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STAMP Assessment - Overview for Parents

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The STAMP assessment will be administered to APS DLI students in 1st grade and up. We will only administer the listening and speaking portions of the assessment. The results will provide our DLI Spanish teachers with additional evidence of student progress as reviewed by an external evaluator.The STAMP assessment is computer adaptive and will meet the students based on where they are in the language. The STAMP assessment is not based on any textbook, but rather uses real world scenarios to prompt the student. STAMP is valid and reliable as it is based on extensive field testing and expert panels. This is not a test for which students can study.

To assist our parents in understanding the STAMP assessment, we are creating a video that will be posted here soon.

 

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STAMP Assessment

In order to provide our DLI Spanish teachers with additional data for identifying the Spanish proficiency levels of their students, APS will administer the STAMP test for Listening and Speaking in March 2018 for DLI students in grades 1st - 4th. 

Developed by AVANT Assessments, the STAMP 4Se (STAndards-based Measurement of Proficiency), was created by experts in the field to improve language learning outcomes in elementary language programs. STAMP enables teachers to reflect upon their instruction to improve proficiency outcomes and empowers school and district leaders to make decisions on curriculum and teacher training.

The STAMP Se provides real-world content and question types that are appropriate for elementary-aged students. The STAMP Se is administered on the computer and is adaptive, so students feel challenged, but not overwhelmed. The speaking section of the assessment is scored by language experts at AVANT. The results provided by the test will provide the Spanish DLI teachers with some additional data on what their students are able to do with the language as scored by an external evaluator. DLI Spanish teachers will utilize the STAMP results as one piece of data in their determination of assignment of levels on the APS Spanish Proficiency Report.

Parents can obtain more information about the STAMP Se assessment at https://avantassessment.com/stamp4se

 

 

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Dual Language Programs Explained

 

 

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Proficiency Reports

APS will begin implementing language proficiency reports in 2017-2018. These reports will assist teachers in communicating student performance relative to language proficiency targets for each language domain: listening, speaking, reading, and writing. Reports will be sent home in May.

Kindergarten: Download DLI-SPR - Kindergarten 2017-2018 - English

1st grade: Download DLI-SPR - Grade 1 2017-2018 - English

2nd grade: Download DLI-SPR - Grade 2 2017-2018 - English

3rd grade: Download DLI-SPR - Grade 3 2017-2018 - English

4th grade: Download DLI-SPR - Grade 4 2017-2018 - English

5th grade: Download DLI-SPR - Grade 5 2017-2018 - English

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Article - Why the Dual Language Immersion Approach Will Change Achievement in American Public Schools

In July 2017, the American Council for International Education posted the following article on DLI: https://www.americancouncils.org/news/why-dual-language-immersion-approach-will-change-achievement-american-public-schools

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Article - Dual Language Programs Benefit Disadvantaged Black Students, too

Author Natalie Gross examines the impact of dual language immersion programs on low-income schools that are largely African-American: http://hechingerreport.org/dual-language-programs-benefit-disadvantaged-black-kids-experts-say/

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APS Dual Language Immersion Proficiency Targets

APS has established language proficiency targets for each language domain for each grade level. Check out the chart below:

APS DLI PL Targets

 

Click here for a pdf of the DLI Proficiency Targets: Download APS_Proficiency_Targets_K-12_2017

 

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APS DLI Responsibilities

In order to ensure a quality and effective DLI program, the responsibilities and commitments are shared by both the district and the school. See below for a chart outlining the areas of requirements and responsibilities.

Dual Language Immersion Program Requirements and Responsibilities

 

District

School

Staffing

DLI program is staffing neutral. The target language DLI teacher is not an additional grade level teacher, but a replacement teacher.

For example, if a school has 4 kindergarten teachers, then in a DLI program school, one of those teachers would be the target language partner teacher. No additional staffing is provided within a school’s budget in order to implement the DLI program.

As the program rolls up a grade level each year, the local school is responsible for ensuring that a grade level position is allocated each year for a DLI target language teacher position.

One-way immersion schools are encouraged to provide paraprofessional support in the target language classroom beyond kindergarten to assist in the continual development of the target language skills of the students.

Staff Selection

District staff will support hiring through the posting of pool positions, screening of applicants, utilization of HireVue, and the assessment of target language proficiency. All target language teachers will be assessed with the ACTFL OPI and WPT to ensure that language proficiency is Advanced-Mid or higher for both oral and written language.

Local schools will ensure that all DLI teachers meet district requirements with regard to certification and language proficiency (minimum of Advanced-Mid in oral and written language). All target language teachers must be native speakers of the language. Any parapro assigned to the target language DLI classroom must also be a native speaker of that language. Principals will work collaboratively with district coordinator on DLI teacher selection.

Instructional Resources

Instructional resources will be provided in the target language for phonics, language arts, reading, math, and science. As new resources are adopted for content areas, DLI teacher representation will be required on adoption committees and feedback sessions.

