WORLD
LANGUAGES
CURRICULUM
REVIEW
Garden City
Public Schools
Board of Education
Presentation- June 9, 2015
“Essential in the formula for a world-class education is an urgent need
for schools to produce students who actually know something about the
world—its cultures and languages, and how its economic, environmental,
and social systems work. Language learning is a central part of what
high-performing nations are doing to make their students and their
societies globally competitive—virtually all of the highest-performing
nations on the recent Program for International Student Assessment exam
require second-language learning. At this defining moment in American
education, we sell ourselves short if we do not strive for schools that
prepare students for an interconnected world driven by the demands and
opportunities of globalization.”
National Imperative for Language Learning by Anthony W. Jackson, Charles E. M. Kolb,
& John I. Wilson
Lead with Languages:
https://vimeo.com/77166262
Committee Members
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Peter J. Giacalone- 6-12 Curriculum
Coordinator
Teresa Prendergast- Assistant
Superintendent- Curriculum and Instruction
Peter Osroff- MS Principal
Gina Christel- Director of Guidance
David Perrotta- HS Assistant Principal
Nora Artibée- HS World Language
Lea Brunetti- HS World Language
Dolores Beckner- HS World Language
Mike Berg- HS World Language
Sandra Cardilicchia- HS World Language
Danielle Caruthers- MS World Language
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Zoran Cerar- HS World Language
April Cornachio- FLES
Gina Curcio- MS World Language
Linda Fabrizio- HS World Language
Toni Gutiérrez- HS World Language
Judith Hecker- MS World Language
Billy Kupferman- FLES
Vicky Linardos- MS World Language
Lisa Malaszczyk- MS World Language
Marie Nuzzi- HS World Language
JoAnn Porter- MS World Language
Donna Scarola- MS World Language
David Strauzer- HS World Language
Charge to the Committee
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Conduct “spotlight year” activities
Review student achievement data
Examine research
Identify best practices
Survey schools/universities
Obtain student feedback
Present findings, conclusions and recommendations
(including budgetary impact, if any) to administration and
the Board of Education
Integrate with ongoing CCLS implementation initiatives
Prepare multi-year plan for implementation beginning 20152016
How the Goals of GCSD are Integrated into
the Curriculum
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Align curricula with CCLS
Reading, writing and critical thinking across the curriculum
Differentiate instruction for the needs of diverse learners
Review performance data and comparator data, if applicable
Identify 6-12 curriculum improvements
Continue efforts to modify and adjust curriculum maps and benchmark
exams, as needed
Review high school courses: consider college credit course changes
Promote interdisciplinary initiatives
Utilize technology to enhance teaching
Framework for Effective Teaching
Key Ideas and
Conceptual
Understandings
Content articulated at
each grade level;
represents the “what”
of teaching and
learning
Common Core Literacy
Skills
Cross-disciplinary skills in
reading, writing, research,
speaking and listening
that should be infused in
all aspects of WL
instruction
Best Practices in World
Language
Integrated Performance
Assessments
Proficiency levels & Can Do
Statements
Use of Authentic Resources
World Languages Philosophy
The primary goal of second language learning is the achievement of functional
communication in the context of the target language. Language learning is also an
invaluable asset to students who will be taking their place in the world.
To achieve this goal, the aim of the department is:
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To teach students the skills necessary for effective communication within the
modes of language learning.
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To provide more opportunities for love of language and for more profound
academic growth in the upper levels.
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To provide students with the insight into and appreciation of the foreign culture in
order that they may become more informed citizens of the world.
Proficiency
Proficiency vs. Fluency
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Proficiency is a measurable level of
competence for sustained communication in
the four skills.
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Fluency is a developmental and long-term
process. It is realistic today that students
achieve different levels of proficiency.
However, rarely do they reach fluency levels
due to limitations (ie: time constraints,
schedules, practice and drill, exposure).
