Elementary Foreign LanguageElementary Foreign Language Implementation Recommendations Elementary Foreign LanguageElementary Foreign Language Implementation Recommendations
Western Springs School District 101
January 2009
Western Springs School District 101
January 2009
A Brief History A Brief History
Board of Education Decisions Made in the Spring 2008 Foreign Language to begin in 2009-10 in grades 1-6 As part of the regular school day Extended student instructional day to begin 2008-09 Instruction will be based on FLES Model (Foreign Language
in Elementary Schools) & Best Practice research Implementation recommendations to be made to the Board
by an Internal Foreign Language Implementation Committee
Board of Education Decisions Made in the Spring 2008 Foreign Language to begin in 2009-10 in grades 1-6 As part of the regular school day Extended student instructional day to begin 2008-09 Instruction will be based on FLES Model (Foreign Language
in Elementary Schools) & Best Practice research Implementation recommendations to be made to the Board
by an Internal Foreign Language Implementation Committee
The Committee The Committee
Brian Barnhart, Superintendent Sal Pienschke, Elem. Art
Dan Chick, McClure Carrie Prevolos, Forest Hills
Courtney Douglas, McClure Brad Promisel, Field Park
Ann Fehser, Laidlaw Jen Rieck, Field Park
Mike Fustin, Asst Superintendent Lisa Schindler, Laidlaw
Dana Karney, McClure Marc Shulman, Laidlaw
Lori Melhart, Field Park/Laidlaw Ben Skoda, McClure
Nicole Modaff, Forest Hills Deb Spartz, Laidlaw
Mary Noe, Laidlaw Amy Wilkin, McClure
Suzanne Penn, McClure Julie Wilton, Laidlaw
Brian Barnhart, Superintendent Sal Pienschke, Elem. Art
Dan Chick, McClure Carrie Prevolos, Forest Hills
Courtney Douglas, McClure Brad Promisel, Field Park
Ann Fehser, Laidlaw Jen Rieck, Field Park
Mike Fustin, Asst Superintendent Lisa Schindler, Laidlaw
Dana Karney, McClure Marc Shulman, Laidlaw
Lori Melhart, Field Park/Laidlaw Ben Skoda, McClure
Nicole Modaff, Forest Hills Deb Spartz, Laidlaw
Mary Noe, Laidlaw Amy Wilkin, McClure
Suzanne Penn, McClure Julie Wilton, Laidlaw
The IssuesThe Issues
Time - Days per week and instructional minutes Space - Logistics of delivering instruction Personnel - Hiring and scheduling considerations Curriculum - Development, articulation, language
choices, grading/assessment, and homework Student Issues - Reading interventions and other
special considerations High School - Articulation, coordination, and
communication issues Communication - To various constituencies
Time - Days per week and instructional minutes Space - Logistics of delivering instruction Personnel - Hiring and scheduling considerations Curriculum - Development, articulation, language
choices, grading/assessment, and homework Student Issues - Reading interventions and other
special considerations High School - Articulation, coordination, and
communication issues Communication - To various constituencies
The Recommendations The Recommendations TIMETIMEGrades 1-5Grades 1-5
Three Spanish sessions per week, thirty minutes per session First-grade Spanish should begin second semester
Grade 6Grade 6 Five weekly sessions, forty-two minutes per session Exploratory Elective…
One semester of Spanish and one semester of Study Skills One semester of French and one semester of Study Skills One semester of Spanish and one semester of French No foreign language; Study skills for full year
Grades 7 & 8Grades 7 & 8 Five sessions per week, forty-two minutes per session Spanish & French…Standard and Advanced Placement
TIMETIMEGrades 1-5Grades 1-5
Three Spanish sessions per week, thirty minutes per session First-grade Spanish should begin second semester
Grade 6Grade 6 Five weekly sessions, forty-two minutes per session Exploratory Elective…
One semester of Spanish and one semester of Study Skills One semester of French and one semester of Study Skills One semester of Spanish and one semester of French No foreign language; Study skills for full year
Grades 7 & 8Grades 7 & 8 Five sessions per week, forty-two minutes per session Spanish & French…Standard and Advanced Placement
The Recommendations The Recommendations SPACE AND PERSONNELSPACE AND PERSONNELPersonnelPersonnel
Spanish instruction personnel in the amount of 2.7 to 3.0 FTE necessary (range is based on scheduling annually)
Increase from the 2.5 FTE projected last year during planning No additional French instructional personnel are necessary
Space ConsiderationsSpace Considerations Elementary foreign language will take place in students’ regular
classroom Junior High languages will be scheduled as in the past
SPACE AND PERSONNELSPACE AND PERSONNELPersonnelPersonnel
Spanish instruction personnel in the amount of 2.7 to 3.0 FTE necessary (range is based on scheduling annually)
Increase from the 2.5 FTE projected last year during planning No additional French instructional personnel are necessary
Space ConsiderationsSpace Considerations Elementary foreign language will take place in students’ regular
classroom Junior High languages will be scheduled as in the past
The Recommendations The Recommendations CURRICULUM ISSUESCURRICULUM ISSUESGrading/Assessment PracticesGrading/Assessment Practices
Grades 1-5: Rubric-based feedback to students and parents, based on foreign
language standards, cultural understanding, and student effort. No letter grades to be included on quarterly grade cards.
