Language learning | English » Lisa Kwong - Vietnamese Language Pathway Feasibility Study

Source: http://www.doksinet Vietnamese Language Pathway Feasibility Study Report by Lisa Kwong Multilingual Pathways Department Curriculum and Instruction Division Source: http://www.doksinet Table of Contents 1. Executive Summary 2 2. Background Information 3 Board Resolution 3 Current World Languages Offered by SFUSD 4 3. Review of Current Student Data 6 Findings 8 4. Response from the Community 9 Community Meetings 9 Community Survey Results 9 Findings 13 Student Focus Groups 13 Student Survey Results 14 Findings 17 Response from Staff 18 Findings 18 5. Research on Vietnamese Language and Programs 19 Characteristics of the Vietnamese Language 19 Extended Learning Opportunities 20 Vietnamese Language Programs in the U.S 20 Findings 21 6. Curriculum Resources 22 Curriculum Resources and Materials 22 Other Resources 23 Selection Process for Curriculum 23 Findings 23 7. Recruitment of Teachers 24 Findings 24 8. Potential Sites for the World Language Pathway 25 Criteria for

Selecting Potential Sites 25 Possible Configurations 28 9. Fiscal Impact 30 10. Final Recommendations 31 1 Source: http://www.doksinet 1. Executive Summary SFUSD school board passed a resolution in May of 2015 to explore world language pathways for Arabic and Vietnamese. This resolution called for a feasibility report to collect data on multiple components that needed to be reviewed before implementing a language pathway. An analysis of current student data on Vietnamese students found that majority of families live in the southeastern quadrant of the city. The elementary schools with highest enrollment of Vietnamese students are E.R Taylor and Tenderloin The middle schools with highest enrollment of Vietnamese students are Roosevelt and Martin Luther King. The high schools with the highest enrollment of Vietnamese students are Washington and Lowell. Four community meeting, 5 student focus groups and interviews with staff were conducted to gather feedback from the community.

Findings indicated that parents and community members who participated in the survey were very supportive of starting an Vietnamese language pathway. Students’ responses were somewhat ambivalent Staff from the elementary level shared concerns about finding time for world language instruction in an already tight instructional day and suggested offering it as an after school option. Overall, school communities want to be involved in the selection process. University partners who offer Vietnamese language courses were consulted to research the characteristics of Vietnamese. There is a standard form of Vietnamese for the teaching of reading and writing, but spoken Vietnamese has different dialects. The Vietnamese community in the San Francisco area speak mostly a southern dialect. There is a rise in Vietnamese dual immersion programs in the U.S, many of which are starting with classes in pre­school and kindergarten . There are more Vietnamese programs and curriculum resources than was

thought to be available. Certificated teachers with proficiency in Vietnamese are hard to find, but one potential candidate was found. Additional teachers will need to be recruited by expanding search beyond San Francisco. After analyzing all the data, we believe that there are adequate resources to start a Vietnamese world language pathway. The report concludes with a list of recommendations to increase successful implementation of an Vietnamese world language program. 2 Source: http://www.doksinet 2. Background Information Board Resolution th​ On May 26​ of 2015, Commissioners Fewer, Haney and Walton presented to the SFUSD school board a resolution to create language pathways for Arabic and Vietnamese. The board voted to allocate .2 FTE of Public Education Enrichment Funds (PEEF) monies to explore the feasibility of the Arabic language pathway and another .2 FTE of PEEF monies for the exploration of a Vietnamese language pathway. A decision to move forward with program

implementation of the two language pathways will need to be made by February 2016 in order to make budgetary decisions. If the board decides to move forward with implementation, the language pathways would begin at the start of 2017­18 school year. This resolution called for a feasibility report to include the following components: Program Design, i.e, alignment to district goals, curriculum, instructional materials and assessments; Staff Needs, i.e recruitment, pathway language and cultural competency and professional development; Facility Needs, i.e, available classroom(s) for grade level instruction; Fiscal Impact, i.e, resources needed over time; Impact on Existing Programs at the school, i.e EL Pathways, Special Education, change in school demographics, etc.; Responses from students, community and school staff; and Timeline for program development and implementation. This resolution further stipulated that the Arabic and Vietnamese pathways: should follow a world