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Intonation- Uses language-appropriate
inflection to indicate purpose of utterance.
Ex: Rising pitch to indicate a question.
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Circumlocution- Uses familiar vocabulary
and structures to express meaning beyond
his/her current level of knowledge.
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Survival Skills- Uses learned expressions
and non-verbal cues in appropriate situations
to sustain conversation and clarify meaning.
Ex: please explain, facial expressions
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Responds to Verbal Clues- Uses utterances
of conversation partner as a clue or resource
to self-correct, clarify, or restate.
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Self-Correction- Uses self-correction to
clarify meaning. Ex: You go……… No, I go.
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The goal of a language program is to
attain proficiency in the language(s).
To reach the end of the continuum, one must
be able to handle the language effortlessly and
with native accuracy- Fluency.
World Readiness Standards for
Language Learning
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Communication: Communicate in more than one language in order to function in a
variety of situations and for multiple purposes.
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Cultures: Learners use the language to investigate, explain, and reflect on the
relationship between the practices, products and perspectives of the cultures studied.
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Connections: Connect with other disciplines and acquire information and diverse
perspectives in order to use the language to function in academic and career-related
situations.
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Comparisons: Learners use the language to investigate, explain, and reflect on the
nature of language /culture through comparisons of the language/culture studied and
their own.
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Communities: Learners use the language both within and beyond the classroom to
interact and collaborate in their community and the globalized world.
Best Practices in Language Learning
 Participate in BOCES, FLACS and Collegial Circles to discuss curriculum
and best practices
 Attend Professional Conferences- FLACS, NYSAFLT, AATSP, AATI,
AATG, AATF
 Integrated Performance Assessment
 Implementation of various instructional strategies
 Proficiency levels & ACTFL Can Do Statements
 Use of authentic resources
 Develop tests/quizzes/ and projects with colleagues
 Increase writing skills through research projects and essay writing
 Student centered instruction with the teacher serving as facilitator
 Inquiry/project-based learning
 skills stations
 Think Pair-Share
 Peer editing
 Flipped classroom
 Webquests
 Reader’s Theatre
Examples of World Language Instructional
Strategies
Visual, Auditory, Tactile/Kinesthetic
 Support text information with pictures, graphics, key written words
 Deliver instruction using visual technological resources
 Use brainstorming, cooperative learning and listening opportunities
 Teach concepts/support mastery of skills with jingles, raps, songs, poetry, mnemonic devices
or reading intervention formats-books on CD, dyad reading
 Use manipulatives, role playing, games & simulations to develop critical understanding
Differentiated:
 Use diagnostic assessments to determine readiness level in order to match skills to students
 Use multiple learning styles to present content or skills to help students learn
 Involve students in self- assessment and reflective thinking about their growth in learning
Accommodations:
 Use frames, windows, or boxes to separate & space/problems and/or text on a page
 Highlight, italicize or bold major points in worksheets, etc.
 Provide visual supports to supplement auditory lessons- outline, graphic organizer, charts, etc.
