Executive Report of the Internal Evaluation of the Foreign Language Program Belmont Public Schools. Presented by:

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1 Executive Report of the Internal Evaluation of the Foreign Language Program Belmont Public Schools Presented by: The Foreign Language Teachers The Foreign Language Steering Committee Colleen Foley and Amy Sánchez, co-chairs 1

2 TABLE OF CONTENTS I. Introduction page 3 II. The Surveys page 9 III. The Foreign Language Teachers page 17 IV. The District-Wide Assessment page 21 V. Conclusion page 29 VI. Appendices A. Survey and results of Chenery page 32 Middle School teachers B. Survey and results of Belmont page 44 High School teachers C. Survey and results of Belmont page 57 High School Graduates D. Survey and results of Belmont page 76 High School students E. Survey and results of 7 th and 8 th page 93 grade students at Chenery Middle School F. Survey and results of 6 th grade page 112 students at Chenery Middle School G. Survey and results of Belmont High page 121 School and Chenery Middle School parents H. Belmont Public Schools Foreign Language page 132 Benchmarks grades 5-6 and 7-8. I. Questionnaire of Foreign Language teachers page 146 J. STAMP Assessment Rating and ACTFL page 147 Benchmarks K. Summary of proposal for an Elementary page 148 Foreign Language Program 2

3 INTRODUCTION The foreign language teachers of the Belmont Public Schools are dedicated to providing all students with the opportunity to access and master challenging and enriching curriculum in the area of foreign languages. The internal review of the foreign language program provided the Foreign Language Steering Committee with a formal opportunity to examine important components of the program and investigate ways to continue to improve the program for students. Prior to beginning the formal review process, the teachers reflected on current practices in foreign language instruction. Current professional work and development comes under the larger umbrella of two major goals of the Belmont Public Schools. BPS Goal 1 states that Students of Belmont Public Schools will be confident, motivated and engaged learners who are equipped with the knowledge and skills to pursue their academic goals and become life-long learners. BPS Goal 3 states that Students of the Belmont Public Schools will be prepared to be successful and productive workers with 21 st century skills and competencies. The foreign language department strives to fulfill the aforementioned goals while at the same time meeting the needs of all students. In recent years, foreign language teachers have done a substantial amount of work in the areas of student motivation and meeting the needs of all language learners. This includes both appropriately challenging students and using a variety of tools and techniques to assist those who struggle. Another focus has been increasing the reading, writing, and cultural proficiency of students in their foreign language classes. Teachers continually improve upon the curriculum by assuring that material is taught within a cultural context. Furthermore, teachers have expanded 3

4 upon their repertoire of teaching tools to include a variety of authentic materials. Greater access to technology has provided foreign language instructors with an abundance of authentic media. This, in turn, has often resulted in a significant increase in student motivation. Finally, high school teachers have spent time reviewing their curriculum and assessments for both college prep and honors classes to assure that they are appropriate for the level and achieve the overall goal of building student communication skills. To begin the process of the internal evaluation, the foreign language teachers worked in small groups to develop questions that they wanted to investigate related to current practices. The initial list of questions, which was developed during the school year, was then organized into categories in order to focus on key areas that influence the overall foreign language program. The list is as follows: I. Curriculum, Instruction, and Assessment What level of proficiency do students achieve in college prep classes? What level of proficiency do students achieve in honors classes? What is the correlation between attendance data and achievement in foreign language classes? Are we meeting the diverse needs of students in foreign language classes? What are best practices for teaching reading in foreign language classes? What are best practices for teaching writing in foreign language classes? What are best practices for increasing students motivation in foreign language classes? What are best practices for engaging reluctant learners so that they retain material and achieve success each year and from year to year? Does the BPS curriculum adequately balance the goals of linguistic and cultural proficiency? II. Student Life 4

