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World Languages Model Programs. Cheri Quinlan Coordinator, World Languages, International Education & Gifted and Talented [email protected] PROCESS. COLLABORATIVE EFFORT: NJDOE, FLENJ, NJ WORLD LANGUAGES SUPERVISORS & MEMBERS OF THE HIGHER EDUCATION COMMUNITY SELF-EVALUATION

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World languages model programs

World Languages Model Programs

Cheri Quinlan

Coordinator, World Languages, International Education & Gifted and Talented

[email protected]


Process
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
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





College career ready
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
2012 NJASK Scores

Number of district-wide students=3,056

Percentage of free and reduced students=59.5%

Percentage of limited Englishstudents=10.49%

Number of Pre-K – 6th Grade Dual Language students (2011-2012)= 342


Developing plan
Developing Plan

* Honors Immersion course in the Middle School

* Third language choice


Seeking proficiency

Seeking proficiency

A glimpse into Fair Haven’s World Language Program


Key components
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
PRINCETON PUBLIC SCHOOLS

  • BUILDING UPON A SUCCESSFUL PROGRAM

    • EMPHASIS ON COMMUNICATION

    • CONNECTIONS TO OTHER DISCIPLINES

    • ROLE OF PROFESSIONAL DEVELOPMENT

    • FUTURE PLANS: DUAL LANGUAGE



  • 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
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
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
Pilot Program for High School Reform in World Languages Language

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



Links
LINKS Language

Self-Evaluation

Model Programs Resource Centers

Model Curriculum Project

World Language Standard & Related Resources


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