World Languages Model Programs

1. World Languages Model Programs Cheri Quinlan Coordinator, World Languages, International Education & Gifted and Talented Cheri.quinlan@doe.state.nj.us

2. 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

3. 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

4. WORLD LANGUAGES MODEL PROGRAM RESOURCE CENTERS

5. Mercedes Tellez- Gil

6. Brain Research

7. 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

8. 2012 NJASK Scores Number of district-wide students=3,056 Percentage of free and reduced students=59.5% Percentage of limited Englishstudents=10.49% Number of Pre-K – 6th Grade Dual Language students (2011-2012)= 342

9. Developing Plan * Honors Immersion course in the Middle School * Third language choice

10. Seeking proficiency A glimpse into Fair Haven’s World Language Program

11. 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

14. PRINCETON PUBLIC SCHOOLS • BUILDING UPON A SUCCESSFUL PROGRAM • EMPHASIS ON COMMUNICATION • CONNECTIONS TO OTHER DISCIPLINES • ROLE OF PROFESSIONAL DEVELOPMENT • FUTURE PLANS: DUAL LANGUAGE

15. Building upon a Successful Program • Continual Improvement • Program Evaluation • Assessments & Student Data • Professional Development

16. 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)

17. Focused Initiatives from Program Evaluation • Shared philosophy: four meetings all staff per year • Development of a Participation Rubric incorporating the 21st Century Skills • Clear proficiency targets for each course based on the Standards • New Spanish courses: reflection of student needs • Common assessments and rubrics • Examination of samples of student work: consistency in scoring

19. 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

21. 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

22. WW-P Student Results

23. LINKS Self-Evaluation Model Programs Resource Centers Model Curriculum Project World Language Standard & Related Resources