WORLD LANGUAGES & CLICK TO EDIT INTERNATIONALIZATION MASTER TITLE STYLE UPDATE School Board Work Session July 16, 2018 1
World Languages/Internationalization Working Group • Met from November 2013 to June 2014 • Included Leadership Team members, school-based staff, and parent and community representatives • Charged with developing recommendations to expand World Language opportunities in FCPS CLICK TO EDIT • Presented recommendations to the School Board in 2014 MASTER TITLE STYLE • Recommendations focused on options for providing every FCPS student the opportunity to learn a World Language and opportunities for international learning experiences 2
Highlights of Accomplishments • Developed and implemented new Language Through Content (LTC) curriculum grade K-6 • Developed an expanded model for middle school immersion which allows content coursework to be continued in the target language • Added division-wide high school course offerings through academy and online campus program (Arabic, Chinese and Korean) CLICK TO EDIT MASTER TITLE STYLE • Implemented Virginia Seal of Biliteracy for graduating seniors • Implemented the Global Classroom Project which connects FCPS students with students around the world to engage in shared learning experiences of relevance and importance to both groups 3
Elementary Immersion Program Recommendations: Expand School-Based Two-Way Immersion Programs and Offer World Languages Immersion Programs in Critical Languages (e.g. Chinese, Arabic) Division-Wide School-Based Lottery Programs Programs • 4 schools • 13 schools • Spanish CLICK TO EDIT • All two-way • 5 languages MASTER TITLE STYLE immersion model (French, German, • High potential for Japanese, Korean, expansion (27 and Spanish) schools eligible in Spanish) 4
Elementary Immersion Program Benefits • Develops cognitive flexibility (executive functioning skills), correlated with higher achievement, and promotes intercultural competence • Highly effective model in enhancing student achievement for both target language speakers and target language learners (Two-way) • Two-way school-based model is cost effective CLICK TO EDIT Challenges MASTER TITLE STYLE • Teacher recruitment due scarcity of bilingual, elementary licensed teachers • Student attrition due to mobility or participation in other programs such as Advanced Academics • Competing school priorities (especially at high needs schools) 5
Foreign Language in Elementary(FLES) Program Recommendations: Replace the FLES program with a FLES/LTC (Language through Content - STEAM) Program and Provide a LTC program for elementary students currently not receiving world languages instruction. Curriculum Program Expansion Development • Fully implemented in • 55 schools in SY September 2017 2018-19 (increase CLICK TO EDIT • 28 project based of 12 schools since MASTER TITLE STYLE units of study across SY 2013-14) 7 grade levels • Arabic, Chinese, translated into 8 French, German, languages Japanese, Korean, and Spanish 6
Elementary FLES/LTC Program Benefits • Develops functional language proficiency • Improves cognitive abilities, positively influences achievement in other disciplines, correlated with higher achievement test scores • Fosters an awareness, respect, and appreciation of global diversity CLICK TO EDIT Challenges MASTER TITLE STYLE •Hiring licensed teachers •Redistributing “specials” staffing allocation to include a FLES/LTC teacher •Competing priorities such as STEAM 7
Middle School Course Offering Recommendation: Condense and Enhance Middle School World Languages Offerings Two Year Introductory Full Level 1 Sequence to Level Courses Course 1 Credit • Being phased out • Includes Level 1 • Available to as course offering Part A and Level students from ES 1 Part B immersion • Intro to French programs starting and Intro to • Accessible in grade 7 Spanish offered pathway for all CLICK TO EDIT at middle schools students to build • Open to all in MASTER TITLE STYLE with grade 6 strong grade 8 foundational • Piloting for all language skills students in grade and enter grade 9 7 at few schools with a high school credit. 8
High School Recommendation: Expand World Languages Access in High School Virtual/ Distance Online Campus Academy Learning • Chinese, Korean, • Arabic, Chinese, • New technology Spanish Korean • Arabic, ASL, • Accessible by all • Fairfax HS and German students Marshall HS CLICK TO EDIT • Piloting with MASTER TITLE STYLE • Course • Staffing & travel teacher PD development period challenges potential • Shared staffing challenges 9
Internationalization Recommendation: Expand student international learning experiences Global Classroom Project • Collaborative project between ISD (PreK-12 Curriculum and Instruction and ESOL Services) and pilot schools across FCPS • Promotes global learning by connecting FCPS students with students around the world • Exposes students to global collaboration where they build cultural understanding, communication skills, and knowledge and awareness of the wider world CLICK TO EDIT MASTER TITLE STYLE Impacts/Benefits: • Student growth in Portrait of a Graduate Skills through implementation of the Global Classroom • Teacher growth in the FCPS Learning Model practices through implementation of the Global Classroom 10
Global Classroom in Action! Students from Braddock ES visit the Fourth grade students from Centreville Embassy of Guatemala to engage in a ES present their research on Costa special private session on culture and Rica. Students made connections CLICK TO EDIT history! between their current curriculum and MASTER TITLE STYLE what their peers learn in Costa Rica. Content : Plant Life and Simple Machines Content : Language Arts Portrait of Graduate attribute : Portrait of Graduate attribute : Sustainability Content Enrichment Content Enrichment Cultural Proficiency UN Global Goal connection : Climate UN Global Goal connection : Quality Action Education 11
Global Classroom Performance-Based Assessments Students at London Towne ES Students at Fox Mill ES participating presenting their final proposals of their in a Socratic Seminar with the guiding solutions on how to cope with the question of “How does where we live CLICK TO EDIT negative effects of the human impact impact what we learn?” Students MASTER TITLE STYLE on oceans. compared US school curriculum to what is studied in Japanese schools. Content : Oceans Unit Portrait of Graduate attribute : Content : all content areas Global and Ethical Citizen; Portrait of Graduate attribute : Collaborator, Creative and Critical Global and Ethical Citizen; Thinker Collaborator UN Global Goal connection : Life UN Global Goal connection : Quality Below Water Education 12
Global Classroom Share Fair 2018 CLICK TO EDIT Global Classroom teachers from Carson MS share the Teachers and guests view Global Classroom projects Performance Based Assessment they developed for that were developed over the course of the school year MASTER TITLE STYLE English learners at Carson MS and in Spain. and provide feedback on each others’ work. • In June 2018, Global Classroom innovation teams participated in a Share Fair that showcased their project work with international partner schools. • Participants shared successes and learning experiences with both current and future Global Classroom schools in preparation of their new 13 and continuing partnerships in SY 2018-19.
ESOL Library Global Citizen Project CLICK TO EDIT A relaunch of the former, Global Awareness Technology Project (GATP) for high school ESOL MASTER TITLE STYLE Level 2 and 3 students -Inspired by the UN Global Goals for Sustainable Development , also known as the Global Goals -Guided Inquiry Design has been use to prepare lessons for teachers to use through the research process for students to design a solution or advocacy plan for a high interest community or globally- related issue -Lessons, resources and tools have been prepared to guide teachers and to support all PoG attributes, with a special focus on ethical and global citizenship 14
Board Policy Considerations: • To what extent is expansion of elementary world language programs a Board priority? • To what extent would the Board prioritize additional funding for world language program expansion? CLICK TO EDIT MASTER TITLE STYLE • To what extent does the Board prioritize diversity of world languages offered in FCPS? 15
www.fcps.edu CLICK TO EDIT MASTER TITLE STYLE 16
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