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World Language Immersion Pathways

World Language Immersion Pathways. Lafayette Parish School System. Goals of immersion. Characteristics of immersion. Additive bilingualism Content instruction in target language at least 60 % of the school day Teachers fully proficient in the language they use for instruction

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World Language Immersion Pathways

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  1. World Language Immersion Pathways Lafayette Parish School System

  2. Goals of immersion

  3. Characteristics of immersion • Additive bilingualism • Content instruction in target language at least 60% of the school day • Teachers fully proficient in the language they use for instruction • Strong support for the majority language in the community at large • Clear and sustained separation of languages during instructional time

  4. Immersion Models • Early Immersion √ • Late immersion √ • Partial Immersion √ • Total Immersion √ • One-way immersion √ • Two-way immersion √

  5. Immersion Facts Immersion is not a « program », a special course, or an add-on. It is a pathway, a different way to educate students in the same content as their non-immersion peers. “We are going to the same place, we are simply using a different route.”

  6. Immersion Student Population Source: the Picard Center

  7. Academic results in Immersion Source: the Picard Center: Preliminary Results

  8. Academic results in Immersion Source: Picard Center: Preliminary results

  9. Where we are now 2015 2014 2016

  10. What the Community Thinks • In favor of immersion in general • Specifically in favor of immersion • Beginning in Pre-K • In a stand alone school setting • In a Pre-K through 8th grade stand alone setting • Continuing in high school “I’d enroll him anyway!” (anonymous) Sources: Phone survey / Internet survey / Fall Frenzy survey

  11. ManagingComplexChange

  12. How to get there Graphics by the Picard Center

  13. How to get there Graphics by the Picard Center

  14. How to get there Graphics by the Picard Center

  15. How to get there Graphics by the Picard Center

  16. Rezoning issues • Rezoning Myrtle Place (phase 1- Year 1): 206 students (includes 28 Special Education students) • Rezoning Lafayette Middle (phase 2 – Year 4): 400 mid. school students mainly from Boucher & SJM

  17. Budget issues: facilities Phase One: Years 1 – 3 • Opening Spanish and Chinese immersion at Plantation • Rezoning Myrtle • Expanding at Prairie, Evangeline, and Lafayette High

  18. Budget issues: facilities Phase Two: Years 4 – 6 • Transforming Boucher and SJM into PreK-8 sites • Transforming Prairie into two sites (immersion/non immersion) PreK-5th gr or PreK-8th grade • Transforming Evangeline and Acadian into two sites (immersion/non immersion) PreK-5th gr or PreK-8th grade • Opening new school on the south side • Opening ULL/LPSS international high school

  19. Budget issues: Salaries Current immersion setting: 3 teachers for 2 sections + + = + Consolidated and larger setting: 4 teachers for 3 sections + + + = + +

  20. Budget issues: Salaries • Foreign Associate Teachers (FATs) have a fixed salary between $43,000 and $45,000 • Most do not contribute into TRSL for the first two years of their stay (24.5% of a salary) • LPSS receives $20,000 per FAT above and beyond MFP allocation (J1 and H1 B visas) • LPSS will receive the same $20,000 for any local “Escadrille Louisiane” graduate In many cases, 1 teacher = $23,000 yearly salary cost

  21. Budget issues: Transportation • Consolidating at Myrtle will have limited effects on transportation • Moving middle school immersion to LMS site will make immersion more central than at current PBMS site • Opening new sites on the south side will reduce transportation needs

  22. Priceless improvements • Increased student opportunities • Increased student exposure to the target languages • Increased program efficiency • Increased teacher efficacy • Increased administrator efficacy • Increased student achievement • Increased visibility of the pathways • Invaluable research • Public satisfaction

  23. Taskforce participants • Legislators • School Board Members • Immersion Parents • ULL • Picard Center • LDOE • French Community • Hispanic Community • Chinese Community • Immersion Teachers • Immersion Administrators • Central Office Personnel

  24. French and Beyond LDOE & CODOFIL Campaign – Graphics by Megan Barra

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