language model; will be taught by native speakers to provide authentic experiences in language and culture during the school day; include an “opt­in” option for students enrolled at the site to participate; do not segregate students within schools; will be placed at schools with the highest concentration of Arabic and Vietnamese speakers; and should be in close proximity to the neighborhood that students live. 3 Source: http://www.doksinet The following timeline was created to gather data for all components of the report. Month Task/Events August Search for SFUSD teachers with language proficiency in Vietnamese September Create survey to capture response from community Review current student data October Set up community forums to explain process and gauge interest Outreach to SFUSD parents for meetings through flyers & auto­dialer, school contacts, etc. Set up student focus groups at the secondary level to survey student interest Compile

curricular resources from universities and other school districts Search for other Vietnamese language programs in the U.S November Gather feedback from staff Continue to meet with student focus groups at the secondary level to survey interest Continue to meet with community members to explain process and gauge interests. Visit schools with existing Vietnamese language program if possible Continue to compile curricular resources from universities and other school districts December Compile data for report January Share draft with leadership and community February Present to School Board for final approval Current World Languages Offered by SFUSD SFUSD currently offers instruction in 8 different languages at multiple school sites through our world language pathway. Majority of world language courses are offered at our high schools. Three languages (Japanese, Filipino and Italian) are offered at a few elementary schools following the foreign language in elementary

school (FLES) model where instruction of the targeted language is about 30 ­ 40 minutes per day. 4 Source: http://www.doksinet Language School Filipino Longfellow ES Bessie Carmichael K­8 French Balboa HS Galileo HS Lincoln HS Lowell HS O’Connell HS Washington HS Hebrew Lowell HS Italian Clarendon ES Lowell HS Japanese Clarendon ES Rosa Parks ES Presidio ES Lowell HS Washington HS Latin Lowell HS Mandarin Marina MS Roosevelt MS Balboa HS Burton HS Galileo HS Independence HS ISA HS Lincoln HS Lowell HS Marshall HS MIssion HS Wallenberg HS Washington HS Spanish Presidio MS Willie Brown MS Lick MS Academy of Arts and Sciences Balboa HS Burton HS Downtown HS Galileo HS Independence HS International Studies Academy June Jordan HS Lincoln HS Lowell HS Marshall HS Mission HS O’Connell HS School of the Arts Wallenberg HS Washington HS Wells HS 5 Source: http://www.doksinet 3. Review of Current Student Data Over 70 languages are spoken by families of SFUSD.

Vietnamese students make up about 4% of the student population, which is equivalent to 1181 students. An analysis of 2015­16 student demographic data generated in the fall of 2015 listed the following as the top 10 neighborhoods where Vietnamese students live. Ranking Zip Code Neighborhood # of Students Percentage 1 94134 Portola 292 23% 2 94112 Mission Terrace 153 12% 3 94124 Bayview 144 11% 4 94122 Outer Sunset 102 8% 5 94116 Inner Sunset 96 8% 6 94102 Tenderloin 89 7% 7 94121 Outer Richmond 80 6% 8 94109 Nob Hill 62 5% 9 94115 Lower Pacific Heights 52 4% 10 94118 Inner Richmond 51 4% 6 Source: http://www.doksinet The following chart shows the percentages of Vietnamese students clustered by neighborhoods. The following is a list of top 12 schools with the highest enrollment of Vietnamese students. Ranking School Level # of Students 1 Washington HS High 80 2 Lowell HS High 69 3 Roosevelt MS Middle 49 4

Taylor ES Elem 48 5 Lincoln HS High 47 6 Tenderloin ES Elem 46 7 King MS Middle 43 8 Galileo HS High 38 9 Giannini Middle 34 10 Burton High 34 11 Visitacion ES Elem 34 12 Presidio MS Middle 33 7 Source: http://www.doksinet Findings: 1. Vietnamese students make up about 4% of students in SFUSD 2. Nearly half of our Vietnamese students (about 47%) live in southeastern quadrant of San Francisco in three neighborhoods in close proximity: Portola, Mission Terrace and Bayview. 3. About 19% of Vietnamese students live in the Sunset district 4. About 18% of Vietnamese students live in the northeastern part of San Francisco in Tenderloin, Nob Hill, Lower Pacific Heights and North Beach. 5. Elementary schools with the highest enrollment of Vietnamese students are ER Taylor and Tenderloin. 6. Middle schools with the highest enrollment of Vietnamese students are Roosevelt and Martin Luther King. 7. High Schools with the highest enrollment of Vietnamese

