National Chinese Language ConferenceApril 12-14, 2012

Presenters:Yu-Lan Lin, Gail Wang & Mary Cazabon

Goals Sharing, reviewing, discussing and critiquing

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Boston Public Schools FLAP Team

1. Increase Students’ Mandarin

Proficiency

2. Increase Teacher Mastery

4. Create fully articulated curriculum units5. Create reflective systems feedback for teachers

and students.

Measurable Objectives

Expected Outcomes

1. FLAP Goals (K-12)

3. Increase accelerated course offerings (secondary)

Boston Jiayou FLAP Activities

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BostonFLAP

3 YR Professional Development

Plan3 YR

Curriculum. Development& Assessment

ImprovedStudent

Learning

DVDSeries

Product/Process

Evaluation

Mandarin AP &

College Level

Classes

How can comparisons be made between the “known” and the “new”?

Jiayou Units

Overview: Building on BPS Chinese Thematic Curriculum Units

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What kinds of lessons and practices are needed to master key performances?

How do we get

there?

MA Foreign Language Curriculum Frameworks

American Council of Teachers of Foreign Languages (ACTFL)

Infusion of MA Content Curriculum Frameworks Curriculum

Incorporates listening, speaking, reading and writing & 5 C’s

K-12

BPS FLAP Themes

K-12 Articulation Benchmarks

Multiple Entry Articulation Chart

Theme: MyselfStage I ( for ES)

Proficiency Benchmarks

Stage I –Low Stage I –Mid Stage I- High

Text Type Single wordIsolated words

-Single wordWords-Memorized phrases-Simple sentences

-Mostly short sentences-A string of short sentences-Use a few cohesive devises

Language Functions

Greet and respond to greetingsCount 0-20

State one’s name and grade

Ask and answer simple questions

Example

BPS Recursive Cycle Design Process

Teacher Professional Development

Professional Development in Action!

http://bpsjiayou.wikispaces.com/

BPS Chinese Jiayou FLAP Program

Language ProficiencyCommon Formative Assessments

Grades Test A Test B

K-4 Oral Oral

5-8 Part 1: OralPart 2: Literacy

Under development

9-12 Part 1: OralPart 2: Literacy

Under development

Assessment: K-4/5-8/9-12 (Interpersonal Communication)

• K-4: “ 你叫什么名字？” “你几岁？”

• 5-8: “ 你住在哪里？” “你的好朋友是谁？”

• 9-12: 你的爱好是什么？ 你最喜欢的课是什么？为什么？ 你为什么学中文？ 你为什么想到中国学习？

Assessment: Gr. 9-12

Assessment : Gr. 9-12

HIGHLIGHTS FROM EVALUATION

Sampling of K-4 Students

LET’S EXAMINE DATA IN MULTIPLE WAYS BY COHORTS OF STUDENTS

Sample Target Data for Performance

• Cohort A: 85% of 53 students in grades 11/12 (who started Mandarin Program in Kindergarten) will reach pre-advanced level.

• Cohort B: 85% of 25 students in grades 11/12 (who started Mandarin Program in 7th & 8th grade) will reach intermediate mid-high level.

• Cohort C: 85% of 105 students in grade 5 (who started Mandarin Program in Kindergarten) will reach Novice High level.

October 2011 Results Cohort A: K-12

 

Forty-five students representing 85% of 53 students in total who have completed a fully articulated Chinese program from kindergarten through grades 11 and 12 achieved Intermediate to Advanced levels in Chinese proficiency as measured by TSOR. Cohort A reached target proficiency.

October 2011 Results Cohort B: Gr. 7-12

 

Fourteen students representing 56% of 25 students in total who have completed a fully articulated Chinese program from grades 7/8 through grades 11 and 12 achieved Intermediate to Advanced levels in Chinese proficiency as measured by TSOR. Cohort B did not reach target proficiency.

October 2011 Results Cohort C: Gr. K-5

 

Seventy-five students representing 71% of 105 students in total who have completed a fully articulated Chinese program from grades Kindergarten through grade 8 achieved Novice High or higher levels in Chinese proficiency as measured by TSOR. Cohort C did not reach target proficiency.

BPS Recursive Cycle Design Process