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Cheshire Public Schools World Language Task Force

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Title: Curriculum Committee Cheshire Board of Education Author: sdetrick Last modified by: DeAngelo, Lesley Created Date: 10/24/2014 5:42:24 PM Document presentation ... – PowerPoint PPT presentation

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Title: Cheshire Public Schools World Language Task Force


1
Cheshire Public Schools World Language Task Force
  • 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 childs
    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 7th 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 5th grade or below.
  • -53 of DRG B Schools have an elementary language
    program starting at 5th grade or below.

12
Second Language Acquisition Research
  • Why should second language learning begin at the
    elementary Level?
  • -21st 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 Cs 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 K GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 COST
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
  • offered acquiring certified
  • -Increase in fluency teachers
  • -Early start to learning a -Scheduling classes
  • language may 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 K GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 COST
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
  • Spanish acquiring 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 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 COST
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
  • offered acquiring certified
  • teachers
  • -Earlier start to learning a -Scheduling classes
  • Language may 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 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 COST
  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
  • Spanish acquiring 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 1 Year 2 Year 3 Year 4 Year 5 Year 6 TOTAL
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)
Supplies 2,000 2,000 2,000 2,000 2,000 2,000 12,000
Texts/Resources 0 10,000 10,000 10,000 10,000 10,000 50,000
Equipment 0 9,390 9,390 9,390 0 0 28,170
Curriculum Writing 4,800 4,800 4,800 4,800 4,800 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 1 Year 2 Year 3 Year 4 Year 5 Year 6 TOTAL
Teachers 75,000 (1.0 112,500 (1.5) 150,000 (2.0) 150,000 (2.0) X  X  487,500 (6.5)
Supplies 2,000 2,000 2,000 2,000 X  X  8,000
Texts/Resources 0 10,000 10,000 10,000 X  X  30,000
Equipment 0 9,390 9,390 0 X  X  18,780
Curriculum Writing 4,800 4,800 4,800 4,800 X  X  19,200
  TOTAL   81,800   138,690   176,190   166,800 X    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!
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