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Report to the F-CAP Consortium on the K/1-9 Pipeline June, 2013 Ann Tollefson

Report to the F-CAP Consortium on the K/1-9 Pipeline June, 2013 Ann Tollefson. What we said we would do :. Create model articulated pathways • K /1-9 I mmersion Pathway • Secondary Early Start Pathway for grades 6 /7-12 • Secondary Late Start Pathway for grades 9 /10-12 .

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Report to the F-CAP Consortium on the K/1-9 Pipeline June, 2013 Ann Tollefson

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  1. Reportto the F-CAP Consortium on the K/1-9 Pipeline June, 2013 Ann Tollefson

  2. What we said we would do: • Createmodel articulated pathways • K/1-9 Immersion Pathway • Secondary Early Start Pathway for grades 6/7-12 • Secondary Late Start Pathway for grades 9/10-12

  3. For Each Pipeline: • Develop and share research, curriculum, curricular materials and other supports. -Curriculum frameworks with targeted proficiency levels for each grade. – Curricular and other supporting materials.

  4. We also said we would: 3) Work as a consortium to develop and implement a strong professional development program for teachers in the Flagship pipelines.

  5. We also said we would: 4) Establish an infrastructure to support and expand the Flagship consortium. - Management - Coordination - Communication - Dissemination

  6. We also said we would: Take advantage of this unique opportunity to collect data on large numbers of students to inform and report on: • student progress • program improvement • research • reporting on F-CAP

  7. And last, we said we would: 5) Establish K-16 partnerships to enhance the numbers and quality of students entering the Flagships. • Flagship outreach • Development of diagnostic placement assessments to articulate K-16

  8. Ways of Looking at F-CAP

  9. The Center: Proficiency • Target Proficiency goals with benchmarks defined for each grade level K-12 • Backward curriculum mapping • Proficiency testing • Data-driven decision making

  10. Ways of Looking at F-CAP

  11. Unparalleled Scope Demographics: Urban Rural East West North South Liberal Conservative K-12 Higher Ed

  12. Unparalleled Scope 40% of the states

  13. So we have scope……. But what is our SUBSTANCE? What are our DELIVERABLES?

  14. Substance of F-CAP Mentoring Assessment Curriculum ProfessionalDevelopment Teacher Recruitment Materials Certification ProficiencyTargets Visa Process

  15. The Contents of the Box- PROFICIENCY TARGETS Developed and being tested for every grade level K-9 in every DLI language.

  16. The Contents of the Box- CURRICULUM Curriculum for Teaching Other Content Areas • Transitioning to Common Core • Materials being translated to support CC (completed through grade 4)

  17. The Contents of the Box- CURRICULUM 2) Literacy Curriculum in the Target Language • articulated • with lesson plans • with scripts for beginning teachers

  18. URL for Chinese DLI utahchineseimmersion.org Passwords available for consortium members.

  19. The Contents of the Box- CURRICULUM Articulation between elementary and secondary programs- In year two of this grant, we piloted the middle-school literacy portion of the pipeline.

  20. Materials to Support Curriculum • Identified for every language • Collaboration continues with textbook publishers

  21. Assessment State Tests in Content Areas 3rd graders tested in math and English literacy

  22. Assessment Language Literacy Assessment-The AAPPL 291 4th grade students participated in the pilot assessment.

  23. HELP! STAFFING! • Teacher recruitment and orientation • Visas for visiting teachers • Alternative route to certification

  24. Professional Development Support for DLI Schools AUDII FREE TO ALL CONSORTIUM MEMBERS • Information, Training and Networking for • Language immersion teachers • English teaching partners • Principals and other administrators

  25. Ways of Looking at F-CAP

  26. Significance: Numbers

  27. h 8 17 28 Utah Chinese DLI

  28. Chinese DLI Programs by State- 2014 • Utah- 28 • California-6 • Delaware-4 • S. Carolina-4 • Arizona-2 • Texas-2 • Georgia-1 • Idaho-1 • Illinois-1 • Michigan-1 • Oklahoma-1 • Oregon-1 • Wyoming-1 Total- 53 Programs in 13 states Over 5,000 children

  29. Significance: Deliverables

  30. Significance: Place in K-12 Education

  31. Ways of Looking at F-CAP

  32. Sustainability: Politically Savvy - sold on economics -50% of day in English- calms fears of parents - won’t have to replace teachers-calms fears of teachers - Keeping an English track preserves the neighborhood schools

  33. Sustainability: Politically Savvy - Research shows dual language is the best way to learn a second language - Research shows/ will show that DLI helps kids in other intellectual and educational skills - CHEAP!

  34. Sustainability: Language in a Box • Almost everything any school or district needs • Can be adapted to fit any situation

  35. Sustainability When we graduate thousands of students who are professionally competent in their chosen field, our program will become the norm in this nation.

  36. THEY’RE WATCHING US!

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