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

2. 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

3. 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

4. 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)

5. 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

6. Intermediate Level Program Comparison
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.

7. 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

8. 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

9. 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

10. 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.

11. 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

12. 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.

13. 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.

14. 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.

15. 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

16. What questions may we answer?