1. World Languages Model Programs
Cheri Quinlan
Coordinator, World Languages, International Education & Gifted and Talented

2. 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

3. 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

4. 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
Carol Meulener

5. Mercedes Tellez- Gil

6. Brain Research

7. 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

8. 2012 NJASK Scores THIRD GRADE GENERAL ED DUAL LANGUAGE LAL 61% 85%
Number of district-wide students=3,056
Percentage of free and reduced students=59.5%
Percentage of limited English students=10.49%
Number of Pre-K – 6th Grade Dual Language students ( )= 342
THIRD GRADE
GENERAL ED
DUAL LANGUAGE
LAL
61%
85%
MATHEMATICS
66%
83%
FOURTH GRADE
38%
78%
59%
93%
FIFTH GRADE
37%
80%
63%
100%
SIXTH GRADE
57%

9. Developing Plan
* Honors Immersion course in the Middle School * Third language choice

10. A glimpse into Fair Haven’s World Language Program
Seeking proficiency

11. 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

14. PRINCETON PUBLIC SCHOOLS
BUILDING UPON A SUCCESSFUL PROGRAM
EMPHASIS ON COMMUNICATION
CONNECTIONS TO OTHER DISCIPLINES
ROLE OF PROFESSIONAL DEVELOPMENT
FUTURE PLANS: DUAL LANGUAGE

15. Building upon a Successful Program Continual Improvement
Program Evaluation
Assessments & Student Data
Professional Development

16. 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)

17. 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

19. 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

21. Pilot Program for High School Reform in World Languages
Four year commitment ( ) 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

22. WW-P Student Results OPIC 2010 Speaking 9th Graders STAMP 2011
WPT 2010
Writing
Novice Mid Novice High 1 6 2
Novice High+ 3
Intermediate Low 31 24 13 21 23 4
Intermediate Low + 15 19 11 9
Intermediate Mid 10 26 7 22
Intermediate Mid+ 5
Intermediate High

23. LINKS Self-Evaluation Model Programs Resource Centers
Model Curriculum Project
World Language Standard & Related Resources