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

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 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 THIRD GRADE GENERAL ED DUAL LANGUAGE LAL 61% 85% 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 38% 78% 59% 93% FIFTH GRADE 37% 80% 63% 100% SIXTH GRADE 57%

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 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

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 WPT 2010 Writing Novice Mid Novice High 1 6 2 Novice High+ 3 Intermediate Low 31 24 13 21 23 4 Intermediate Low + 15 19 11 9 Intermediate Mid 10 26 7 22 Intermediate Mid+ 5 Intermediate High

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