K-12 Immersion Articulation Project

1. K-12 Immersion Articulation Project Fourth Project Report October 14, 2010 For Seattle International Schools Principals and Immersion and World Language Teachers Michele Anciaux Aoki, Ph.D. World Languages Program Supervisor Office of Superintendent of Public Instruction michele.aoki@k12.wa.us

2. Reports to Seattle Schools • April 29, 2010 to Seattle International Schools Principals • August 20, 2010 to Seattle International Schools Principals • October 11, 2010 to Seattle International Schools Immersion and World Language Teachers • October 14, 2010 Update to principals and teachers

3. K-12 Immersion Guidelines *DRAFT* • Topics covered: • Terminology: Dual Language Programs and Immersion Continuation • Developing Immersion Student Proficiency • Curriculum Mapping • Assessment Plan • Reviewed with language teachers 10/11/2010

4. Consensus on Terminology • Dual Immersion • Two-Way (Beacon, Concord Spanish) • One-Way (Denny Spanish) • Mixed (John Stanford Spanish, Japanese; Beacon Chinese) • Immersion Continuation • Middle and High School • Reflects the experience of the cohort of students rather than the structure of the program (See Guidelines for detailed description.)

5. Consensus on Developing Proficiency • Set targets • Describe end-of-year outcomes • Determine functions, forms, and vocabulary • Integrate into content -- Dr. Mimi Met 8/2/2010, Seattle

6. 1. Set Targets • Consensus on Proficiency Targets (adapted from Mimi’s recommendations) • However, maybe focus on %-age of students reaching a target (or higher) rather than a class average (See separate Targets document.)

7. 2. Describe end-of-year outcomes • Use LinguaFolio CanDo statements as the common basis across programs based on Proficiency Targets • Allow for a range (based on the reality of variation of how students develop proficiency) • Share these with parents

8. 3. Determine functions, forms, and vocabulary • Use Portland’s Functions, Forms and Vocabulary as a guide for Spanish and Chinese • Japanese Immersion teachers have already made significant progress in developing their continuum • Share all resources on new http://ssdk12immersion.wikispaces.com/

9. 4. Integrate into content • Use Donna Clementi’s Curriculum Map Template for Seattle Public Schools as unit planning guide • Decide on templates for “big picture” maps that help capture what’s happening across languages, grades, and schools • Share on wikispaces: http://ssdk12immersion.wikispaces.com/

10. (Approaching) Consensus on Assessment Plan • Summative Assessment Options • Oral Proficiency Interviews • ELLOPA, SOPA, COPE (from CAL) – at least sampling • Online Assessments (Reading, Writing, Speaking, Listening) • NOELLA (grades 3-6) & STAMP (7-16) • For 12th graders: ACTFL OPI and WPT? • Formative Assessment Options • ClassPak (from Avant Assessment) • LinguaFolio Online (from CASLS) • Self-Assessment & Goal Setting • LinguaFolio and LinguaFolio Online (See separate Assessment Plan document.)

11. Next Steps: Assessment • Order ClassPak for each language at each International School (teachers share) • Hold training/development sessions to create Formative assessments to use this year (late November/early December?) • Decide on schedule for Summative assessments in the spring • Introduce LinguaFolio for student self-assessment • Consider how to report information to parents (perhaps via LinguaFolio)

12. Next Steps: Curriculum Mapping • Begin sharing maps and resources on http://ssdk12immersion.wikispaces.com/ • Upload work in progress (Japanese Forms, Functions, Vocabulary) • Gather resources from Portland Public Schools: Spanish, Chinese • Schedule follow-on session to continue development of maps