Grades 6-8: Standards-based reports, with letter grades for exploratory, standard,
and advanced placement level classes. Teacher recommendation should be part of sixth-grade assessment
practices for level placement as students enter seventh-grade.
CURRICULUM ISSUESCURRICULUM ISSUESGrading/Assessment PracticesGrading/Assessment Practices
Grades 1-5: Rubric-based feedback to students and parents, based on foreign
language standards, cultural understanding, and student effort. No letter grades to be included on quarterly grade cards.
Grades 6-8: Standards-based reports, with letter grades for exploratory, standard,
and advanced placement level classes. Teacher recommendation should be part of sixth-grade assessment
practices for level placement as students enter seventh-grade.
The Recommendations The Recommendations CURRICULUM ISSUES (cont.)CURRICULUM ISSUES (cont.)Homework RecommendationsHomework Recommendations
Grades 1-5: No homework, with rare exceptions Grade 6: Minimal homework expected, with an emphasis on
practice/reinforcement of skills, in lieu of homework to be “turned in.” Grades 7 & 8: Homework should parallel other core academic
classes at these grade-levels, based on Standard or Advanced Placement levels.
Development and ArticulationDevelopment and Articulation To begin immediately thru Assistant Superintendent’s office, including
present foreign language staff and new personnel to be hired Attention must be given to the fact that curricular expectations must
necessarily change annually for the first several years of implementation, due to students’ varying experience levels
CURRICULUM ISSUES (cont.)CURRICULUM ISSUES (cont.)Homework RecommendationsHomework Recommendations
Grades 1-5: No homework, with rare exceptions Grade 6: Minimal homework expected, with an emphasis on
practice/reinforcement of skills, in lieu of homework to be “turned in.” Grades 7 & 8: Homework should parallel other core academic
classes at these grade-levels, based on Standard or Advanced Placement levels.
Development and ArticulationDevelopment and Articulation To begin immediately thru Assistant Superintendent’s office, including
present foreign language staff and new personnel to be hired Attention must be given to the fact that curricular expectations must
necessarily change annually for the first several years of implementation, due to students’ varying experience levels
The Recommendations The Recommendations SPECIFIC STUDENT ISSUESSPECIFIC STUDENT ISSUESStudents Receiving Reading Intervention ServicesStudents Receiving Reading Intervention Services
Tier III Interventions Students will receive their Tier III intervention services (up to 150
additional minutes, weekly) in lieu of foreign language in grades 1-5. Formal declination of reading intervention services is the final decision of
parents, as is presently the case. All Other Students….
All students not receiving Tier III intervention services will receive elementary foreign language instruction.
SPECIFIC STUDENT ISSUESSPECIFIC STUDENT ISSUESStudents Receiving Reading Intervention ServicesStudents Receiving Reading Intervention Services
Tier III Interventions Students will receive their Tier III intervention services (up to 150
additional minutes, weekly) in lieu of foreign language in grades 1-5. Formal declination of reading intervention services is the final decision of
parents, as is presently the case. All Other Students….
All students not receiving Tier III intervention services will receive elementary foreign language instruction.
In Summary In Summary
The foreign language committee believes implementation guided by these principles will allow for a smooth and meaningful implementation of elementary foreign language, while maximizing the continued effectiveness of the present curricular offerings.
Questions?
The foreign language committee believes implementation guided by these principles will allow for a smooth and meaningful implementation of elementary foreign language, while maximizing the continued effectiveness of the present curricular offerings.
Questions?