Dual Language Immersion Parent Meeting 9.10.13

7/29/2019 Dual Language Immersion Parent Meeting 9.10.13

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Draper Elementary

Dual Language ImmersionParent Meeting

September 10, 2013


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Utahs Model for

High QualityImmersion Instruction

Program Overview


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WHAT WE TEACH

MATH SCIENCE &

SOCIAL

STUDIES

CHINESELITERACY


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WHEN WE TEACH:

GRADES K-3


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WHEN WE TEACH:

GRADES 4-5Math& Science in Target Language.

Music, Art, P.E., Health in both

(25%)

Target Language Literacy

(25%)

English L.A.

(25%)

Math & Social Studies in English.Music, Art, P.E., Health in both

(25%)

English L.A.

Math

& Science in

Target Language.Music, Art, P.E.,

Health in both

Math &

Social Studies

in English.Music, Art, P.E.,

Health in both

Target

Language

Literacy


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MATH CURRICULUM:

GRADES K-3PEARSON enVision MATH,Grades K-3, Chinese Editions

EveryDay CountsCalendar Math


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MATH CURRICULUM:

GRADES 4-5

PEARSON enVision MATH,Practice Sheets in Chinese

English L.A.

Math &Social Studies

in English.

Music, Art, P.E.,

Health in both

English L.A.

(25%)

Math & Social Studies in English.

Music, Art, P.E., Health in both

(25%)

:


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INTERCONNECTIONS:

SOCIAL STUDIES AND SCIENCE

GRADES 1-3

Interconnections is a curriculum written specifically for ourprogram that combines social studies and science lessons.

There is no textbook for Interconnections, only lesson planswritten by the Utah State Office of Education duallanguage immersion teams.

Interconnections isnt taught every day, and some lessonscan take several days to complete.

Interconnections is the curriculum area where teachers havemore opportunity to give students social language, an

important part of Chinese language learning and literacy.


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UTAHs CURRICULUM

SUPPORT TEXTBOOKS and WORKBOOKS

Math, Chinese Literacy SCRIPTED LESSON PLANS

Math, Interconnections, Chinese Literacy SOCIAL NETWORKING

Utah Chinese Dual Language Immersion Officialwebsite and Teachers Forum


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Utahs Model for


Program Non-Negotiables


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State and School

Non-Negotiables The district or state mandated curriculum

objectives drive immersion instruction

Utah DLI materials are used for targetlanguage literacy development


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State and School

Non-Negotiables

Chinese language teachers andadults in the room use no Englishin the Chinese language classroom.

Students speakonly the targetlanguage during immersion time.* *Grade 1 by January


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How do these program

non-negotiables affect our

school structure? Volunteers - coordinated through the English teacher

Fluent Mandarin speakers may assist in classroom Class parties combined and held in a shared space so that

English isnt spoken in the Chinese classroom

Gym, cafeteria, library, kiva Shared communication to parents from both English and

Chinese teachers

Specials - In an effort to ease possible segregation of DLI andnon-DLI students, students within a grade level are

heterogeneous (mixed up) for Computer, PE, Music, Art, and

Library classes


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Utahs Model for


Features of Instruction


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Instruction:

Comprehensible Input

Teachers make themselves understood using

Visual supports (body language, objects,concrete experience, pictures etc.)

Context (advance organizers, backgroundknowledge, stories)

Language(paraphrase, explanation, definition)


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Instruction:

Interaction and Output Students talk frequently with peers Students are asked questions that require

more than a one-word or phrase response

Students interact in tasks that promoteextended language use

Students communicate academic informationthrough print (writing)


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Instruction:

Student Engagement Instruction is cognitively engaging and

demanding.

Teachers consistently involve as manystudents as much of the time as possible.

Students demonstrate on-task behaviors.


