Cheshire Public Schools World Language Task Force

1. Cheshire Public Schools World Language Task Force February 25, 2015 Expanding World Language to Elementary Students

2. Meeting Agenda • Welcome and Introductions • Purpose for the World Language Task Force • Future Meeting Topics/Outline • World Language Proposal • Homework • Adjourn

3. Task Force Membership • June Banfe Community Member • Ron Gagliardi Community Member • Scott Detrick Assistant Superintendent • Artur Branco World Language Dept. Head • Jeff Solan Principal, CHS • Marlene Silano Principal, Chapman School • Cathy Spignesi Grade 4  Chapman School • Betsy Stewart Grade 5 Norton School • Heather McElroy Special Education, Norton School • Debrah Manke Grade 6 Norton School • Carmen Diaz Grade 2 Doolittle School • Kaitlyn Plant Grade 4 Doolittle School

4. Purpose for Task Force • To study our World Language Proposal and develop an implementation plan to recommend to the BOE to expand world language instruction successfully at the elementary level.

5. Work to Be Done 1. Develop, administer, and analyze survey data from parents and teachers in order to: • Survey interest in world language program options • Identify grade level preferences for introduction of world language instruction • Prioritize preference of language or offering options • Clarify issues and concerns 2. Explore alternatives to elementary scheduling, certification issues, funding resources, and cost saving measures 3. Explore technology applications that could support and enhance elementary world language instruction at all levels 4. Develop a plan for implementation with a recommendation for the Curriculum Committee of the BOE due on or before November 2015 to allow the BOE to include a WL proposal in budget recommendations for 2016 – 2017 if desired.

6. Future Meeting Agenda Topics 3/24/15 • Research Findings • Other District Information • Parent/Teacher Survey Options • Discuss Scheduling Alternatives 4/29/15 • Finalize Survey for Parents/Teachers • Discuss Scheduling Options/Use of Available Technology 5/28/15 • Review Survey Results • Discuss Strategies for Gaining Support • Plan Meetings for September/October 2015

7. World Language Study • Identified our philosophy, current practice and sequence of studies • Researched the scope of current world language practice in the State • Reviewed research on second language acquisition • Identified various models for elementary world language programs: FLEX and FLES • Developed options for consideration for implementation of world languages in our elementary schools with estimated costs • Identified recommendations and next steps

8. Philosophy We live in a multilingual, multicultural world, therefore, the study of other languages and cultures should be an integral part of a child’s education. From the moment of birth, the child begins to interact with the immediate world through sounds and languages. As the child matures and communication develops through reading and writing, language takes on more complex functions. The study of modern and/or classic languages broadens intellectual perspectives, encourages participation in a wider community and fosters understandings of acceptance of and respect for other cultures. Cheshire Public Schools believe that all students can be successful learners of language and cultures, if they are given the following opportunities: programs that are integrated into the entire school experience; instructional approaches and strategies that address a variety of learning styles and needs; and expectations that are flexible and appropriate. Language and culture must be an integral part of the core curriculum. Learning a language is a sequential process leading to the acquisition of specialized skills.

9. Current Practices/Sequence • Dodd Middle School -Students begin the study of one of four languages, Spanish, French, German or Latin. -Students in 7th grade meet every other day throughout the entire year for a total of 90 days, while in 8th grade the students meet everyday for a total of 180 days. - At the middle school all five skills of language acquisition, reading, writing, speaking, listening, and cultural understanding, are developed and assessed.

10. Current Practices/Sequence • Cheshire High School -Five World Languages, Spanish, French, German, Latin, as well as Italian. -All five skills of language acquisition, reading, writing, speaking, listening, and cultural understanding, continue to be developed and assessed. -Students successfully continuing Spanish, French, German and Latin from the middle school will enter at level 2 (year 2) -Students progress in their chosen language through Level 5 (year five)

11. Scope of Current Practice in Connecticut Schools • Source: -Connecticut State Department of Education Strategic School Profiles -Connecticut Education State Department Data and Research in World Language Instruction • Trends: -Increase of elementary language Programs starting at 5th grade or below. -53% of DRG B Schools have an elementary language program starting at 5th grade or below.

12. Second Language Acquisition Research • Why should second language learning begin at the elementary Level? -21st Century- There is a need for citizens to communicate in a culturally diverse world. Knowledge/proficiency of a world language is the key to that communication. -Brain research shows that young children have a natural aptitude for language development. -Young children are developmentally at the critical period of language acquisition.

