cheri quinlan coordinator, world languages, international education & gifted and talented...
TRANSCRIPT
CHERI QUINLANCOORDINATOR, WORLD LANGUAGES,
INTERNATIONAL EDUCATION & GIFTED AND TALENTED
World Languages Model Programs
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
K-12 Carol Meulener
Mercedes Tellez- Gil
Brain Research
College & Career Ready
What do we do to prepare student in the program?EFFECTIVE INSTRUCTION
BEST PRACTICEEvaluate 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 ScoresNumber of district-wide students=3,056Percentage 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 GENERAL ED DUAL LANGUAGE
LAL 38% 78%
MATHEMATICS 59% 93%
FIFTH GRADE GENERAL ED DUAL LANGUAGE
LAL 37% 80%
MATHEMATICS 63% 100%
SIXTH GRADE GENERAL ED DUAL LANGUAGE
LAL 37% 85%
MATHEMATICS 57% 100%
Developing Plan
* Honors Immersion course in the Middle School* Third language choice
A GLIMPSE INTO FAIR HAVEN’S WORLD LANGUAGE PROGRAM
Seeking proficiency
Key ComponentsTeacher learning and collaborationProficiency targetsData collection and assessmentThematic unitsStrong philosophical underpinningsActivities that support communicationStudents 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 ProgramElementary
• 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
1. Shared philosophy: four meetings all staff per year
2. Development of a Participation Rubric incorporating
the 21st Century Skills
3. Clear proficiency targets for each course based on the
Standards
4. New Spanish courses: reflection of student needs
5. Common assessments and rubrics
6. 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 programOPIC (Spring 2010 & 2013)Computer-based oral proficiency assessment WPT (Spring 2010 & 2013)Functional writing proficiency assessmentSTAMP (Spring 2011 & 2012)Computer-based oral and writing assessment
WW-P Student Results
OPIC 2010Speaking9th Graders
STAMP 2011Speaking10th Graders
STAMP 2012Speaking11th Graders
WPT 2010Writing9th Graders
STAMP 2011Writing10th Graders
STAMP 2012Writing11th Graders
Novice Mid Novice High
16
01
00
02
01
00
Novice High+ 0 3 0 0 0 0
Intermediate Low
31 24 13 21 23 4
Intermediate Low +
0 15 19 0 11 9
Intermediate Mid
11 6 10 26 7 22
Intermediate Mid+
1 0 4 0 5 6
Intermediate High
0 0 0 1 2 5
LINKS
Self-Evaluation
Model Programs Resource Centers
Model Curriculum Project
World Language Standard & Related Resources