5 What percentage of students change languages as they transition from middle school to high school? What percentage of students study foreign languages 4 years at BHS? At what grade is there the highest percentage of attrition? Why do students stop taking foreign languages? What percentage of BHS graduates continues foreign language study at college/university? III. School Management and Leadership Do school systems with elementary foreign language programs (FLES programs) have a higher percentage of students who continue their language study through senior year? How does BHS s 2-year foreign language graduation requirement compare with other school districts in Massachusetts? Are department meetings, curriculum meetings, and other staff development release times used effectively? IV. Human Resource Development How does staff retention/turnover in foreign languages at BPS compare with other districts? What are areas of need for professional development for foreign language teachers? What resources are available to support teachers seeking licensure (preliminary initial) and license renewal? V. Communications and Community Relations What do parents value/appreciate about the BPS foreign language program? Is there effective communication about the foreign language program with parents? How can we best leverage the parent/school communication to increase student success in foreign languages? VI. Facilities and Financial Planning and Management What technology applications/hardware support best practices in foreign language instruction and assessment? The group recognized that it was not possible to address all of these questions in the time frame of the internal evaluation and therefore decided to focus on the following three means of data collection: 5

6 Survey key constituent groups about the foreign language program: Belmont High School and Chenery Middle School teachers, Belmont High School graduates, current high school and middle school students, and parents of current students. Collect information from the foreign language teachers about their education, background, and other experiences they bring to the task of teaching. Conduct a student assessment at the end of each required level of study, 8 th grade at the middle school and level 3 at the high school, to determine the level of language proficiency at the completion of a requirement. The following three sections of this report include both the procedure and the results from each area of the internal evaluation. The final section outlines the conclusions of the foreign language teachers and the steering committee, and provides a guideline for the outside team who will review the foreign language program in fall of

7 SURVEYS Surveys were developed by the Foreign Language Steering Committee with the goal of obtaining data to answer as many of the self-study questions as possible. Seven different constituent groups were surveyed in the fall of 2009: CMS foreign language teachers, BHS foreign language teachers, BHS graduates, BHS foreign language students, 7 th and 8 th grade foreign language students, 6 th grade foreign language students, and parents. Survey questions were designed to provide information in the following broad areas: Curriculum, Instruction, and Assessment; Student Life; School Management and Leadership; Human Resource Development; Communications and Community Relations; and Facilities and Financial Planning and Management. Survey of CMS and BHS Foreign Language Teachers This survey was distributed to and completed by all foreign language teachers, 7 at CMS and 13 at BHS. See Appendices A and B for a copy of the surveys and the results. The results from the survey of the foreign language teachers indicate both strengths of the program and areas for improvement. CMS Teachers The 2009 survey revealed that teachers felt ideal class size was students, lower than current class sizes (average is 23.8 students). Technical equipment is rated very important by most teachers, especially the photo copier (100%) and SMART Boards, with CD and cassette players and LCD projectors close behind. Laptops and the computer labs were rated somewhat 7

8 important, as were television and DVD players. This demonstrates the important role of technology in exposing students to the target language and authentic cultural experiences. Text books are generally agreed to be appropriate and supplementary materials adequate. Most middle school teachers do not share classrooms. This is extremely helpful for both the preparation and teaching of classes, with technology and materials always at hand. However, team assignments were cited as a challenge at the middle school, where some teachers are on multiple teams. It is challenging for those teachers to communicate with their team colleagues about instruction, curriculum, and students. The suggestion is to discuss scheduling with middle school administration. CMS teachers report that that it is difficult and tiring to have numerous preparations. It is more challenging to be consistently creative in every class, and also has a great impact on their ability to be effective. Accordingly, the suggestion is to try to reduce preparations. Both in and outside the actual school day, teachers spend a couple of hours per week with school related , meeting with students, and collaborating with other teachers. Prepping for class and grading papers often takes five or more hours a week, both inside and outside of school. Another difficultly cited is the need for more support from Special Education teachers and parents. Students would benefit from assistance from the SPED teacher in the foreign language class or in the learning center. The suggestion is to increase collaboration with SPED staff, perhaps through shared meetings. However, most teachers (86%) do feel supported by the director, and most (86%) find the supervision and evaluation process helpful. 8

