New Jersey Core Curriculum Content Standards
Celebrating and Sharing SuccessesIn 2010 the New Jersey Department of Education (NJDOE) was awarded a Foreign Language Assistance Program (FLAP) grant to study the proficiency growth of high school students from ten districts throughout New Jersey. On May 30, 2013, a culminating event, Celebrating and Sharing Successes, was held at Princeton University. Each district shares their journey in the videos below.
Thank you to the Charles F. Phillips, Coordinator of Video Production Department, Kyle Austin, teacher, and the students from the Broadcast Journalism program in the Toms River Regional Schools for videotaping the event and editing the film.
Click here for Introductions and congratulatory remarks
Remarks provided by:
Cheri Quinlan, Coordinator of World Languages at the New Jersey Department of Education Evo Popoff, Chief Innovation Officer and Assistant Commissioner at New Jersey Department of Education Martha Abbott, Executive Director of the American Council on the Teaching of Foreign Languages Jean Modig, President of Foreign Language Educators of New Jersey
Michele Schreiner, Supervisor of World Languages, Egg Harbor Township School District
In this segment, Michele Schreiner shares background information regarding the high schools involved in the project as well as student responses related to:
- the impact that incentives had on students continuing their study of a world language;
- the types of learning experiences that were most helpful to them in acquiring a language; and
- the reasons that they have continued to study a world language throughout high school.
Tara King, Spanish Teacher, Ramsey High School, Ramsey Public Schools
In this segment, Tara King shares how participation in a series of professional learning experiences focusing on proficiency and language acquisition have influenced teacher practice.
Edison High School
Supervisor: Virginia Santoro
In this segment, Glennysha Jurado Moran and José Pan present a video demonstrating effective implementation of the three modes of communication within one class period.
The theme is cultural foods. Individual students present the history and cultural significance of a particular dish followed by a sampling of that food. While the presenters 'set up,' other students in the class complete an interpretive task based on the theme. After that the presenter discusses the food, giving step-by-step directions on how to prepare it. After the presentation there is a question and answer session with 'the chef.' Students sample the dish as they discuss it with a partner. The remaining ten minutes of the class are reserved for the completion of a formal writing assessment in which the students, in the role of food critics, write a critique for "Zagat España."
Egg Harbor Township High School
Supervisor: Michele Schreiner
In this segment, Michele Schreiner and Matthew Guenther present a video demonstrating what language learning looks like in German I, II, III, and Advanced Placement in their district.
In 2009, students in two sections of College Prep German I began their study of the German language as participants in the proficiency pilot. In elementary school, all students in Egg Harbor Township Schools study Spanish. In middle school, Egg Harbor Township students study either Spanish or French. The proficiency that Egg Harbor Township students have attained in German, therefore, is the result of only four years of German instruction at the high school level.
In this video you will see how these students develop language proficiency in the three modes of communication: interpretive, interpersonal, and presentational.
Linden High School
Supervisor: Alphonsina Paternostro
Alphonsina Paternostro, Anthony Fischetti and Mary Turbett present a video that highlights students at various proficiency levels using the target languages for authentic, real-life purposes.
Students perform tasks in Italian, French, German, and Spanish that relate to themes grounded in authentic, purposeful communication.
The video begins with memorized dialogues at the novice level and shows the transition towards interpersonal communication. The video concludes as students use their emerging language skills in the real world while participating in one of Linden's exchange programs in Italy.
By supporting the continual development of proficiency through attention to the New Jersey Core Curriculum Content Standard for World Languages and the Common Core State Standards, Linden teachers are helping students to become true global citizens. Linden students are developing the skills, knowledge, and cross-cultural understanding that will enable them to become global citizens prepared for an interconnected world.
Mahwah High School
Supervisor: Miriam Lezanski
Miriam Lezanski and Tara Aucoin present a Prezi summarizing their participation in the pilot program.
