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The BYU Chinese Flagship Center and the Utah State Office of Education (USOE) continue efforts in support of K-12 Chinese education through the Flagship Language Access Network (F-LAN) through a consortium of 22 states from California to Rhode Island and from Michigan to Texas. In November 2014, an immersion pipeline in Portuguese was added. The over arching goal of this consortium is to enlarge the national pool of students leaving K-12 who are well prepared to enter Flagship programs by expanding and supporting K-12 Flagship pipelines across the nation. To reach that goal, objectives have been set in professional development for teachers, development and dissemination of curriculum and teaching materials; gathering and using data to improve student proficiency in the target languages; and reporting nationally on the results of the project, continued development and improvement of the secondary component of the K-12 Chinese and Portuguese pipeline; an increasing emphasis on strengthening and expanding the early and late start secondary 7-12 pipelines; strengthening and expanding access to professional development for Chinese and Portuguese teachers; broadening the involvement and leadership of all consortium members in the activities of the consortium; and strengthening communication within and beyond the consortium.

Flagship Chinese Acquisition Pipeline (F-CAP) Project

Joining the BYU Chinese Flagship Center and the USOE in F-CAP is a national consortium consisting of Chinese Flagship Centers, State Departments of Education, and several school districts across 20 states who work collaboratively to implement the F-CAP program. An executive committee and national advisory board oversee the effort. Members of the consortium meet annually to facilitate collaborative planning and information sharing about the early and secondary program models. Experience with implementing the program model in Utah will guide plans for national replication and members of the consortium who represent diverse learning environments will contribute to the development of the national model. The program and its developed Chinese K-12 curriculum seek to stand as a national model of a well-articulated and replicable K-16 pathway for Chinese language study. Successfully implemented, the F-CAP program is expected to result in high school students achieving advanced level proficiency (ACTFL) by graduation and professional level (ACTFL Superior) proficiency by college graduation. Implementation of the F-CAP program has already begun in Utah in Chinese dual language immersion and secondary pathways. The early Chinese dual language immersion programs in Utah begin in either kindergarten or first grade and are now entering their fourth year of implementation with plans to support continued study through high school. Currently in Utah there are twenty-five elementary schools with sixty-seven Chinese immersion classrooms serving more than four thousand kindergarten through fourth grade students. Two other states are following the Utah model of statewide implementation, Delaware and South Carolina. In addition, five LEAs across California, Arizona, Illinois, Texas, and Michigan are also using Utah's DLI model. In total, thirteen schools have implemented Utah's DLI model since this past September. Secondary programs are also expanding, and two secondary pathways have been created: the early entry pathway begins in 7th grade with students continuing to study Chinese up through high school. The late entry pathway begins in 9-10th grade. Although high school students do not have 50% of their instruction in Chinese, as is the case in early immersion, it is expected that teachers use immersion pedagogy and speak in the target language during Chinese class time. Students are also encouraged to attend intensive summer programs and study abroad in order to accelerate their language learning. Both the elementary and secondary programs are developing model curriculum and teaching materials based on proficiency outcomes. Professional development is a focus of the grant as is assessment and research. These developments will be shared among consortium members and beyond. Please go to http://chineseflagship.byu.edu/chineseflagship/index.html or http://utahchineseimmersion.org for more information. Participating Institutions Offices of Education Utah State Office of Education (Co-Principal), South Carolina Department of Education, Oklahoma Department of Education, Delaware Department of Education, Georgia Department of Education Kentucky Department of Education Local Education Agencies (LEAs) Arizona, California, Delaware, Georgia, Idaho, Illinois, Kentucky, Michigan, Mississippi, New York, Oklahoma, Oregon, Rhode Island, South Carolina, Tennessee, Texas Utah, and Wyoming. Article on Chinese Immersion School Consortium http://miparentscouncil.org/2012/08/01/chinese-immersion-school-consorti...