students are Washington and Lowell. 8. A close look at school enrollment information shows that our Vietnamese students are enrolled in schools that are spread throughout the city. 8 Source: http://www.doksinet 4. Response from the Community Community Meetings Community meetings were held to gather feedback from the Vietnamese community in October and November. Meeting locations were selected based on where most of our Vietnamese families live. More meetings were added in order to reach a minimum of one hundred participants. Four meetings were held in total Outreach to community members for these public meetings involved the following: 1. publication in district calendar 2. notification of all district staff via the Weekly Administrative Directive (WAD) 3. direct mailing to Vietnamese students at their schools 4. automated calls made directly to parents of Vietnamese students 5. emails to principals who have Vietnamese students at their schools 6. enlisting the help of community

partners to publicize information of the public meetings All the meetings followed the same format. Participants were presented with information about the feasibility report and the timeline for the decision making process. Each presentation was followed by a question and answer session. At the end, participants completed a survey before concluding the meeting. Date and Time Location Attendance 10/16/15, 4:30 to 6 p.m Vietnamese Youth Development Center 7 10/29/15, 6 to 7:30 p.m King MS 14 11/10/15, 6 to 7:30 p.m Tenderloin ES 15 Au Co Vietnamese School at King MS 166 11/21/15, 11 to 12:30 p.m Community Survey Results: 1. A total of 202 participants attended the meetings Of the 202 who attended, 168 completed the survey: 73 parents, 63 students, 4 SFUSD staff, 44 community members and 4 parents who have children who attend schools outside of San Francisco. Some parents and students also identified themselves as community members. 9 Source: http://www.doksinet 2. Of

those who were parents, they represent families with about 197 students in our public schools. 10 Source: http://www.doksinet 3. Participants considered maintaining language and culture as the most beneficial reason for a Vietnamese language pathway followed by sharing language and culture with others. 4. Other reasons for learning Vietnamese as listed by participants: ○ Communicate with grandparents. ○ Give the Vietnamese children a sense of pride, that our language/culture is worthy to be considered as part of a curriculum when other other Asian languages has been implemented. ○ Make Vietnamese community stronger. ○ Vietnamese should be recognized like other languages such as Chinese and Spanish. ○ Let others who are interested to learn Vietnamese. ○ Boarden and open peoples minds to a different culture. 11 Source: http://www.doksinet 5. Of the 168 who completed the survey, 132 would enroll their children or themselves in a Vietnamese language program, 3 said no

and 25 said maybe. 6. Potential school sites suggested by survey participants: ○ Top Elementary School Results i. Tenderloin ES ­ 13 mentions ii. Redding ES ­ 7 mentions ○ Top Middle School Results i. King MS ­ 21 mentions ii. Roosevelt MS ­ 10 mentions iii. Giannini MS ­ 10 mentions ○ Top High School Results i. Lowell HS ­ 24 mentions ii. Galileo HS ­ 16 mentions iii. Washington HS ­ 11 mentions ○ Two parents indicated that all school should have a Vietnamese language program and 4 would like program to start at any school. 7. General comments and concerns mentioned in the survey: ○ Many participants indicated support for a Vietnamese language program being taught in public schools. Many want the program to start as soon as possible. ○ There is concern about finding trained teachers, the availability of curriculum materials and lack of students. ○ There is also concern that those who are not Vietnamese might not be interested in learning Vietnamese. 12 Source:

http://www.doksinet ○ Some of the participants did not have children attending San Francisco public schools, but they were interested in getting their district to start a Vietnamese language program. One participant indicated that they would consider moving to San Francisco for such a program. ○ One participant mentioned that this would create a great opportunity for Vietnamese children adopted by American families to learn Vietnamese language and culture. Findings: Parents and communities are overwhelmingly supportive of starting an Vietnamese language program. Many are eager for program to start as soon as possible Some asked why such a program was never considered with San Francisco having such a large Vietnamese community. Many of the parents would enroll their own children in the program. For the most part, preferences in school location were varied and most likely matched where students attended school. Student Focus Groups Secondary schools with the highest enrollment of

