C H E R I Q U I N L A N
C O O R D I N A T O R , W O R L D L A N G U A G E S ,
I N T E R N A T I O N A L E D U C A T I O N & G I F T E D A N D
T A L E N T E D
C H E R I . Q U I N L A N @ D O E . S T A T E . N J . U S

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
Fair Haven Public Schools K-8
Princeton Public Schools K-12
West Windsor-Plainsboro
Regional School District
K-12
Mercedes Gil
Ellen Spears
Priscilla Russel
Carol Meulener

Mercedes Tellez- Gil

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

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 – 6 th Grade Dual Language students (2011-2012)= 342
THIRD GRADE
LAL
GENERAL ED
61%
MATHEMATICS 66%
FOURTH GRADE GENERAL ED
LAL
MATHEMATICS
FIFTH GRADE
LAL
MATHEMATICS
SIXTH GRADE
LAL
MATHEMATICS
38%
59%
GENERAL ED
37%
63%
GENERAL ED
37%
57%
DUAL LANGUAGE
85%
83%
DUAL LANGUAGE
78%
93%
DUAL LANGUAGE
80%
100%
DUAL LANGUAGE
85%
100%

* Honors Immersion course in the Middle School
* Third language choice

A G L I M P S E I N T O F A I R H A V E N ’ S W O R L D
L A N G U A G E P R O G R A M








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
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

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
1.
2.
3.
4.
5.
6.
Shared philosophy: four meetings all staff per year
Development of a Participation Rubric incorporating the
21 st 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
 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 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

Novice Mid
Novice High
Novice High+
OPIC 2010
Speaking
9 th Graders
1
6
0
STAMP 2011
Speaking
10 th Graders
0
1
3
STAMP 2012
Speaking
11 th Graders
0
0
0
WPT 2010
Writing
9 th Graders
0
2
0
STAMP 2011
Writing
10 th Graders
0
1
0
STAMP 2012
Writing
11 th Graders
0
0
0
31 24 13 21 23 4 Intermediate
Low
Intermediate
Low +
Intermediate
Mid
Intermediate
Mid+
Intermediate
High
0
11
1
0
15
6
0
0
19
10
4
0
0
26
0
1
11
7
5
2
9
22
6
5

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