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Instruction:

Daily SchedulesA/B days Example:

A day: student starts the day in Chinese, switches at lunch, ends the dayin English

B day: student starts the day in English (where she left off the daybefore), switches at lunch, ends the day in Chinese

Benefits

Allows for fewer transitions and less loss of instructional time Allows for greater equalization between time in each language 50/50

model of instruction

Facilitates continuity of instruction picking up where we left off


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ResearchPast, Present & Future

University of UtahDr. Johanna Watzinger-Tharp

Dr. Kristin Swenson


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National Context:

State-Level Dual Immersion Education

Immersion Education State Leaders in the U.S. Hawaii: Indigenous Revitalization Immersion California, Louisiana, Minnesota, N. Carolina, Oregon,

Utah, Virginia: One-way Foreign/World LanguageImmersion

California, Florida, Illinois, Massachusetts, New Mexico,Oregon, Texas: Two-way Bilingual Immersion


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Source: Center for Applied Linguistics (2011). Directory of foreign language immersion programs in U.S.schools. Retrieved October 22, 2012, from http://www.cal.org/resources/immersion/.


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National Context:

Immersion Education Research Areas

Program DesignoOutcomes of immersion program types (90/10, 50/50; one-

way, two-way)

oArticulation from elementary, secondary, to postsecondarylevels

oInteraction between programs and external factors Instruc)onoTeachereduca*on&creden*alsoEffec*venessoLanguageproficiency


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ImmersionEduca*onResearchAreas(con*nued)

StudentsoDemographics (e.g. socioeconomics, native language, ethnicity)oL1 & L2 use inside/outside the classroomo

Attitudes and motivation

OutcomesoAcademiccontentachievement(reading,math)oSociolinguis*c,socioculturalandinterculturalcompetenciesoBi-/mul*literacy&bi-/mul*culturalism


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Initial Set of Questions Answered through this

Preliminary Research

How do the school demographics (i.e., race,income, language proficiency and mobility)

associated with DLI programs change overtime?

How do DLI schools differ demographicallyand academically from non-DLI schools?


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Initial Set of Questions Answered through this

Preliminary Research (continued)

How are student level demographics andacademics related to participation in DLI

programs?

How does DLI participation impactacademic learning?

To what extent do student demographicsaffect academic outcomes for immersion

students?


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Methods - School Samples All schools that had with DLI programs by the 2012-2013school year were included in the sample used to answer the

school demographics research question, provided the schoolhad begun with the Utah Model.o 2007, N=5o 2008, N=9o 2009, N=28o 2010, N=44o 2011, N=51o 2012, N=68 (we had incomplete data for four schools so they were not included in

analysis)

Schools that had third grade students in DLI programs in the2011-2012 school year were included in the sample used toanswer the student demographic and student achievementresearch questions (N=17).


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Results - How do the school-level demographics

associated with DLI programs change over time?

BlahBlah

Blah

6or more programs

3, 4, or 5 programs

1 or 2 programs

Approximately 90percent of all

students are in

districts that have DLI

programs.

Districts with DLI

programs are the most

urban districts in Utah

(chart from 2011-2012

school year) but newdistricts are being added

each year.


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Results - How do the DLI and non-DLI school

demographics differ over time?

2008

(8 Dual Immersion Schools)2010

(44 Dual Immersion Schools)*2012

(68 Dual Immersion Schools)

Demographic

DLISchool

Average

Non-DISchool

Average

Was thedifference

significant

?

DLISchool

Average

Non-DISchool

Average

Was thedifference

significant?

DLISchool

Average

Non-DISchool

Average

Was thedifference

significant?

PercentageELL

15% 9% NO 12% 9% NO 12% 9% NO

Percentage

FRL

32% 37% NO 37% 41% NO 38% 41% NO

PercentageMobility

19% 26% Marginal 18% 21% YES 18% 22% YES

PercentageWhite

70% 72% NO 78% 75% NO 76% 78% NO

Number ofStudents

658 547 YES 741 553 YES 753 544 YES

*2012 percentages taken from 2011 data Note: only schools that began the dual immersion program by implementing the Utah Model included in analysis

DLI schools have consistently been larger than average schoolswith lower than average student mobility rates.