Vietnamese students were asked to participate in a student focus group. Of the eight schools contacted, five schools participated in the focus groups. A total of 155 Vietnamese students completed the survey. Dates School Level # of Students 10/19/15 Wallenberg HS High 16 10/26/15 King MS Middle 33 10/26/15 Lincoln HS High 49 10/28/15 Washington HS High 47 10/29/15 Galileo HS High 10 13 Source: http://www.doksinet Student Survey Results: 1. This is a breakdown of the schools and the number of students who participated in the survey. 2. Of the 155 students, 132 spoke Vietnamese at home while 23 did not 14 Source: http://www.doksinet 3. Of the 155 students, 73 indicated interest in learning Vietnamese, 18 said no, and 64 said maybe. 4. These were some of the reasons students listed for enrolling in Vietnamese class: Able to communicate with parents. Because I can speak but can’t read or write Vietnamese I was never taught Vietnamese. I learned by

listening Learn more about Vietnamese culture. 5. Here are some reasons students listed for not enrolling in Vietnamese class: Because I speak Vietnamese already. I learned it at home. I’m already studying another language. 6. In the student focus groups, 12 students indicated they were learning Vietnamese outside of school, 141 were not, and 2 students did not respond. Some of the students who were not currently learning Vietnamese mentioned that they had studied the language when they were younger. 15 Source: http://www.doksinet 7. Most of the students identified maintaining home language as the the most beneficial reason for learning Vietnamese. 8. Of the 155 students, 61 of them wished that the elementary school that they attended offer Vietnamese language, 35 said no, 57 said I don’t know, and 2 did not respond. 16 Source: http://www.doksinet 9. If a course was offered, 108 students prefered to take this class as an elective during school time, 7 prefered after

school, 27 were not interested in taking the class, 6 prefered weekends, 2 were uncertain and 5 did not respond. 10. If given only one elective, 89 students said they would choose Vietnamese as elective, 30 would choose other world languages, 25 would choose visual and performing arts, 4 would choose other electives, 1 said I don’t know, and 6 did not respond. Findings: 85% of participants spoke Vietnamese at home. 17 Source: http://www.doksinet About 47% of participant were interested in taking a Vietnamese language program. Many of the students felt that they speak the language well enough to communicate with their parents. Although over 90% of participants were not currently learning Vietnamese outside of school, many indicated that they had learned when they were younger or from their parents. If they only have one choice for elective, 58% of students who participated in the survey would select Vietnamese over other choices. If available, most students prefer the course

to be offered during the school day as an elective. Response from Staff and Site Administration To begin identifying potential challenges that school sites might face, a small group of principals and teachers were interviewed. Those who participated included 2 principals at the elementary level, 1 principal at the high school level and a group of 16 elementary teachers. They provided their feedback about starting a new language pathway at their school through an interview process or by submitting a feedback form. Some questions that were asked were: 1. What are the potential benefits of starting a world language pathway at your school? 2. What are the potential challenges of starting a world language pathway at your school? 3. How can we overcome the challenges that you have identified? Findings: Lack of time during the instructional day was repeatedly the main concern expressed by principals and teachers. There is a general preference from the elementary staff that an enrichment

language program would fit better as an after school program. One principal shared that starting a new language pathway will complicate scheduling in a small high school versus a comprehensive high school. School communities want to be involved in the final selection process. 18 Source: http://www.doksinet 5. Research on Vietnamese Language and Programs Characteristics of the Vietnamese Language The following was a list of questions that was compiled and posed to local university partners to gather data on the characteristics of the Vietnamese language. 1. How many students in your university are enrolled in the study of Vietnamese? How many professors in your department teach Vietnamese? 2. Is there a standardized form of Vietnamese? 3. What is the existing curriculum that is used at your university? Is it appropriate for use with high school students? 4. Is there a cultural element to your instruction that would be appropriate for a public institution? 5. How are dialects

introduced especially if there are student who are from different regions in the same class? 6. We are interested in recruiting teachers for our district Do you know of any students you come in contact be who might be interested in becoming teachers? 7. Are there other uniqueness to the Vietnamese language that we should be aware of? Professors from local universities that offered Vietnamese courses were contacted. Of those who were contacted, only one responded. Professor University Number of Professors Who Teach Vietnamese Course Taught Bac Tran UC Berkeley 2 Beginning Intermediate Advanced The following are insights on the Vietnamese language provided by Professor Bac Tran: The written form of Vietnamese is standardized. Spoken Vietnamese can have dialectical differences. These difference reflect the region from which a person is from: northern, central or southern region. Students should be encouraged to learn the dialect that their parents speak in order to facilitate

