Purposeful Preparation of a Globally Competitive Workforce through the Delaware World Language Immersion Supporting Student Learning by Supporting Teacher Growth F-CAP Symposium 2013 06/07/2013 Purposeful Preparation of a Globally Competitive Workforce through the Governor’s World Language Expansion Initiative WHY DELAWARE? Cigna Story (Late 2010) Ms. Lynn Fulton-Archer Education Specialist, World Language Immersion Delaware Department of Education Lynn Fulton-Archer, Ed. Specialist, World Language Immersion lynn.fulton@doe.k12.de.us 1

By the numbers… World Language Expansion Initiative 5.4 Billion – total value of Delaware exports (2015) 25,000 – number of Delawareans employed by foreign-owned companies (2013) 1 in 4 – number of jobs in Delaware supported by international trade 8.4% – percentage of private industry employment tied directly to foreign investment 4th – China’s rank in Delaware export markets, with $387 million in merchandise exports WHY DELAWARE? Delaware is a corporate hub for more than half of the world’s Fortune 500 companies the heart of the banking and credit card industry a center for research and development in pharmaceuticals, chemicals and biotechnology http://businessroundtable.org/sites/default/files/state-data-intl-trade/BRT_TRADE_2015_Delaware.pdf

“A world of advantages” “In today’s educational landscape, it is imperative for Delaware students to have the skills necessary to compete in a global economy. Learning a second language will offer our children an advantage in this increasingly competitive world.” WHY DELAWARE? Foreign investment - late 2010 (company with 1.75 billion in income from operations) Delaware is a corporate hub for more than half of the world’s Fortune 500 companies the heart of the banking and credit card industry a center for research and development in pharmaceuticals, chemicals and biotechnology an international leader in a global exchange of commerce and ideas Jack Markell, Former Governor, State of Delaware

Department of Education (Governor’s Initiative) Purposeful Coordination Department of Education (Governor’s Initiative) State Agencies Foundations and Non-Profits Delaware LEAs and Schools Office of Management and Budget Government Councils and Commissions Delaware Universities and Colleges HOW ARE WE DOING IT IN DELAWARE? “It takes a village to raise an immersion program” Strategic coordination by Delaware’s educational and governmental leadership Department of Education (CIPD, CTE, TLEU, ECSS) State Agencies: The Governor’s Office, Secretary of State, Secretary of Labor Rodel Foundation, Vision Coalition, Delaware LEAs and Schools (80% of districts house immersion programs, 27% of elementary schools) Office of Management and Budget Councils: International Council of Delaware, Delaware Hispanic Commission Colleges and Universities

Increasing Capacity - A Multi-Faceted Approach State Capacity District Capacity School Capacity Classroom Capacity HOW ARE WE DOING IT IN DELAWARE? State Capacity Creation of the Language Acquisition Workgroup Combining world language and English Language Learners Set the tone for districts to shift from EO focus to inclusion of ELs District Capacity Identification of Exemplars Consortium-building efforts and networking (IPAC) Collaboration across content areas School Capacity New Principal Institute in the planning phase “Immersion Primer” for administrators Classroom Capacity Pull-out and Push-in professional development (ADII, Quarterly PD) Literacy Curriculum Maps Instructional Specialist Support (General observation, requested support, focused coaching)   Bilingual Learners (10,000)

Dual Credit/Dual Enrollment Valuing Vision and Partnerships Dual Credit/Dual Enrollment Chinese Teacher PD Paraeducator Prep HOW DO YOU SEED AND SUSTAIN PROGRAMS? Investment in Human Capital Coordination is key Expertise is essential Professional development / great teachers / great leaders (NPI) External Contractors / Immersion Experts bring foundational knowledge Providing frameworks for ALL programs ensures fidelity No need to “reinvent the wheel” Material Resources Set programs up for success with core instructional materials Provide resources for program expansion Take physical and instructional needs into account

Early Indications of Success Seaford School District Immersion in all elementary schools High EL population (Spanish, Haitian-Creole0 Credit for Native Language Proficiency Project Many Haitian-Creole and Hispanic students with “Advanced-level” language High school students enrolling in “Biomedical Pathway” with prospects of medical translation Students enrolling in “Teacher Preparation Pathway” with goals to teach in immersion HOW DO WE KNOW IT’S WORKING? Academic success at early grades 20pts… Seaford School District Move to proficiency