Project- Based Learning
8 Essential Elements of Project- Based Learning
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Focus on significant content
Develop 21st century competencies
Engage students in in-depth inquiry
Organize tasks around a given theme
Cultivate a desire for discovery
Encourage voice and choice
Incorporate critique and revision
Include an audience
Co-Curricular Opportunities at the High School
& the Middle School
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AATF, AATG, AATI, ACL, AATSP National Exams
Certamen Quiz Bowl
SUNY Old Westbury and Hofstra Poetry Contests
AATSP Poster Contest
AATSP- Design a Card Contest
FULVI Awards
The Victor Baptiste Spanish Essay Contest
Sprachfest
Italian Quizbowl
World Languages Literary Magazines
World Languages Honor Societies
Various Clubs- French, German, Italian, Latin, Spanish
World Language Honor Societies
Uniform criteria created
 Société Honoraire de Français, Versailles
 Die Deutsche Ehrenverbindung, Delta Epsilon Phi
 Società Onoraria Italica- Guglielmo Marconi
 Societas Linguae Latinae-Esse Quam Videri
 Sociedad Honoraria Hispánica-Capítulo Puerta Del Sol
Year
# of
Inductees
2014
93
2013
75
2012
78
2011
63
2010
68
2009
73
2008
43
Similar Districts- Language Offerings-HS
District
Garden City
East Williston
Total HS Enrollment- Language(s) Offered
2013-2014
1,185
614
French (ending in 2017)
German, Italian, Latin, Spanish
French, Italian, Spanish
Great Neck
2,297
ASL, Chinese, French, Hebrew, Latin, Spanish
Herricks
1,339
French, Italian, Mandarin, Spanish
Jericho
1,163
ASL, French, Italian, Latin, Mandarin, Spanish
Locust Valley
Manhasset
North Shore
694
French, Italian, Spanish
1,019
French, Italian, Latin, Spanish
910
French, Italian, Latin, Spanish
Port Washington
1,545
French, Italian, Latin, Mandarin, Spanish
Rockville Centre
1,108
French, Spanish
Roslyn
1,026
French, Italian, Mandarin, Spanish
Syosset
2,187
French, Italian, Japanese, Latin,
Mandarin, Russian, Spanish
June 2014 FLACS Checkpoint B Results
Exam
# of
students
GC
Passing
Rate
GC Mastery
Rate
(85-100%)
Total
Mastery
Rate
(Consortium)
French
20
100%
90%
74%
German
32
100%
94%
70%
Italian
48
100%
83%
59%
Latin
25
100%
88%
N/A
Spanish
181
100%
81%
58%
Why is College Advantage Offered?
SJU 2016
(anticipated)
SJU
2015
SJU
2014
SJU
2013
AP
2012
AP
2011
AP
2010
French
12
11
7
14
1
7
0
German
28
8
9
9
5
9
5
Italian
38
27
23
19
CA-24
CA-20
14
Latin
31
23
13
12
6
7
10
Spanish
112
68
62
62
8
CA-72
5
10
Language
More opportunities for our students…
Students enrolled in dual languages
Year
Enrollment
2014-2015
86
2013-2014
89
2012-2013
98
2011-2012
86
2010-2011
90
2009-2010
50
2008-2009
64
2007-2008
68
2006-2007
37
What Do Colleges Say about World Language Study?
“For those students who have studied a World Language for 4-5 years, do they have an
advantage for admission over those students who have only taken the required years?”
60% answered yes
Some of those colleges/universities were:
Boston University
Brown University
Dartmouth College
Fairfield University
Hofstra University
Lafayette College
Loyola- Maryland
Providence College
St. John’s University
Villanova University
Wheaton College
“The selection committee was particularly impressed with your strong performance in a
demanding curriculum at Garden City High School. It was noteworthy that you took on a
demanding schedule filled with AP’s and Honor’s classes. We take into account when
students take classes such as Spanish at the highest level offered. That is something that we
look for in all our students here at Loyola.” Kate Murphy- Loyola University
Assistant Director of Admissions
HS Student Engagement Survey
The purpose of this survey was to gather input from our students about World Languages at the High School.
A total of 891 students participated in the survey.
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When asked how their world language class compares to their other core classes in level of
difficulty?
74% said that it was comparable to other CORE classes
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When asked how much their experience in World Languages contributed to their development in
certain areas:
74% believe that they were becoming better speakers in the target language
68% believe they were becoming better writers in the target language
73% believe they were becoming better readers in the target language
56% believe they are able to think more critically
66% believe that what they are learning will be important in life after school
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How much do each of the following classroom activities and assignments interest or engage you?
Group Projects- 85%
Projects/ Lessons with technology- 73%
Group Discussions- 73%
Research Projects 51%
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Using these data, we will develop more critical thinking questions which may be utilized across all
languages. We will also continue to enhance the modes of language learning through various
activities which model real life situations.