13. Second Language Acquisition Research • Benefits of Early Language Learning: -Native like pronunciation -Significant gains in standardized testing in language arts and math as well as SAT scores. -Greater cognitive development in areas such as creativity, higher order skills etc.. -Enhances listening and memory skills. -Greater sense of cultural pluralism and appreciation of other cultures. -Higher level of linguistic proficiency.

14. Models for Elementary World Language Instruction • Identified Elementary World Language Programs: -FLEX & FLES • FLEX Program: (Kindergarten and Grade One) -The nature of this program is exploratory rather than proficiency based. -Words, phrases and culture are taught on an informal basis.

15. Models for Elementary World Language Instruction • FLES Program: (Second through Sixth Grade) -This program is proficiency based. -Language is taught sequentially and it is connected to interdisciplinary content. • Our Elementary language program will be based upon the Five C’s of language learning: “Communication, Cultures, Comparisons, Connections and Communities” and will be aligned with both state and national world language standards as well as the American Council of the Teaching of Foreign Languages (ACTFL) guidelines. 

16. WHY? • To prepare our students to meet the challenges of a changing, global society by providing high quality educational opportunities • To ensure that our students acquire a level of proficiency in a world language that enables them to read, write, understand and speak fluently in a target language when they graduate.

17. OPTIONS – A, B, C, and D • A – World language instruction provided to all students beginning in kindergarten and grade one with an exploration of Chinese, French, German, Italian, Latin, and Spanish followed by “choice” language instruction beginning in grade 2 and continuing to grade 6. • B – World language instruction provided to all students beginning in kindergarten and grade one with an exploration of Spanish followed by instruction of Spanish beginning in grade 2 and continuing to grade 6.

18. OPTIONS – A, B, C, and D • C – World language instruction provided to all students beginning in grade three with an exploration of Chinese, French, German, Italian, Latin, and Spanish followed by “choice” language instruction beginning in grade 4 and continuing to grade 6. • D – World language instruction provided to all students beginning in grade three with an exploration of Spanish followed by instruction of Spanish beginning in grade 4 and continuing to grade 6.

19. CHESHIRE PUBLIC SCHOOLSWORLD LANGUAGE PROPOSALPLAN A – Choice Language - K

20. Phase In Process- Options A/B • Year One Explore in Kindergarten and Grade 1 • Year Two Choice of Language –Grade 2 • Year Three Study Language of Choice – Grade 3 • Year Four Study Language of Choice – Grade 4 • Year Five Study Language of Choice – Grade 5 • Year Six Study Language of Choice – Grade 6

21. Option A – Choice Language (K) PROS CONS -Variety of languages -Some difficulty offered acquiring certified -Increase in fluency teachers -Early start to learning a -Scheduling classes language may be difficult -Enter H.S. with 3 years of a language

22. CHESHIRE PUBLIC SCHOOLSWORLD LANGUAGE PROPOSALPLAN B - Spanish Focus Beginning in K

23. Option B – Spanish (K) PROS CONS -Early start to learning -Some difficulty Spanish acquiring certified teachers -Increase in fluency in -Lack of choice of a Spanish language to study -Enter H.S. with 3 years of Spanish

24. CHESHIRE PUBLIC SCHOOLSWORLD LANGUAGE PROPOSALPLAN C – All Languages - Start in Grade 3

25. Phase In Process- Options C/D • Year One Explore in Grade 3 • Year Two Choice of Language –Grade 4 • Year Three Study Language of Choice – Grade 5 • Year Four Study Language of Choice – Grade 6

26. Option C – Choice Language (3) PROS CONS -Variety of languages -Some difficulty offered acquiring certified teachers -Earlier start to learning a -Scheduling classes Language may be difficult -Increase in fluency -Enter H.S. with 2 years of a language

27. CHESHIRE PUBLIC SCHOOLSWORLD LANGUAGE PROPOSALPHASE-IN COMPLETEDPLAN D – Spanish Focus - Start in Grade 3

28. Option D – Spanish (3) PROS CONS -Earlier start to learning -Some difficulty Spanish acquiring certified teachers -Increase in fluency in -Lack of choice of a Spanish language to study -Enter H.S. with 2 years of Spanish

29. Estimated CostsOptions A & B

30. Estimated CostsOptions C & D

31. Homework • Review our WL Proposal and create a list of PROS and CONS for each option. • Read World Language Articles. Bring ideas to the next meeting to improve our proposal.

32. Next Meeting Agenda Topics March 24, 2015 • Research Findings • PROs/CONs for Each Option • Other District Information • Parent/Teacher Survey Options • Discuss Scheduling Alternatives

33. Thank YOU!