communication. Although there might be dialectical difference in spoken Vietnamese, learners of Vietnamese need to learn the differences of all dialects. 19 Source: http://www.doksinet Even beginners learning Vietnamese can learn the difference of dialects in just a few lessons. When the opportunity arise, teachers of Vietnamese should point out different ways to name same object or concept. Professor Tran has written Vietnamese language curriculum for college level students. He believes that with minor modifications, that these materials can easily be used for high school level learners. Extended Learning Opportunities The Vietnamese Cultural Center runs a half­day Saturday school at Martin Luther King Middle School called Au Co. Au Co has been a center for language learning for the Vietnamese community for over 40 years. They currently have over 200 students in attendance, many of whom are students who attend San Francisco public schools. Students learn culture and music as

well as the Vietnamese. Vietnamese Language Programs in the U.S Vietnamese language programs are on the rise throughout the United States. The following is a list of the Vietnamese programs in the U.S so far District Location School Contact Program Model Level s Austin Unified School District Austin, TX Summitt ES Coordinator: Thuy Nguyen Dual Language Immersion K-3 Portland School District Portland, OR Roseway Heights ES Teacher: Chau Pham Dual Language Immersion K-1 Westminster School District Westminster, CA DeMille ES Director: Renae Bryant Dual Language Immersion K Highline School District Seattle, WA White Center Heights ES Principal: Anne Reece Dual Language Immersion K Keller Independent School District Ft. Worth, TX Parkview ES Mary Martin Director of Bilingual/ESL Bilingual K-3 20 Source: http://www.doksinet Garland ISD Garland, TX Elementary Schools (10 campuses) Bilingual Specialist: Lisa Dao Bicultural Heritage Program K-3 The

following districts are exploring the start of a Vietnamese language program. Stafford District in Houston area Web Article: http://www.yourhoustonnewscom/sugar land/news/stafford­msd­proposes­dual­language­chinese ­english­course/article 9d5eaed1­4c73­5211­98d5­9f7da7de3bc2.html Grand Prairie Independent School District District Homepage: h ​ttp://www.gpisdorg/Page/3668 Pflugerville Independent School District District Homepage: h ​ttp://www.pfisdnet/site/defaultaspx?PageID=1 http://www.statesmancom/news/news/local/pisd­recruiting­bilingual­education­teachers/nbCmD/ Findings: There is a standardized form of written Vietnamese. For spoken Vietnamese there are multiple dialects that reflect the regions of the country. Most of the Vietnamese Americans in the San Francisco area speak with a southern dialect. Dialectical difference of Vietnamese can be taught to beginning learners. There are more Vietnamese language programs being offered throughout the United

States than expected. Most of the programs offered in Vietnamese follow a dual language immersion model. Many of the program are at their beginning stages with classes starting at pre­school and kindergarten. Many of the programs are starting in districts where there are significant numbers of Vietnamese Americans. 21 Source: http://www.doksinet 6. Curriculum Resources Curriculum Resources and Materials An online search was conducted to find available resources for the teaching of Vietnamese. In addition, Ms Thuy Nguyen, coordinator for the Vietnamese dual language immersion program in Austin, TX, shared a list of resources that has been vetted and deemed appropriate for use in public schools. Company Type of Resource Contact Info Can be used by public institution Tomathien Printed Curriculum www.tomathienorg need to be reviewed Ilearnviet.com Website www.llearnvietcom need to be reviewed Au Co ­ Vietnamese Language School in San Francisco Teacher created

curriculum Director: Hang To need to be reviewed Reading A to Z Bilingual books in electronic format www.atozlearningcom Yes Contact: Rebecca Hughes Dino Lingo Website and Apps for Mobile Devices www.dinolingocom need to be reviewed Language Lizard Bilingual Books www.languagelizardcom Yes Brightbooks Bilingual Books www.brightbookscouk Yes Pukeko Books Bilingual Books www.pukekobookscomau Yes East West Discovery Press Bilingual Books info@eastwestdiscovery.com Yes A Book House Bilingual Books www.abookhousecom Yes Milet Bilingual Books www.miletcouk Yes Tiny Scholar, Inc Bilingual Books www.tinyscholarsinccom Yes 22 Source: http://www.doksinet Other Resources STARTALK is a project funded by the National Security Agency and administered by the National Foreign Language Center at the University of Maryland. STARTALK’s mission is to increase the number of U.S citizens learning, speaking, and teaching critical­need foreign languages, with