June 2014 FLACS Checkpoint A Results
Exam
# of
students
GC
Passing
Rate
GC Mastery
Rate (85-100%)
Total
Mastery
Rate
(Consortium)
German
30
100%
90%
75%
Italian
76
100%
100%
80%
Spanish
205
100%
90%
69%
Similar Districts- Language Offerings-MS
District
Total MS Enrollment
2013-2014
Language(s) Offered
Garden City
947
German, Italian, Latin(Elective), Spanish
East Williston
426
French/Italian (Exploratory), Spanish
Great Neck
1,543
Chinese, French, Hebrew, Latin, Spanish
Herricks
975
French, Italian, Mandarin, Spanish
Jericho
676
ASL, French, Italian, Latin, Mandarin,
Spanish
Locust Valley
552
French, Italian, Spanish
Manhasset
579
French, Latin, Spanish
North Shore
655
French, Italian, Latin, Spanish
Port Washington
1,198
French, Italian, Latin, Spanish
Rockville Centre
848
French, Spanish
Roslyn
772
French, Italian, Mandarin Spanish
Syosset
1,528
French, Italian, Spanish
MS Student Engagement Survey
The purpose of this survey was to gather input from our students about World Languages at the Middle
School. A total of 320 students participated in the survey.
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When asked how much their experience in World Languages contributed to their development in
certain areas:
79% believe that they were becoming better speakers in the target language
74% believe they were becoming better writers in the target language
75% believe they were becoming better readers in the target language
51% believe they are able to think more critically
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When asked if they believe that the work they are doing now in world language will help them in
their future:
78% said that it will
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How much do each of the following classroom activities and assignments interest or engage you?
Group Projects- 86%
Projects/ Lessons with technology- 79%
Group Discussions- 71%
Research Projects 55%
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Using these data, we will develop more critical thinking questions which may be utilized across
all languages. We will also continue to enhance the modes of language learning through various
activities which model real life situations.
Technology in World Languages
Language Lab
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The lab serves many purposes in an upgraded
capacity:
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Maximizes time to continue to develop Core
Interpersonal Skills
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Pairs groups of students for collaborative
projects that stimulate thinking and
interpersonal communication.
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Instills confidence in students so that they
may experience success with the listening
and the speaking components of language
learning.
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Continues to engage today’s digital learners
with lab technology that incorporates smart
curriculum and encourages interactivity and
multi-modal learning.
Language Lab Software
Blended Learning
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Makes learning engaging and relevant by
blending digital curriculum with tradition faceto-face instruction.
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The teacher’s role shifts from delivery of
content to a coach, learning facilitator.
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The curriculum is in digital format to assist
students to improve his/her performance and to
reach all levels of learners.
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Blended courses are those in which 30% to
70% (these percentages vary depending on the
source) of the instruction is delivered online.
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Teacher utilizes data to differentiate instruction
and provide on-time intervention.
What are the results of Blended Learning?
For Students
For Teachers
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Immediate feedback so they know if
they are on the right path
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Scaffolds to reengage the hard-to-reach
student
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Various forms of multi-media to
engage them in their learning
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Formative and summative assessments
with real-time data to monitor and
measure performance
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Reduced social anxiety from the
traditional classroom setting
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Resource to blend with traditional face
to face instruction
Interactive lessons so that they can
apply theories to real-life situations
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Tutorials to support the reinforcement
and remediation of instruction
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Improved student confidence in overall
learning
Some Technology apps that are used in the World
Languages Classrooms
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Edmodo can be used for online classroom discussions, but in a format that keeps the teacher firmly in
control. The students can post only to the group or the teacher, and group messages can be moderated by
the teacher.
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Socrative/Kahoot! flips the classroom with a pedagogy based on encouraging a loop from ‘learner to
leader’ within the learning space. Instant result aggregation and visualization is provided and teachers can
gauge the whole class’ current level of understanding.
