Yu-Lan Lin, Gail Wang, Mary Cazabon

1. National Chinese Language Conference
April 12-14, 2012
Presenters:
Yu-Lan Lin, Gail Wang & Mary Cazabon

2. Goals
Sharing, reviewing, discussing and critiquing

3. Boston Public Schools FLAP Team
3

4. 1. FLAP Goals (K-12)
1. Increase
Measurable Students’
Mandarin Expected
Objectives Outcomes
Proficiency
2. Increase Teacher Mastery
3. Increase accelerated course
offerings (secondary)
4. Create fully articulated curriculum units
5. Create reflective systems feedback for teachers
and students.

5. Boston Jiayou FLAP
Activities
Boston
FLAP
3 YR
Professional
Development 3 YR
Pl an Curri cul um.
Development
& Assessment
Mandarin
Improved AP &
DVD Product/
Student Coll ege
Series Process
Learning Level
Classes Eval uation
5

6. Overview: Building on BPS Chinese Thematic Curriculum Units
Incorporates listening, speaking, reading and writing & 5 C’s
e get
do w
How e?
How can ther
comparisons be
made between the Jiayou Units
“known” and the
“new”? K-12
Wh
lesson at kinds of
are ne s and pract
e ic
key pe ded to mas es
rforma te
nces? r
MA Foreign Language Curriculum Frameworks
 American Council of Teachers of Foreign Languages (ACTFL)
 Infusion of MA Content Curriculum Frameworks Curriculum
6

7. BPS FLAP Themes

8. K-12 Articulation Benchmarks

9. Multiple Entry Articulation Chart

10. Theme: Myself
Stage I ( for ES)
Proficiency Stage I –Low Stage I –Mid Stage I- High
Benchmarks
Text Type Single word -Single word -Mostly short
Isolated words Words sentences
-Memorized -A string of short
phrases sentences
-Simple -Use a few
sentences cohesive devises
Language Greet and State one’s Ask and answer
Functions respond to name and grade simple questions
greetings
Count 0-20
Example

11. BPS Recursive Cycle Design
Process

12. Teacher Professional
Development

13. Professional Development in
Action!

14. http://bpsjiayou.wikispaces.com/

15. BPS Chinese Jiayou FLAP
Program
Language Proficiency
Common Formative Assessments
Grades Test A Test B
K-4 Oral Oral
5-8 Part 1: Oral Under development
Part 2: Literacy
9-12 Part 1: Oral Under development
Part 2: Literacy

16. 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？

17. Assessment: Gr. 9-12

18. Assessment : Gr. 9-12

19. HIGHLIGHTS FROM
EVALUATION

20. Sampling of K-4 Students

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

22. 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.

23. 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 A: K-12

24. 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 B: Gr. 7-12

25. 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.
October 2011 Results Cohort C: Gr. K-5

28. BPS Recursive Cycle Design
Process