programs for students (K­16) and teachers. Grants are available https://startalk.umdedu/public/ Selection Process for Curriculum: Any curriculum materials to be adopted by SFUSD will be reviewed following Board Policy and Administrative Regulations for both Curriculum Development and Evaluation (BP 6141) and Selection and Evaluation of Instructional Materials (BP 6161). Highlights from relevant board policies are listed below. Board Policy 6141 Curriculum Development and Evaluation Curriculum aligns to district vision and goals. Controversial topics shall be relevant to the course of study. Curriculum shall not reflect adversely upon persons because of their race, color, ancestry, national origin, ethnic group identification, age, religion, as such. Administrative Regulation 6141 Instruction When prepackaged curriculum is not available, curriculum may be adapted or developed. Upon approval by the Board, a new curriculum may be implemented in a limited number of schools or

classrooms on a pilot basis. Board Policy 6161 Selection and Evaluation of Instructional Materials A selection committee is established to review curriculum before making recommendation to the school board. Findings: There are more resources in the teaching of Vietnamese than expected. We have local experts who have many years of experience teaching Vietnamese. Books in Vietnamese are available through international websites and U.S publishers. There is available curriculum that can be be adapted for public school use. 23 Source: http://www.doksinet 7. Recruitment of Teachers A search was conducted to see if there were any SFUSD employees with BCLAD authorization in Vietnamese. This search yielded no results Next, a search for teachers who self­reported as being proficient in Vietnamese generated 6 names. These 6 teachers were invited to an informational meeting to hear more about the Vietnamese language pathway. Two teachers responded At the meeting, the teachers were

presented with information with the feasibility report, timeline and decision making process. One candidate was interested in teaching Vietnamese, the other was not proficient in the language but was very connected to the Vietnamese community. Both asked to be informed of any updates. Findings: There are currently no teachers with Vietnamese BCLAD credential working in SFUSD. An analysis of current staff at SFUSD listed at least six employees who self­reported as being proficient in Vietnamese. One teacher is a potential candidate for teaching at the elementary level. During the course of this research, there were several individuals who were very interested in teaching in a Vietnamese program but did not have the required credentials. 24 Source: http://www.doksinet 8. Potential School Sites Criteria for Selecting Potential Sites The following criteria was developed in considering potential school sites for a Vietnamese language pathway: A. school in community where Vietnamese

students live B. school with significant number of Vietnamese students C. school without multiple pathways or programs D. potential elementary site feeds into a middle school that can also provide Vietnamese language instruction A. Where do Vietnamese students live? 25 Source: http://www.doksinet B. Where do Vietnamese students go to school? Ranking School Level # of Students 1 Washington HS High 80 2 Lowell HS High 69 3 Roosevelt MS Middle 49 4 Taylor ES Elem 48 5 Lincoln HS High 47 6 Tenderloin ES Elem 46 7 King MS Middle 43 8 Galileo HS High 38 9 Giannini Middle 34 10 Burton High 34 11 Visitacion ES Elem 34 12 Presidio MS Middle 33 A, B & C Criteria Combined: Neighborhoods in Southeastern Part of SF Portola School Level Number of Vietnamese Students Number of Language Pathways E.R Taylor Elementary 48 2 Martin Luther King MS Middle 43 1 Visitacion Valley Elementary 34 1 Burton High 34 0 Marshall High

29 0 Hillcrest Elementary 24 2 El Dorado Elementary 14 0 26 Source: http://www.doksinet Neighborhoods in Southeastern Part of SF School Level Number of Vietnamese Students Number of Language Pathways Portola Visitacion Valley Middle 13 1 Mission Terrace Longfellow Elementary 7 2 Cleveland Elementary 3 1 Charles Drew Elementary 1 0 Bayview The following are schools will high enrollment of Vietnamese students but are not located in the southeastern quadrant of the City. Neighborhoods Outside of Southeastern Part of SF School Level Number of Vietnamese Students Number of Language Pathways Richmond Washington High 80 0 Sunset Lowell High 69 0 Richmond Roosevelt Middle 49 1 Sunset Lincoln High 47 1 Tenderloin Tenderloin Elementary 46 0 Marina Galileo High 38 1 Sunset Giannini Middle 34 0 Richmond Presidio Middle 33 1 D. Elementary to Middle School Feeders Ranking Elementary School # of Students Middle

