Transcript Curriculum Committee Cheshire Board of Education

February 25, 2015
Expanding World Language to Elementary Students
Meeting Agenda
 Welcome and Introductions
 Purpose for the World Language Task Force
 Future Meeting Topics/Outline
 World Language Proposal
 Homework
 Adjourn
Task Force Membership
 June Banfe
 Ron Gagliardi
 Scott Detrick
 Artur Branco
 Jeff Solan
 Marlene Silano
 Cathy Spignesi
 Betsy Stewart
 Heather McElroy
 Debrah Manke
 Carmen Diaz
 Kaitlyn Plant
Community Member
Community Member
Assistant Superintendent
World Language Dept. Head
Principal, CHS
Principal, Chapman School
Grade 4 Chapman School
Grade 5 Norton School
Special Education, Norton School
Grade 6 Norton School
Grade 2 Doolittle School
Grade 4 Doolittle School
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.
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.
Future Meeting Agenda Topics

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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
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
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.
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.
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)
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.
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.
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.
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.
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.
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.
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.
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.
CHESHIRE PUBLIC SCHOOLS
WORLD LANGUAGE PROPOSAL
PLAN A – Choice Language - K
GRADE K
FLEX
1x wk
20 min
Exploration
of
Languages
Chinese
French
German
Italian
Latin
Spanish
GRADE 1 GRADE 2
FLEX
FLES
2x wk
3x wk
20 min
20 min
→
GRADE 3
FLES
3x wk
20 min
Choice
Continue
of
Study of
Language: Language
Chinese
of Choice
French
German
Italian
Latin
Spanish
---------1A
---------1B
GRADE 4
FLES
3x wk
30 min
→
GRADE 5
FLES
4x wk
30 min
→
GRADE 6
FLES
4x wk
30 min
→
GRADE 7
Chinese
French
German
Italian
Latin
Spanish
GRADE 8
Chinese
French
German
Italian
Latin
Spanish
COST
Staffing 9.5
teachers =
$712,500
Year 2D &
3A
Year 3B,
C, D
Texts/
Resources =
$50,000
Supplies =
$12,000
Equipment =
$28,170
---------1C
---------1D & 2A
---------2B & 2C
Curriculum
------------ ------------ Writing =
$28,800
OR
OR
Year 1A/B Year 1C/D
TOTAL =
$831,470
Phase In Process- Options A/B
 Year One
 Year Two
 Year Three
 Year Four
 Year Five
 Year Six
Explore in Kindergarten and Grade 1
Choice of Language –Grade 2
Study Language of Choice – Grade 3
Study Language of Choice – Grade 4
Study Language of Choice – Grade 5
Study Language of Choice – Grade 6
Option A – Choice Language (K)
PROS
-Variety of languages
offered
-Increase in fluency
-Early start to learning a
language
-Enter H.S. with 3 years of a
language
CONS
-Some difficulty
acquiring certified
teachers
-Scheduling classes
may be difficult
CHESHIRE PUBLIC SCHOOLS
WORLD LANGUAGE PROPOSAL
PLAN B - Spanish Focus Beginning in K
GRADE K
FLEX
1x wk
20 min
GRADE 1
FLEX
2x wk
20 min
Exploration Exploration
of
of
Spanish
Spanish
GRADE 2
FLES
3x wk
20 min
GRADE 3 GRADE 4
FLES
FLES
3x wk
3x wk
20 min
30 min
GRADE 5
FLES
4x wk
30 min
GRADE 6