9 BHS Teachers BHS teachers felt the ideal class size was anywhere from students; was the most commonly cited ideal for AP classes. Technical equipment is rated as very important by most teachers, with 100% citing the importance of the photo copier (100%). The language lab and computer lab were also somewhat or extremely important to two thirds of teachers, with SMART Boards, LCD projectors, and television and DVD players extremely important to about half. As in the middle school, this demonstrates the importance of technology in Foreign Language teaching and learning. Materials and text books are generally agreed to be appropriate and supplementary materials adequate, although almost a quarter of teachers found the textbooks to be not appropriate for the classes they teach. BHS teachers are also concerned about the number of preparations, which impacts the quality of instruction. Although two preps is seen as ideal, teachers commonly have two, three, or even four. Teachers say that large numbers of preparations diminish energy, organization, and focus, so that creativity suffers and the quality is negatively influenced. Teachers spend the most amount of time inside and outside of school preparing for classes and meeting with students, as well as a significant amount of time answering school-related and grading. Teachers also mention that interruptions in the schedule, through MCAS, field trips, early release days, and student absences, have a negative impact on quality of instruction. This is especially important because foreign language as a discipline requires consistent classroom time for student success. 9

10 While most teachers teach in one classroom (76%), sharing classrooms is a problem for everyone involved (93%). Therefore, teachers suggest that every effort is made to minimize the number of different rooms a teacher has to teach in. Having one s own classroom is linked to higher productivity, more efficient use of time, better concentration, access to necessary materials, and increased ability to offer extra help to students. ( I am much more effective when I am in one spot to teach, prep, and meet with students. I offer less extra help this year than in previous years because I am not in one place all the time. There is a lot that is established between teachers and students at the start and end of class hurried entrances and exits compromises this. ) In response to the question Is there enough support for struggling students?, 67% said there is not. BHS teachers reported needing more support from one or more of the following: parents (73%); tutors (64%); Special Education (36%); and guidance counselors (27%). A large majority (84%) either agrees or strongly agrees that the supervision and evaluation process give them the support and feedback that they as teachers need to grow professionally. There was also overwhelming agreement (92% and 93% respectively) that the director provides leadership that supports both their teaching and the development of the foreign language program. Survey of BHS Graduates 105 BHS graduates completed the survey. See Appendix C for a copy of the survey and the results. Most respondents (78%) had graduated within the last two years. The top two reasons for studying a foreign language while at BHS were to fulfill a graduation requirement (72%) 10

11 and interested in learning a foreign language/culture (57%). Most (85%) graduates reported that their initial level of interest in the foreign language they chose to study rated as either interested or highly motivated (as opposed to not interested or somewhat interested ), which could reinforce the importance of BHS practice of having a choice among multiple offerings. The majority of students continued language study through level 4, 4H, 5, or AP: 75% of Spanish students, 68% of Latin students (all up to AP specifically), 64% French, and 57% Chinese. Graduates self reported an average to high proficiency in the language they studied at BHS. They reported improvement over the course of their studies in all four skills (reading, writing, listening, and speaking), reflecting strength in the curriculum, instruction, and assessment. Speaking is the skill they (68%) would have liked to develop more. Most graduates reported that the level of difficulty of the foreign language class was appropriate. The biggest factor in helping them learn (or not) was teachers; teacher quality and effectiveness was deemed the most important. Classroom environment was also an important influence in either helping or hindering language learning. Among the 21% who participated in a BHS exchange/travel program, 70% reported that it increased their motivation, indicating the importance of such opportunities. Looking past high school to college level foreign language learning, 58% of the BHS graduate respondents took a foreign language in college. Of those, 67% took the same one they took at BHS. 86% of those students felt that they were adequately or well prepared for the college course. 17% planned to minor in a foreign language, 4% planned to major in a foreign language, and 57% planned to study abroad to further their foreign language learning. 11