School Feeder # of Students 4 Taylor ES 48 King MS 34 6 Tenderloin ES 46 Marina MS 26 11 Visitacion Valley ES 34 Visitacion Valley MS 13 27 Source: http://www.doksinet Possible Configurations Elementary School Configuration Sample Schedule Staffing Advantages Challenges Push­in Model 8:55 ­9:25 Kindergarten 9:30 ­ 10:00 1st Grade 10:00 ­ 10:20 Recess 10:25 ­ 10:55 2nd Grade 11:00 ­ 11:30 3rd Grade 11:30 ­ 12:25 Lunch 12:30 ­ 1:00 4th Grade 1:05 ­ 1:35 5th Grade 1.0 FTE ­ serve up to 154 students (based on class size limits) ­ no need for additional classroom ­ limits access to one class per grade ­ schedule is tight with 5 minutes in between ­ cannot accommodate sessions longer than 30 minutes ­ need space for students who opt out of program ­ impacts time for other subjects Same as push­in model 8:55 ­9:25 Kindergarten 9:30 ­ 10:00 1st Grade 10:00 ­ 10:20 Recess 10:25 ­ 10:55 2nd Grade 11:00 ­ 11:30 3rd Grade 11:30 ­ 12:25 Lunch

12:30 ­ 1:00 4th Grade 1:05 ­ 1:35 5th Grade 1.0 FTE ­ serve up to 175 students (25 per class) ­ can accommodate schools with 2 to 3 classes per grade ­ additional classroom needed ­ schedule is tight with 5 minutes in between ­ cannot accommodate sessions longer than 30 minutes ­instructional time may be lost due to multiple transitions ­ impacts time for other subjects 9:00 ­ 9:40 K/1st 10:20 ­ 11:00 2nd/3rd 1:00 ­ 1:40 4th/5th 1.0 FTE ­ serve up to 75 students (25 per class) ­ longer instructional blocks of 40 to 50 minutes ­ scheduling can be flexible to meet needs of school ­ additional classroom needed ­ impacts time for other subjects Language teacher pushes into classrooms to provide 30 minutes of daily instruction to students who opt in to language pathway. Pull­out Model Language teacher meets with students by grade levels in a separate location to provide 30 minutes of daily instruction. Pull­out Model with Grade Clusters Language teacher meets

with students from two grade levels to provide 50 to 40 minutes of instruction for 3 to 4 days per week. 28 Source: http://www.doksinet Before and After School Language teacher meets with students before and after school to provide 30 to 40 minutes of daily instruction. 8:00 ­ 8:30 Beginning 2:45 ­ 3:15 Intermediate/Advance .4 FTE ­ can serve up to 50 students (25 per class) ­ classroom space will be available ­ does not impact existing schedule ­students can be grouped by proficiency levels. ­ students who ride school bus will not be able to attend ­ may need additional staff to accommodate more students Middle School Configuration Sample Schedule Staffing Advantages Challenges Offer language as elective during school day 50­minute classes for beginning, intermediate and advanced levels .6 FTE ­ serve up to 99 students (33 per class) ­ part of elective choices ­ classroom space needed Offer language course as 0 and 7th period 50­minute classes for 2

levels .4 FTE ­ serve up to 66 students (33 per class) ­ classroom space would be available ­ students will need to arrive to school early or stay after school ­ may need additional staff to accommodate more students Configuration Sample Schedule Staffing Advantages Challenges Offer language as elective during school day 50­minute classes for beginning, intermediate and advanced levels .6 FTE ­ serve up to 99 students (33 per class) ­ part of elective choices classroom space needed High School 29 Source: http://www.doksinet 9. Fiscal Impact Given the many unknown factors of the program, the following is a potential scenario of the fiscal impact for the next three years. School Year Budget Items Staffing Year 1 2016­17 1 TSA to review and develop curriculum and prepare schools for implementation 1.0 FTE Instructional Materials, Supplies and Language Assessments ($120 per student with estimated 200 students) Year 2 2017­18 $104,779.32 $24,000 1 TSA

for elementary to teach and to develop curriculum 1.0 FTE $110,018.29 1 TSA for secondary to teach and to develop curriculum (2 courses at high school) 1.0 FTE $110,018.29 Instructional Materials, Supplies and Language Assessments ($120 per student with estimated 300 students) Year 3 2018­19 Estimated Cost $36,000 1 TSA for elementary to teach and to develop curriculum 1.0 FTE $113,318.84 1 TSA for secondary to teach and to develop curriculum ( 3 courses at high school 1 at middle school) 1.0 FTE $113,318.84 Instructional Materials, Supplies and Language Assessments ($120 per student with estimated 350 students) Total Projected Cost $42,000 $653,453.58 30 Source: http://www.doksinet 10. Final Recommendations After careful analysis of all the components, we believe that there is substantial community support and adequate resources to start a new Vietnamese language pathway. Availability of qualified teachers is limited at this time and will be a significant factor