In the fall of 2009, after completing the equivalent of French 1 in the middle school, 52 freshmen began their study of College Prep and Honors French 2 as participants in the proficiency study. This presentation is the story of the Mahwah world language teachers' journey to understanding proficiency and helping students to develop language skills in the three modes of communication.
Newton High School
World Language Building Coordinator:
Elizabeth Legon and Petra Hanning-Eisenberger present two videos demonstrating the interpersonal mode in the form of interview style conversations.
Students started their study of French and German as freshmen and have completed nearly years of sequential language study. Prior to entering high school, students studied Spanish.
In this video, Newton High School students engage in conversations with native speakers where they ask each other questions about their schools, weekend plans, and future plans. Although they are only in their fourth year of sequential language instruction, they are now able to confidently engage in conversations with native speakers who were visiting the school in the spring of 2013.
Princeton High School
Supervisor: Priscilla Russel
Princeton Japanese teacher, Natsuko Buurstra, talks about her experience with the program and one of her students shares her experiences with learning the language.
Students from all five of the modern languages offered at Princeton High School, Japanese, Mandarin, Italian, Spanish, and French, participated in the proficiency study. Ninth grade French and Spanish students were already well into an extended sequence of language study since they had begun studying Spanish in Kindergarten and then in 6th grade had chosen either to continue with Spanish or switch to French. Students in Japanese, Mandarin, and Italian began their studies in ninth grade so they were just getting going with their language study and for them the OPI was a daunting experience. As seniors they all reported enjoying the OPI conversation. A major goal of the program in Princeton is for students to develop communicative competence and confidence in the language or languages they are learning and participation in this Assessment Pilot has certainly enabled students to demonstrate their growth. Participation in the study also enabled several teachers to attend valuable professional development opportunities including MOPI training and IPA assessment training.
Ramsey High School
Supervisor: Karen Vander Leest
Karen Vander Leest and Tara King presentg four Integrated Performance Assessments that have been implemented at different proficiency levels.
These IPA's were created as a result of professional development provided by the FLAP grant. Each of the IPAs was selected to demonstrate how teachers are working to grow in the following areas: Supporting the Common Core State Standards, using authentic sources, and assessing and grading proficiency. The presentation emphasizes how the initiatives of the FLAP grant have expanded from the initial group of teachers and students to impact the broader World Language program at Ramsey High School.
Washington Township High School
Supervisor: Raymond F. Anderson III
Raymond Anderson presents some samples of student work in the presentational mode of assessment.
From grades 7-12, students have the opportunity to study world languages every day for the full-year. In addition, Mandarin Chinese is offered at the high school level only. In 2009, a random sampling of students in French and Spanish was chosen to participate in the proficiency study. Many of them have continued on to the Advanced Placement level of instruction in their senior year. In this presentation, student work in the presentational mode of communication that is representative of students from Intermediate I, Intermediate II, Advanced, and Advanced Placement, consecutively is highlighted. As a result of participation in the FLAP grant, classrooms in Washington Township have become more student-centered while supporting the Common Core State Standards.
West Orange High School
Supervisor: Ana Martí
Ana Martí presents a video highlighting Chinese III-Honors and Chinese IV-Honors students using language in a real-life situation.
Heritage Spanish students as well as students of Chinese participated in the proficiency study. In elementary school, all students in West Orange Schools study Spanish. In middle school West Orange students study Spanish in grade 7 and choose to study Spanish, French, Italian, or Chinese in grade 8.
High School North and High School South
Supervisor: Carol Meulener
Carol Meulener and Jessica Verrault present how the Pilot Program for High School Reform Proficiency Study has positively affected the district.
They review the program design, the criteria used for student participant selection, and the impact of the grant concerning teachers' practices, instructional strategies and assessment. An Integrated Performance Assessment is shared, as well as strategies for differentiating instruction in order to help students to reach benchmarked levels of proficiency necessary to successfully demonstrate proficiency on the assessments.