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Methods - Student Sample

Students in the third grade in the 2011-2012 school year wereincluded to answer the student demographics researchquestion (N=1,863).

Students from that cohort who were enrolled in the sameschool from the first through the third grades were included toanswer the student achievement research questions (N=1347).

o78 of the 668 DLI students were excludedbecause of mobility (12 percent)

o438 of the 1195 non-DLI students wereexcluded because of mobility (37 percent)

M h d A d i A hi


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Methods - Academic Achievement

Measure

Student achievement was measured using Criterion-Referenced Tests (CRTs) in English Language Arts (ELA) and

Mathematics.

The Utah State Office of Education administers these CRTsto all Utah students (grades 3-11) in the spring of each year.

Scaled scores range from 130 through 190 with a mean of 160and a standard deviation of 10.

oStudents from schools included in our analysis outperformedtheir statewide peers:

ELA mean =167, std. deviation= 11 Math mean = 167, std. deviation = 12


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Results - How are student level demographics and

academics related to participation in DLI programs?

169.01

164.13

Dual Immersion Non-Dual Immersion

English Language Arts CRTScores 168.58

164.35

Dual Immersion Non-DI

Math CRT Scores

Academic Indicator Percent of DLI students indemographic group (n)

Percent of non-DLIstudents in demographic

group (n)

Chi-Square

P-value Significant?

On reading level 81.1% (535) 68.4% (784) 34.023


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Results - How does dual language immersion

affect academic learning?

Even after removing students who did not remain in the same schoolbetween first and third grades, mean differences in scores could not bedirectly compared. One reason was that demographic differences stillexisted between the two groups.

We must also assume non-demographic differences between parentswho opt for DLI education and those who do not, and non-demographic differences between DLI and non-DLI students.

5.8

14.5

Dual

Immersion

Non-Dual

Immersion

Percentageo

f

StudentsinSpecialSpecial Education

34.9

43.3

Dual

Immersion

Non-Dual

Immersion

Percentageof

S

tudentsreceivin

g

Low Income Homes


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Results - How is DLI participation related to

academic learning?

To compare the two groups better, we used scores inEnglish Language Arts (taught in English) as a predictor of

scores in Mathematics (taught in the target language).

We also used the following student level covariates: gender,mobility, race, English proficiency, family income, and

special education status.

With the covariates statistically controlled, we found NODIFFERENCE in math scores between students taught

in DLI Programs and students not taught in DLI

Programs.


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Results What does it mean to say there is NO

DIFFERENCE in academic learning?

Based on demographics and English scores, we predictedDLI students to score an average of 169 and the non-DLI

students to score an average of 165.5 on the math test.

169.02

165.46

168.94

165.53

163

164

165

166167

168

169

170

Dual Immersion Non-Dual

Immersion

MathCRT

Scores

Predicted and Actual Values onMathematics CRTs

Predicted

Actual


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Language Proficiency

Assessment and Research

Results of Mays AAPPL Testing Meeting for 4th & 5th grade parents, Sept. 26 6:00 6:30 at Draper ES


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Utah DLI Programs

State Supports


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For teachers, administrators, and specialists

AUDII August 5-9, 2013Curriculum & Instruction PD (three times

per year) October, February and March

Proficiency PD (once per year)December


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Utah DLI Advisory Council

Administrators, Principals, Instructional SpecialistsMeetings - October, February, April and August


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Parent Resources

For Chinese DLI

Parents & Students


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http://utahchineseimmersion.org/


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http://utahimmersioncouncil.org/


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Parent Resources for Chinese

Supplemental Materials

China Sprout chinasprout.com Choose Simplified Chinese when given a choice

Better Chinese betterchinese.com Student accounts, iPad apps and practice materials


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Dual Language Immersion Parent Meeting 9.10.13

Documents

Transcript of Dual Language Immersion Parent Meeting 9.10.13