in developing and implementing the pathway. The following is a list of recommendations to increase success of a Vietnamese language pathway. Scope of Program Start with one elementary and one high school site in 2017­18. Delay start at the middle school level until 2018­19 to address master schedule issues. Based on the logistical parameters of the selected sites, explore possible instructional configurations. School Selection Process More work is needed to survey school communities of potential sites. Teacher Recruitment Expand the search for Vietnamese bilingual teachers beyond San Francisco. San Jose has the largest Vietnamese American community in the United States and is just 60 miles away. Recruit local experts who have experience teaching Vietnamese to become teachers. Develop teacher pipelines with university partners. Curriculum Resources Provide funding for at least one teacher (1.0 FTE) in 2016­17 to begin the process of reviewing and adapting curriculum and

building school site capacity to provide Vietnamese world language instruction. Use Standard Vietnamese to teach reading and writing. Recognize that most Vietnamese Americans speak the southern dialect in the San Francisco area, but consider exposing students to the various dialects of Vietnamese. Review and adapt curriculum resources from local language schools as possible curriculum for elementary and middle schools. Review and adapt curriculum resources from universities for use in high school. 31 Source: http://www.doksinet Survey for Interest in Vietnamese Language Pathway (FLES/World Language Model) 1. I am a: SFUSD Parent SFUSD Student SFUSD Staff Community Member Other: 2. Indicate grade levels where your children are attending SFUSD schools (Please check all that applies) pre-K TK K 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th 3. I think the benefits for a Vietnamese language pathway

are: (Please check all that applies) maintain home language and culture have opportunity to share language and culture with others create job opportunities for our children break down stereotypes of Vietnamese Americans Other: 4. If available, I would enroll my children in the program Yes No Maybe 5. My preference for location of this program is: (please write in school name) 6. After attending today’s informational meeting, I feel that: I understand better the process and the timeline I had a chance to share my thoughts either in the group or in this survey. 7. Do you have any concerns about the start of a Vietnamese language pathway? What are they? 8. Other information you would like us to know: Please return all completed surveys via school mail to: Lisa Kwong, Multilingual Pathways Department Source: http://www.doksinet Thăm dò Ý Kiến về Lợi ích của Lộ Trình Việt Ngữ (Vietnamese Language

Pathway) (FLES or World Language Model) 1. Tôi là: Phụ huynh Học sinh trong Học khu Thống nhất San Francisco Học sinh trong Học khu Thống nhất San Francisco Nhân viên Học khu Thống nhất San Francisco Thành viên Cộng đồng Thành phần Khác: 2. Xin nêu cấp lớp mà con em quý vị đang theo học Trường thuộc Học khu Thống nhất San Francisco (Xin vui lòng đánh dấu tất cả các mục áp dụng) pre-K TK K 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th 3. Tôi nghĩ các lợi ích cho lộ trình Việt ngữ là: (xin đánh dấu tất cả các mục áp dụng) duy trì ngôn ngữ và văn hóa quê nhà có cơ hội chia sẻ ngôn ngữ và văn hóa với những người khác tạo cơ hội công ăn việc làm cho con em chúng ta giảm bớt những vấn đề đặc trưng của Người Mỹ Gốc Việt

Những vấn đề khác: 4. Tôi sẽ ghi danh các con tôi vào chương trình này, nếu có: Có Không Có thể 5. Ý thích của tôi về địa điểm của chương trình này là: (Xin nêu tên trường) 6. Sau khi tham dự phiên họp thông tin hôm nay, tôi cảm nhận rằng Tôi am hiểu hơn về quy trình và lịch trình Tôi đã có cơ hội chia sẻ ý tưởng của mình dù là trong nhóm hay trong cuộc thăm dò ý kiến này. 7. Quý vị có gì quan ngại về sự khởi đầu của một lộ trình Việt ngữ? Xin cho biết đó là những quan ngại gì? 8. Xin cho biết những thông tin khác mà quý vị muốn cho chúng tôi biết: Please return all completed surveys via school mail to: Lisa Kwong, Multilingual Pathways Department Source: http://www.doksinet Source: http://www.doksinet