Jenks Public Schools World Language Programs Elementary Programs and Instruction Intermediate Programs and Instruction Secondary Options

Elementary General Elementary World Language Instruction Spanish is the target language for elementary instruction. State standard requires “awareness” of languages other than English at this level. Jenks opts to focus on awareness in PK-3 and offer formal instruction in Spanish beginning in 4th grade. Optional World Language Programs East Elementary Dual Language Southeast Elementary Chinese Immersion

Intermediate General Intermediate World Language Instruction Spanish instruction in 5th grade builds on formal instruction that began in 4th grade. Students are also introduced to the Chinese language. In 6th grade students may choose Spanish or Chinese instruction. State standards allow for continuation of “awareness” goal at this level, but Jenks opts for more intensive instruction. Optional World Language Program East Intermediate World Language Program Continues language experiences for students exiting elementary dual language and immersion programs

Secondary World Language Study Middle School World Language Offerings Chinese (Intro, Chinese I, II, III) French (Intro, French I) Latin (Latin I) Spanish (Intro, Spanish I, II, III) Freshman Academy and High School World Language Offerings American Sign Language (ASL I, II, III) Chinese (Chinese I, II, III, IV, V, AP, Capstone) French (French I, II, III, AP Language,V) German (German I, II, III) Latin (Latin I, II, III, AP Language, Advanced Latin Literature) Spanish (Spanish I, II, III, IV, AP Language, AP Literature, Capstone)

World Language Course Progression Grade Course Elementary K-4 Dual Language or Chinese Immersion Program 50 percent of day in target language Intermediate 5-6 World Language Program 5th : one core subject block in target language, weekly language study 6th Grade: Daily language study High school credit earned for either Chinese I or Spanish I Middle School 7-8 Daily language study High school credit earned for Chinese II and III or Spanish II or III Separate sections offered for students from immersion programs Freshman Academy 9 Chinese IV or Spanish IV High School 10-12 Chinese V, AP Chinese AP Spanish Language, AP Spanish Literature Capstone Experience , Concurrent Enrollment, or New Language

Intermediate Level Program Comparison 2015-2016 2016-2017 Content-based language study through math (Chinese) or social studies (Spanish) Daily language study No differentiation in delivery method between 5th and 6th grades 5th grade content-based language study through science (Chinese) or social studies (Spanish) and weekly language study 6th grade daily language study Proficiency targets will not change.

Driving Forces For Program Delivery Changes Continue support for language immersion students as they transition from initial programs to secondary language study Reduce additional school-day time requirements for world language students Capture cost savings equal to two teaching positions from extended day program to reduce class sizes across intermediate sites Allow students to branch out socially from elementary peers Provide greater language learning opportunities for students placed in upper-level math classes Provide content-based language study that is more conducive to building character knowledge and vocabulary acquisition for Chinese language learners

College Credit for AP Success Each college and university sets its own policy for awarding course credit based on Advanced Placement (AP) exams. The University of Tulsa Test AP Score=3 AP Score=4 AP Score=5 Chinese 8 credit hours 14 credit hours 17 credit hours Spanish Language Spanish Literature 14 credit hours* 17 credit hours* 20 credit hours* The University of Oklahoma Test AP Score=3 AP Score=4 AP Score=5 Chinese 5 credit hours 8 credit hours 11 credit hours Spanish Language 13 credit hours 16 credit hours 19 credit hours Spanish Literature 3 credit hours* *duplicates potential credit earned for Spanish Language exam

College Credit for AP Success Each college and university sets its own policy for awarding course credit based on Advanced Placement (AP) exams. Oklahoma State University Test AP Score=3 AP Score=4 AP Score=5 Chinese 15 credit hours Spanish Language Spanish Literature 15 credit hours* The University of Arkansas Test AP Score=3 AP Score=4 AP Score=5 Chinese Not accepted Spanish Language 6 hours credit 9 hours credit 12 hours credit Spanish Literature 3 hours credit *duplicates potential credit earned for Spanish Language exam

World Language Program Standards and Guidelines American Council on the Teaching of Foreign Language (ACTFL) standards and proficiency guidelines Oklahoma World Language Standards Jenks Public Schools Curriculum Continua Jenks Public Schools World Language “Can-Do” Statements In recent years the ACTFL standards have become the benchmark for world language programs across the country. The Jenks “Can-Do” Statements and the 2015 Oklahoma state standards reflect ACTFL standards. The world language curriculum committee is revising the Jenks Continua this year to reflect these new standards.

Proficiency Targets Jenks Grade Span Ending Targets for Students In Dual Language and Immersion Programs 4th Grade: Novice High 6th Grade: Intermediate Low 8th Grade: Intermediate High 12th Grade: Advanced Mid

Assessments Elementary World Language Programs ELLOPA and SOPA Oral Language Proficiency Assessments STAR Reading in English and Spanish Oral and Written Classroom Assessments Intermediate World Language Program SOPA Oral Language Proficiency Assessments Jenks Public Schools “Can-Do” Statements (Based on ACTFL proficiency levels) Secondary World Language Courses AAPPL for Chinese Levels II and III (Grant funded) AP Exams *The World Language Curriculum Committee, meeting this school year, is in the process of identifying additional formative and summative assessments for world language study.

Can-Do Statement Examples Can-Do Statements are grouped in to five categories: Interpersonal Communication, Presentational Speaking, Presentational Writing, Interpretive Listening, and Interpretive Reading. Novice Low (Interpersonal Communication) I can answer a few simple questions. I can respond to yes/no questions. I can answer an either/or question. I can respond to who, what, when, where questions. Novice Mid (Presentational Writing) I can fill out a simple form with some basic personal information. I can fill out a form with my name, address, phone number, birth date and nationality. I can complete a simple online form. I can fill out a simple schedule.   Novice High (Interpretive Reading) I can understand simple information when presented with pictures and graphs. I can understand some facts about the weather when weather symbols are used. I can understand when someone describes physical descriptions from a photo or an artwork. I can follow along with simple arithmetic problems when I see the figures. Intermediate Low (Presentational Speaking) I can talk about people, activities, events, and experiences. I can describe the physical appearance of a friend or family member. I can describe another person’s personality. I can talk with someone about school or work.

Can-Do Statement Examples By high school graduation, the ACTFL proficiency target for students who began intensive language study in elementary school is Advanced-Mid. Interpersonal Communication I can communicate effectively on a wide variety of present, past, and future events. I can give a clear and detailed story about childhood memories, such as what happened during vacations or memorable events and answer questions about my story. I can give detailed descriptions about cultural events and respond to questions about them. I can talk about present challenges in my school or work life, such as paying for classes or dealing with difficult colleagues. I can discuss future plans, such as where I want to live and what I will be doing in the next few years.   Interpretive Reading I can understand general information on topics outside my field of interest. I can understand the details about a police report on a recent crime. I can understand the details of a job or performance evaluation. I can understand the details of an article about a sporting or cultural event.

Other Options For Supporting Language Learning After school or summer offerings through Jenks Community Education Increased access to reading materials in the target languages in classroom libraries and the media center Book fair offerings in Spanish and Chinese Mentoring/collaboration opportunities with upper-level world language students

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