriminating Characteristics of Effective DLI Teachers
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What tools do we have to help us
obtain evidence about these discriminating characteristics?
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What criteria do we use to evaluate the evidence?
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What to Look for When Hiring DLI Teachers
Stacy Lyon Utah Chinese DLI Director
Ofelia Wade Utah Spanish DLI Director
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Utah’s Secondary DLI Continuation Courses:
the K-16 lens
Jill Landes-Lee L2TReC College of humanities
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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
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Utah’s K-16 lens
Current 6th graders
Graduating Class of 2022 !
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Utah’s K-16 lens
Current 6th graders
Graduating Class of 2022 !
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Utah’s K-16 lens
Current 6th graders
Graduating Class of 2022 !
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Utah’s K-16 lens
Current 6th graders
Graduating Class of 2022 !
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Utah’s DLI Model
Grades K-6: Focus on acquiring a broad base of content area language and vocabulary
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Utah’s DLI
Grades 7-8: Focus on cognition skills and on deepening cultural competencies
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Utah’s DLI
Grades 7-8: Focus on cognition skills and on deepening cultural competencies
THINK… CONNECT ANALYZE DESCRIBE COMPARE NARRATE
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Utah’s DLI
Integration of cross-disciplinary topics
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Grade 7-8 Courses Courses
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Utah’s DLI
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Grade 9: AP Language & Culture Exam
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Program Articulation
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Grades 10-12
Grades 10-12: Focus on application of language into global career opportunities, building global competency
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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
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Bridge Project Consortium
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K-16
Career choice 2 languages 2+ cultures Multiple language communities Multiple countries
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Utah’s Secondary DLI Continuation Courses:
the K-16 lens
Jill Landes-Lee [email protected]
L2TReC
College of humanities