World Languages Model
Programs
CHERI QUINLAN
COORDINATOR, WORLD LANGUAGES,
INTERNATIONAL EDUCATION & GIFTED AND
TALENTED
[email protected]
PROCESS
COLLABORATIVE EFFORT: NJDOE, FLENJ, NJ WORLD
LANGUAGES SUPERVISORS & MEMBERS OF THE
HIGHER EDUCATION COMMUNITY
• SELF-EVALUATION
• REVIEW OF APPLICATIONS
• SITE VISITS
• MODEL PROGRAM STATUS
• CEREMONY
• RESOURCE CENTERS
CONNECTIONS TO NJDOE INITIATIVES
ESEA WAIVER:
Principle 1: College and Career Ready Expectations for All Students
Principle 2: State-Developed Differentiated Recognition, Accountability, and
Support
Principle 3: Supporting Effective Instruction and Leadership
WORLD LANGUAGES MODEL PROGRAM
RESOURCE CENTERS
District
Type of Program
Supervisor
Englewood Public Schools
Immersion Programs
Mercedes Gil
Fair Haven Public Schools
K-8
Ellen Spears
Princeton Public Schools
K-12
Priscilla Russel
West Windsor-Plainsboro
Regional School District
K-12
Carol Meulener
Mercedes Tellez- Gil
Brain Research
College & Career Ready
What do we do to prepare student in the program?
EFFECTIVE INSTRUCTION
BEST PRACTICE
Evaluate presentations via rubrics aligned to state assessments; and
a common curriculum
Higher order thinking via Interdisciplinary Content Units
Development of vocabulary in two languages
LANGUAGE ASSESSMENT
Use of data to support instruction
Use of technology
2012 NJASK Scores
Number of district-wide students=3,056
Percentage of free and reduced students=59.5%
Percentage of limited English students=10.49%
Number of Pre-K – 6th Grade Dual Language students (2011-2012)= 342
THIRD GRADE
GENERAL ED
DUAL LANGUAGE
LAL
61%
85%
MATHEMATICS
66%
83%
FOURTH GRADE
GENERAL ED
DUAL LANGUAGE
LAL
38%
78%
MATHEMATICS
59%
93%
FIFTH GRADE
GENERAL ED
DUAL LANGUAGE
LAL
37%
80%
MATHEMATICS
63%
100%
SIXTH GRADE
GENERAL ED
DUAL LANGUAGE
LAL
37%
85%
MATHEMATICS
57%
100%
Developing Plan
* Honors Immersion course in the Middle School
* Third language choice
A GLIMPSE INTO FAIR HAVEN’S WORLD
LANGUAGE PROGRAM
Seeking proficiency
Key Components
 Teacher learning and collaboration
 Proficiency targets
 Data collection and assessment
 Thematic units
 Strong philosophical underpinnings
 Activities that support communication
 Students at the center
PRINCETON PUBLIC SCHOOLS
BUILDING UPON A SUCCESSFUL PROGRAM
 EMPHASIS ON COMMUNICATION
 CONNECTIONS TO OTHER DISCIPLINES
 ROLE OF PROFESSIONAL DEVELOPMENT
 FUTURE PLANS: DUAL LANGUAGE
Building upon a Successful Program
Continual Improvement
• Program Evaluation
• Assessments & Student Data
• Professional Development
Our Program
Elementary
• Spanish or Chinese: twice a week
Middle
• Spanish, Chinese, French or German: daily classes
High School
• Spanish, Chinese, French, German or Latin: rotation
basis (three out of every four days)
Focused Initiatives from
Program Evaluation
1.
Shared philosophy: four meetings all staff per year
2.
Development of a Participation Rubric incorporating the
21st Century Skills
3.
Clear proficiency targets for each course based on the
Standards
4.
New Spanish courses: reflection of student needs
5.
Common assessments and rubrics
6.
Examination of samples of student work: consistency in
scoring
Assessments that Determine What
Students Can Do With the Language
 Elementary Schools: SOPA (Student Oral
Proficiency Assessment)
 Middle Schools: four common assessments
(Integrated Performance Assessments)
 High Schools: four common assessments:
Midterms and Finals are Integrated Performance
Assessments
Pilot Program for High School Reform in
World Languages
Four year commitment (2009-2013) to assess
students through our world language program
 OPIC (Spring 2010 & 2013)
 Computer-based oral proficiency assessment
 WPT (Spring 2010 & 2013)
 Functional writing proficiency assessment
 STAMP (Spring 2011 & 2012)
 Computer-based oral and writing assessment
WW-P Student Results
OPIC 2010
Speaking
9th Graders
STAMP 2011
Speaking
10th Graders
STAMP 2012
Speaking
11th Graders
WPT 2010
Writing
9th Graders
STAMP 2011
Writing
10th Graders
STAMP 2012
Writing
11th Graders
Novice Mid
Novice High
1
6
0
1
0
0
0
2
0
1
0
0
Novice High+
0
3
0
0
0
0
Intermediate
Low
31
24
13
21
23
4
Intermediate
Low +
0
15
19
0
11
9
Intermediate
Mid
11
6
10
26
7
22
Intermediate
Mid+
1
0
4
0
5
6
Intermediate
High
0
0
0
1
2
5
LINKS
Self-Evaluation
Model Programs Resource Centers
Model Curriculum Project
World Language Standard & Related Resources