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Educreations is a unique interactive whiteboard and screen casting tool. Users can annotate, animate,
and narrate nearly any type of content as they explain any concept.
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Conjuguemos- is an online workbook for Spanish, French, German, Italian, Portuguese or Latin
language students. The site stores a large amount of practice activities, with more exercises added during
the year by our users. Teachers can also create their own activities.
Language Learning Applications
Language learning applications assist users with vocabulary, context and grammar through online lessons,
educational games, quizzes and progress tracking tools.
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Duolingo makes language learning fun with a game like environment. https://www.duolingo.com/
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Myngle educates users through online courses. Users can register for private lessons and on-demand
classes. On-demand classes move at the user’s preferred pace and allows users to take lessons any
time.
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Busuu is a web-based application that assists a worldwide community with learning various languages
while the user is offered the opportunity to share native language skills with others.
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Quia- Quintessential Instructional Archive- provides a wide variety of tools, including templates for
creating 16 types of online activities using your own content, a complete online testing system with
automatic grading, immediate feedback, and detailed reporting, access to millions of shared activities
and quizzes in over 300 categories.
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Quizlet is a free website providing learning tools for students, including flashcards, study and game
modes. It was created by high school sophomore Andrew Sutherland in 2005 and now contains over
40 million study sets. All of the material is user-generated.
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Rosetta Stone Inc.- pioneered the use of interactive software to accelerate language learning. Today
the company offers courses in more than 30 languages. ($149.99-$400.00)
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Pimsleur- you acquire your new language by listening to authentic native speakers, and then
mimicking and answering questions. You learn grammar, vocabulary, and pronunciation in context
using conversational exchanges- the same way you mastered your native language as a child.
($100.00)
Blended Learning Opportunities
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APEX Learning- The company's standards-based digital curriculum in world languages can be
is used for remediation, intervention and exam preparation. Apex Learning partners with school
districts to provide solutions tailored to meet their specific educational objectives.
Tutorials start at $80 and go down in price the more you buy (down to $20). They are designed to
enhance Grades 6-12 classroom instruction for effective blended learning, targeted intervention and
remediation, and standardized test preparation.
Comprehensive Courses start at $250 for unlimited enrollments and $125 for single enrollments and
the price is reduced the more you buy (down to $25).
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Middlebury Interactive digital world language courses in Spanish, French, and German
utilize authentic cultural materials, including fables, myths, legends and videos with native
speakers, to teach language and culture simultaneously. Task-based activities with instant
feedback engage students in their learning, while helping students develop and refine their
speaking, writing, reading and listening skills in language.
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Itunes U is a completely free medium through the Apple iTunes application where colleges and
universities can offer courses at no charge, to anyone who wants to take them. There is also a
section of iTunes U that focuses on K-12 education, where state or county education departments
provide content for both students and educators. Via the app, the content is then delivered
directly to you, whether the course is a series of lectures, videos, PDFs, or an entire book. After
downloading course content, you have complete control to process it however you wish.
FLES- Foreign Language Elementary School
Importance of the Garden City FLES Program
 Research states that the learning window, when the peak acquisition of a foreign
language occurs, is between birth and ten years of age.
The early study of a second language offers many benefits for students including
academic achievement, positive attitudes toward diversity, flexibility in thinking, sensitivity
to language, and increases in self-esteem and creativity.
 Academic research studies indicate that the benefits of early foreign language programs
include the development of the students’ creativity, memory, and listening skills.
 Studies also show that students who have studied Foreign Languages attain higher
scores on the Scholastic Achievement Tests (SAT) and the American College Test (ACT),
especially in the verbal areas.
