1. 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 7 th 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 5 th grade or below. -53% of DRG B Schools have an elementary language program starting at 5 th grade or below.

12. Second Language Acquisition Research Why should second language learning begin at the elementary Level? -21 st 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 SCHOOLS WORLD LANGUAGE PROPOSAL PLAN A – Choice Language - K GRADE KGRADE 1GRADE 2GRADE 3GRADE 4GRADE 5GRADE 6GRADE 7GRADE 8COST FLEX 1x wk 20 min Exploration of Languages Chinese French German Italian Latin Spanish FLEX 2x wk 20 min → FLES 3x wk 20 min Choice of Language: Chinese French German Italian Latin Spanish ---------- 1A FLES 3x wk 20 min Continue Study of Language of Choice ---------- 1B FLES 3x wk 30 min → ---------- 1C FLES 4x wk 30 min → ---------- 1D & 2A FLES 4x wk 30 min → ---------- 2B & 2C Chinese French German Italian Latin Spanish Year 2D & 3A ------------ OR Year 1A/B Chinese French German Italian Latin Spanish Year 3B, C, D ------------ OR Year 1C/D Staffing 9.5 teachers = $712,500 Supplies = $12,000 Texts/ Resources = $50,000 Equipment = $28,170 Curriculum Writing = $28,800 TOTAL = $831,470

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 offeredacquiring certified -Increase in fluency teachers -Early start to learning a-Scheduling classes languagemay be difficult -Enter H.S. with 3 years of a language

22. CHESHIRE PUBLIC SCHOOLS WORLD LANGUAGE PROPOSAL PLAN B - Spanish Focus Beginning in K GRADE KGRADE 1GRADE 2GRADE 3GRADE 4GRADE 5GRADE 6GRADE 7GRADE 8COST FLEX 1x wk 20 min Exploration of Spanish FLEX 2x wk 20 min Exploration of Spanish FLES 3x wk 20 min Spanish 1A FLES 3x wk 20 min Spanish 1B FLES 3x wk 30 min Spanish 1C FLES 4x wk 30 min Spanish 1D & 2A FLES 4x wk 30 min Spanish 2B & 2C ---------- OR Exploratory Chinese French German Latin Italian Spanish Year 2D & 3A ----------- OR Year 1A/B Spanish Year 3B,C,D ----------- OR Year 1C/D Staffing 9.5 teachers = $712,500 Supplies = $12,000 Texts/ Resources = $50,000 Equipment = $28,170 Curriculum Writing = $28,800 TOTAL = $831,470

23. Option B – Spanish (K) PROS CONS -Early start to learning-Some difficulty Spanishacquiring 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 SCHOOLS WORLD LANGUAGE PROPOSAL PLAN C – All Languages - Start in Grade 3 GRADE 3GRADE 4GRADE 5GRADE 6GRADE 7GRADE 8COST FLEX 2x wk 30 min Exploratory of Languages: Chinese French German Italian Latin Spanish FLES 3x wk 30 min Choice of Language: Chinese French German Italian Latin Spanish 1A FLES 4x wk 30 min → 1B & 1C FLES 4x wk 30 min → 1C/1D Chinese French German Italian Latin Spanish Year 2A/B ------------- OR Year 1A/B Chinese French German Italian Latin Spanish Year 2C/D ------------ OR Year 1C/D Staffing 6.5 teachers = $487,500 Supplies = $8,000 Texts = $30,000 Equipment = $18,780 Curriculum Writing = $19,200 TOTAL = $563,480

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 offeredacquiring certified teachers -Earlier start to learning a-Scheduling classes Languagemay be difficult -Increase in fluency -Enter H.S. with 2 years of a language

27. CHESHIRE PUBLIC SCHOOLS WORLD LANGUAGE PROPOSAL PHASE-IN COMPLETED PLAN D – Spanish Focus - Start in Grade 3 GRADE 3GRADE 4GRADE 5GRADE 6GRADE 7GRADE 8COST FLEX 2x wk 30 min Exploratory of Spanish FLES 3x wk 30 min Spanish 1A FLES 4x wk 30 min Spanish 1B & 1C FLES 4x wk 30 min Spanish 1C/1D ------------- OR Exploratory Chinese French German Italian Latin Spanish Year 2A/B ----------- Chinese French German Italian Latin Year 1A/B Spanish Year 2C/D ------------ Chinese French German Italian Latin Year 1C/D Staffing 6.5 teachers = $487,500 Supplies = $8,000 Texts = $30,000 Equipment = $18,780 Curriculum Writing = $19,200 TOTAL = $563,480

28. Option D – Spanish (3) PROS CONS -Earlier start to learning-Some difficulty Spanishacquiring 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 Costs Options A & B Year 1Year 2Year 3Year 4Year 5Year 6TOTAL Teachers$112,500 (1.5) $112,500 (1.5) $112,500 (1.5) $112,500 (1.5) $112,500 (1.5) $150,000 (2.0) $712,500 (9.5) Supplies2,000 12,000 Texts/Resources010,000 50,000 Equipment09,390 0028,170 Curriculum Writing 4,800 28,800 TOTAL $119,300 $138,690 $138,690 $138,690 $129,300 $166,800 $831,470

30. Estimated Costs Options C & D Year 1Year 2Year 3Year 4Year 5Year 6TOTAL Teachers$75,000 (1.0 $112,500 (1.5) $150,000 (2.0) $150,000 (2.0) X X $487,500 (6.5) Supplies2,000 X X 8,000 Texts/Resources010,000 X X 30,000 Equipment09,390 0X X 18,780 Curriculum Writing 4,800 X X 19,200 TOTAL $81,800 $138,690 $176,190 $166,800X X $563,480

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!