2014 Immersion Informational Meeting

1. 2014 Immersion Informational Meeting

2. Academic Performance Index 2013/2014 902

3. English Language Arts CST Scores

4. The Curriculum Framework should be able to : • Promote communicative competence • Promote functional use of language • Connect text with meaningful real-world experience • Align instruction across the grade levels • Align newly implemented Common Core Standards • http://vimeo.com/51933492

5. Mandarin Chinese Dual Language ImmersionBenchmark/Language Proficiency Goals

6. ACFTL Proficiency Guidelines and Targeted Outcomes for Barnard Mandarin Immersion Program K-12 • ACFTL Proficiency Guidelines • http://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/english

7. Barnard Asian Pacific Language Academy Mandarin Literacy Expectations - by June 2014

8. Barnard Asian Pacific Language Academy Mandarin Literacy Expectations - by June 2014

9. Barnard Asian Pacific Language Academy Mandarin Literacy Expectations - by June 2014

10. Barnard Asian Pacific Language Academy Mandarin Literacy Expectations - by June 2014

12. First Grade Social Studies Framework

13. Fourth Grade Mandarin Literacy

14. Kindergarten Science Framework

15. Program Model • Barnard is a one way Dual Language Immersion Program Implemented in 2011. • Distinguishing Characteristics of One-way (Foreign Language) Immersion Programs • Student population consists of majority language speakers with limited to no proficiency in the immersion (minority) language, e.g., English speakers in U.S. schools • Exposure to the immersion language takes place primarily in the classroom and school

16. Immersion Model Barnard Kindergarden 80% Mandarin, 20% English Grades 1 - 4 50% Mandarin, 50% English Grades 5-- 6 Foreign Language Program 15% Mandarin 85% English All Coursework includes Mandarin Language Arts English Language Arts Social Studies Math Science Music Art Grades 5-6 will become dedicated 50/50 immersion model in 2015/2016 school year

17. Barnard Program Model Continued • Benefits of the 50/50 Instructional Model • Maintain clear separation of languages: students have the best language models for Mandarin and English. • Preserves English teacher positions • Core curricular areas taught in Mandarin: over time students will develop the academic language needed to be successful • Parallel development of literacy in both Mandarin and English • Shared, collaborative responsibility for academic development • Facilitates potential for transfer of concepts and knowledge from one language to another

18. Teacher Recruitment • All Barnard Mandarin Chinese Teachers are qualified California Credentialed Teachers. • Extensive Interviewing Process which involves all stakeholders • How do we recruit qualified Mandarin Teachers?

19. Additional Classroom Support • Since 2009 to present day, 27 intern and guest teachers abroad have supported and supplemented our Mandarin Chinese program through International Partnerships which include China, Taiwan, and Korea. • 2.3 Million Dollars in labor cost savings • 85K average teacher salary in SDUSD which includes benefits

20. Teacher Support • Monthly Professional Learning Community • Mandarin Chinese Professional Development • Collaborative Planning • Specialized Conferences • School Visitations • Product Development to supplement curriculum • Networking opportunity with other teachers around the country

21. How Do We Meet the Needs of All Students?

22. Rigorous, standards aligned, innovative curriculum through Professional Developments • Incorporating teaching strategies that work (eg.TPRS) • Differentiated Instructions for Differentiated Learners • Intervention strategies for struggling students

23. Immersion Configuration Scenario 1

24. Immersion Configuration Scenario 2

25. Next Steps • Mandarin Immersion/Curriculum Meeting will be held three times a year. • Easy accessibility and updated information on website • http://www.barnardelementary.com/apps/pages/index.jsp?uREC_ID=245857&type=d&pREC_ID=567385 • Detailed Curriculum • Scope and Sequence • Expectationsin Oral Proficiency, Listening, Reading, and Writing for each grade level under the guidelines of ACFTL

26. Next Steps Continued • Parent Resources • Field trips observations to other Mandarin Schools • Useful links on Mandarin Education • Utilizing SDCOE Office of Language Acquisition Program/Mandarin • Mandarin Immersion Parents Network

27. Next Steps Continued • MB Cluster School Collaboration for Mandarin Implementation Plan • Mandarin Resource Teacher/Coordinator to support our growing program • Continue to Network with Mandarin Immersion Schools and experts around the country to gain “Best Practice”

28. Next Steps for Supplemental Materials • Creating a nook in the library for Mandarin, Korean, and Japanese books for check out. • Building an array of guided reading supplemental Mandarin books for teachers.

29. Mandarin Immersion Links for Parents • http://miparentscouncil.org/faq/ • http://mandarin.sdcoe.net/ • http://www.mandarininstitute.org/ • http://english.hanban.org/node_7719.htm • http://www.chinesecio.com/ • http://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012

30. Questions • If you have further questions, please contact • Mr. Edward Park at epark1@sandi.net • Nicole Levinson at nlippert@sandi.net • Bonny Sobieck, Administrative Assistant at bsobieck@sandi.net to set up appointments • School Phone Number 858 800-5700 Thank You and XieXie!