FLES Instruction
FLES teachers vary their teaching styles to ensure
that they are engaging the following principal
learning styles of children:
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Verbal/Linguistic- Most children learn by talking
or writing
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Visual/Spatial- Some children learn best through
art projects and visual illustrations
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Body/Kinesthetic Musical/Rhythmic- Many
children learn best by moving, using gestures,
games, dance, as well as songs, chants, and
rhythmic patterns
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Interpersonal- Some children learn best through
interpersonal exchanges or cooperative learning
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Nature- By making associations related to nature,
using their sensory observations and anticipating
processes
FLES Offered in Similar Districts
District
Grade(s)/ Language(s)
Garden City
Grades 4-5/ Spanish
*Cold Spring Harbor
Grades 2-6/Spanish
*East Williston
Grades 3-4/ Spanish
Herricks
Grades 1-5/Spanish Immersion
Jericho
Grades 1-4/Spanish
Grade 5- French/Italian FLEX
Locust Valley
Grades 3-5/ French, Italian, Spanish
Manhasset
FLES as Enrichment only
North Shore
Grades K-5- Mandarin
Choice in 3rd of Mandarin or Spanish
Rockville Centre
Grades 1-5/ Spanish
*Syosset
Grades K-5/
K- Russian
Grade 1- Chinese
Grades 2-5 Rotation of French, Italian and Spanish
*Schools that implemented FLES after visiting Garden
City’s FLES program
FLES Recommendations
Goal
Action Plan
Interdisciplinary Connections
• Identify a course and collaborate with the
general education teachers to establish areas
in which interdisciplinary lessons can be
incorporated.
Interaction within various levels
• Collaborate with colleagues teaching Spanish
to generate experiences which would allow
students at varying levels to interact.
Continue to revise units
• Collaborate with colleagues and determine
which units best prepare FLES students to
move forward with their studies so that they
continue to experience success.
Increase articulation between grades 5 and 6
• Collaborate with 6th grade colleagues who
teach various languages to continue to ensure
the most seamless transition possible from the
5th to 6th grade. Specific student needs may
also be addressed.
Middle School Recommendations
Goal
Action Plan
Create common planning time in specific
courses each year
• Work with middle school administration to
identify priority areas to allocate common
prep time and build it into the master
schedule
Update Scope & Sequence
• Update Scope and Sequence for all levels so
that it best reflects changes in curriculum
Update Vocabulary Lists
• Vocabulary lists to reflect commonality of
thematic vocabulary among languages
Increase articulation between grades 5 and 6
• Create common time for MS teachers to meet
with FLES teachers to discuss curricula
changes
Shared Resources
• Pilot a Google drop box of resources for
teachers of all languages and levels to share
Blended Learning
• Pilot a flipped classroom approach in
Spanish 7 /8
Prioritize future textbook needs to include ebooks
• Italian 7 and 8- $17,000 (2016-2017 budget)
High School Recommendations
Goal
Action Plan
Create common planning time in specific
courses each year
• Work with high school administration to
identify priority areas to allocate common
prep time and build it into the master
schedule
Interdisciplinary Connections
• Identify a course and collaborate with
colleagues in another department to create
interdisciplinary units of study
Update Scope & Sequence
• Update scope and sequence for all levels
so that it best reflects changes in
curriculum
Create Read to Write Activities
• Use staff development time to create
additional Read to Write activities to
reflect common core expectations of
increased rigor
Use of Digital Portfolios
• Pilot the use of Google Docs to
implement digital portfolios
High School Recommendations
Goal
Action Plan
Team Teaching Experiences
• One per semester
• Teachers will work with one another to
create a lesson and team teach
College Courses-Level 4
• Investigate the possibility of offering
college level courses to juniors
Blended Learning
• Pilot a flipped classroom approach in
select classes: Spanish 2H, 3 and 4 classes.
Offer other language oriented
activities/clubs
• Use data from the student engagement
survey to propose club offerings and
other elective courses• World Cuisine Club
Prioritize future textbook needs to include
e-books
•
•
College Italian- $5,000
Spanish Levels 2-3- $27,000
(2017-2018 budget)
Thank you for your support of the
World Languages Program