FLES
4x wk
30 min
Spanish
Spanish
Spanish
Spanish
Spanish
1A
1B
1C
1D & 2A
2B & 2C
GRADE 7 GRADE 8 COST
Staffing 9.5
Spanish
Spanish teachers =
Year 2D
Year
$712,500
& 3A
3B,C,D
Supplies =
$12,000
-------------------- ----------OR
OR
OR
Exploratory Year 1A/B Year 1C/D
Chinese
French
German
Latin
Italian
Texts/
Resources =
$50,000
Equipment =
$28,170
Curriculum
Writing =
$28,800
TOTAL =
$831,470
Option B – Spanish (K)
PROS
-Early start to learning
Spanish
-Increase in fluency in
Spanish
-Enter H.S. with 3 years of
Spanish
CONS
-Some difficulty
acquiring certified
teachers
-Lack of choice of a
language to study
CHESHIRE PUBLIC SCHOOLS
WORLD LANGUAGE PROPOSAL
PLAN C – All Languages - Start in Grade 3
GRADE 3
FLEX
2x wk
30 min
GRADE 4
FLES
3x wk
30 min
Exploratory
of
Languages:
Chinese
French
German
Italian
Latin
Spanish
Choice
of Language:
Chinese
French
German
Italian
Latin
Spanish
1A
GRADE 5
FLES
4x wk
30 min
→
GRADE 6
FLES
4x wk
30 min
→
GRADE 7
Chinese
French
German
Italian
Latin
Spanish
GRADE 8
Chinese
French
German
Italian
Latin
Spanish
COST
Staffing 6.5
teachers =
$487,500
Year 2A/B
Year 2C/D
Texts =
$30,000
Supplies =
$8,000
Equipment =
$18,780
1B & 1C
1C/1D
------------OR
-----------OR
Year 1A/B
Year 1C/D
Curriculum
Writing =
$19,200
TOTAL =
$563,480
Phase In Process- Options C/D
 Year One
 Year Two
 Year Three
 Year Four
Explore in Grade 3
Choice of Language –Grade 4
Study Language of Choice – Grade 5
Study Language of Choice – Grade 6
Option C – Choice Language (3)
PROS
-Variety of languages
offered
-Earlier start to learning a
Language
-Increase in fluency
-Enter H.S. with 2 years of a
language
CONS
-Some difficulty
acquiring certified
teachers
-Scheduling classes
may be difficult
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
FLEX
2x wk
30 min
FLES
3x wk
30 min
FLES
4x wk
30 min
FLES
4x wk
30 min
Spanish
Year 2A/B
Spanish
Year 2C/D
Exploratory
of Spanish
Spanish
1A
Spanish
1B & 1C
Supplies =
$8,000
Spanish
1C/1D
------------OR
Exploratory
Chinese
French
German
Italian
Latin
COST
Staffing 6.5
teachers =
$487,500
-----------
------------
Chinese
French
German
Italian
Latin
Chinese
French
German
Italian
Latin
Year 1A/B
Year 1C/D
Texts =
$30,000
Equipment =
$18,780
Curriculum
Writing =
$19,200
TOTAL =
$563,480
Option D – Spanish (3)
PROS
-Earlier start to learning
Spanish
-Increase in fluency in
Spanish
-Enter H.S. with 2 years of
Spanish
CONS
-Some difficulty
acquiring certified
teachers
-Lack of choice of a
language to study
Estimated Costs
Options A & B
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
TOTAL
$112,500
$112,500
$112,500
$112,500
$112,500
$150,000
$712,500
(1.5)
(1.5)
(1.5)
(1.5)
(1.5)
(2.0)
(9.5)
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
$119,300
$138,690
$138,690
$138,690
$129,300
$166,800
$831,470
Teachers
Supplies
TOTAL
Estimated Costs
Options C & D
Year 1
Year 2
Year 3
$75,000
$112,500
$150,000
$150,000
(1.0
(1.5)
(2.0)
(2.0)
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
$81,800
$138,690
$176,190
$166,800
X
X
$563,480
Teachers
Supplies
TOTAL
Year 4
Year 5
Year 6
X
X
TOTAL
$487,500
(6.5)
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.
Next Meeting Agenda Topics
March 24, 2015
 Research Findings
 PROs/CONs for Each Option
 Other District Information
 Parent/Teacher Survey Options
 Discuss Scheduling Alternatives
Thank YOU!