Instructional resources and supplies in the target language such as posters, wall charts, rugs, and other materials will be the responsibility of the school.

Curriculum

The district provides curricular units for the core content areas. These units are provided in English and establish the district level expectations for the content areas.

Curricular units and lessons should be In line with signature programming. DLI teachers should collaborate with grade level colleagues to ensure that the same standards are covered and that all students achieve the identical grade level expectations for each content area.

All of our DLI schools are IB PYP schools and develop their lessons collaboratively in line with IB standards.

Instruction

The district provides guidance on Instructional Practices for all classrooms.

DLI teachers are held to the same instructional practices as all teachers; however, effective DLI implementation requires the integration of additional research-based practices for second language acquisition. These practices must be embedded to ensure mastery of target language and content.

Local schools will ensure the integrity of language instruction and will hold teachers accountable for remaining in the target language within the classroom. For example, the Spanish DLI classroom must be an all Spanish environment in which all instruction from the teacher (and parapro, when applicable) occurs exclusively in Spanish and all materials posted on the walls and on the boards are also only in Spanish.

Assessment

All district assessments for core content areas such as benchmarks are provided in English. As all state-mandated assessments in Georgia are in English, these assessments will remain in English.

The district provides the universal screener assessment in English and Spanish.

The district is implementing the STAMP test for listening and speaking to serve as one measure of target language proficiency.

The district has provided all schools with Spanish Proficiency Reports for teachers to distribute to parents at the end of the year.

All classroom assessments in the target language classroom should be in the target language. DLI partner teachers should collaborate with each other and with grade level peers to ensure content assessments are in line with grade level expectations for all students.

DLI Spanish teachers use summative and formative data to ascertain where each student is relative to target proficiency goals for listening, speaking, reading, and writing.

Professional Learning

The district will provide professional learning and support to the DLI program. Professional Learning opportunities will focus on effective DLI implementation, second language acquisition strategies, and resource utilization. DLI PLC sessions provide DLI teachers the opportunity to collaborate, expand knowledge and skills as well as grow professionally in effective DLI implementation.

The DLI Leadership PLC will include local school principals and the district coordinator and will provide time for collaboration, planning, and expansion of knowledge and understanding of effective DLI implementation.

The district will support the attendance of DLI school principals to DLI leadership training opportunities such as the Delaware Summer Institute for Novice DLI Principals.

The district will provide access to tools, resources, guidance, and information to support local school leadership with implementing an effective DLI program.

Local schools must provide time for DLI partner teachers to collaborate with each other and with grade level peers. As the DLI program expands to grade levels, a local school DLI PLC should be established to ensure effective vertical articulation of programming.

Local schools will support district DLI PLCs and professional learning opportunities through attendance and active participation.

Scheduling

The district will work with GADOE to establish course numbers for DLI programs that represent content taught in a language other than English.

Local schools will schedule both teachers on the course numbers for course content areas that are shared using the “primary” and “secondary” teacher fields in Infinite Campus. Local schools will create a schedule that ensures a daily, uninterrupted 2 – 2.5 hour block of time with each DLI teacher.

Support Services

The district will provide guidance and support to DLI schools and other programs.

Local schools will ensure that students receive the support services for which they qualify. Support services that require a student to be pulled from a class or that require a teacher to co-teach the class, must occur on the English side of the DLI program. This protects the integrity of the language instruction in the DLI program.

Substitutes

The district coordinator will provide a list of substitutes that are proficient in the target language.

Local schools will utilize, to the extent possible, substitutes in the target language DL classroom who are proficient in the language.

Parent Community Outreach

The district coordinator will provide presentations and support documents designed for parents/guardians interested in the DLI program or who have students in the DLI program.

The Office of ESOL & World Language will provide translated versions of communications and presentations to ensure that all parents understand the DLI program. In addition, Office of ESOL & World Language staff will provide interpretation support for parents whose home language is other than English.

Local schools will actively engage the parents and guardians of the DLI program by providing supports such as parenting meetings, newsletters, DLI Parent Support Groups, etc.

 

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Article - Struggling Students & DLI

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In her article, "Is Immersion Education Appropriate for All Students?", Katherine Gaffney, explores the research and the implication of dual language immersion programs for ALL learners. Click here to access the article: Download Struggling_Students

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Academic Vocabulary Cards

Vocab cards

Great DLI Resources: The Granite School District in Salt Lake City, UT has created academic vocabulary lists AND cards for grades K through 6th. The cards are available in English and Spanish (as well as French, Chinese, and Russian) with the word and an image. Also, available on the website are TONS of additional supports and RESOURCES, including TEMPLATES for the following: Vocabulary Card, Analogies, Comparing Terms, Journal Page, and Word Wall; a vocabulary Power Point, Activities & Lessons.

Click here to access the website: http://www.graniteschools.org/mathvocabulary/spanish-vocabulary-cards/

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