12 Survey of BHS Foreign Language Students Overall, there was a high level of satisfaction with the foreign language program. See Appendix D for a copy of the survey and the results. The survey was administered during class, and 700 of the 1012 given the survey completed it. Most students reported taking a foreign language because it helps higher education and careers (61%) and/or to fulfill the foreign language requirement to graduate (58%). Overwhelmingly (70%), individual teacher quality is what students considered the dominant factor in their experiences. Many students cited the excellence and influence of specific teachers in the free response text. They reported that they needed more practice in speaking, writing had improved the most, and teachers are what helped them improve the most. The suggestion is to examine how much language is used for instruction, and to consider having more consistency across all classes, including more use of immersion. In response to the question about what helps language study the most, most responses indicated that it was the language lab and visuals (SMART boards, overheads, small white boards). The use of CDs and DVDs was not generally indicated as being helpful. Suggestions include looking for more engaging, authentic materials for audio and video; having students make videos; and continuing to keep the wide variety of tools so as to differentiate instruction for different learning styles. As for specific languages, the Chinese textbooks were deemed old and the French videos were considered less engaging than Spanish. Regarding level of difficulty, the majority (61% or higher, up to 82% for Latin) rated the level as appropriate. Yet quite a few reported that Chinese, French, and Spanish were too easy, while still others (10-19%) considered 12

13 all four languages too difficult. A suggestion is to use common assessments each year, and to compare results from one year to the next to try to assess this more objectively. Regarding the transition from the middle school to high school, more students switch into or out of Latin at that time than is true for other languages. Students really looked forward to a trip or exchange involving the language of study; the suggestion is to work toward having trips for each language of study. Survey of 7 th /8 th grade Foreign Language Students Overall, the responses reflected that students had a very positive experience and that the 7 th and 8 th grade foreign language program is strong. See Appendix E for a copy of the survey and the results. The survey was administered during class, and 483 of the th and 8 th grade students given the survey completed it. The combination of favorable comments at both the middle school and high school levels point to a successful program. Just over two-thirds of students (68%) were interested or very interested in the language they were currently studying, with 94% admitting to being at least somewhat interested. 79% of the students considered their classes appropriately challenging. Most felt well prepared making the transition from 6 th to 7 th grade, and again from 7 th to 8 th grade. Over half of students (51%) said they planned to study four years of foreign language in high school, with a large majority (84%) planning to study for more than the minimum 2 year requirement. The most common reasons for studying beyond the two-year minimum were to achieve fluency or the ability to communicate with relatives or with people from other cultures (21%), to get into a good college (16%), and for the travel 13

14 opportunities offered by the high school program (12%). Furthermore, most students (over 80%) said they plan to study the same language; the most common reason for wanting to change languages was simply a desire to learn a different language (or, in one case, to study two languages in high school). Survey results indicated that most students had a positive experience in their 6 th grade Foreign Language class. Almost 85% of the students indicated that the 6 th grade language program prepared them for their 7 th grade language class. Most students said they remembered most of what was taught in the 6 th grade classes. Students reported having retained the most knowledge of vocabulary words and phrases. For students, the primary goal in studying a foreign language is to achieve fluency. Some learning tools that students considered effective as they worked towards building their fluency were handouts, worksheets, CDs, DVDs, and other media. Consistent with the results of the Belmont High School student survey, the Chenery students benefit from a variety of teaching and learning tools. Survey of 6 th grade Foreign Language Students The survey was administered during class, and 256 of the 6 th grade students given the survey completed it. See Appendix F for a copy of the survey and the results. The overall conclusion from this survey is that the 6 th grade program is strong and successful. Part of this survey was meant to capture the 5 th grade experience as it relates to 6 th grade foreign language learning. 59% of the students said that the 5 th grade foreign language program helped them choose a language for 6 th grade, and prepared them adequately. 55% of respondents 14

15 reported having liked 5 th grade overall very much, and 40% reported liking 5 th grade language class very much. The majority of students also reported that the 5 th grade program has a positive impact on helping students choose and become excited about studying a foreign language. Though half of students remembered vocabulary words, phrases, short conversations, cultural topics, and spelling and writing from the 5 th grade year, most (71%) said that the 5 th grade curriculum helped them know only a little about the kinds of things they would need to do to learn the language in 6 th grade. As for the 6 th grade program more specifically, the vast majority of students were placed in their first choice language (95%) and were finding the curriculum to be appropriately challenging (89%). According to the survey, 6 th grade students prefer games, movies, dialogues, and creative projects over worksheets, group reciting, and songs. The survey results affirm that the 5 th and 6 th grade programs are meeting objectives as stated in Foreign Language Benchmarks for the Belmont Public Schools. (See Appendix H) Survey of Parents of Middle and High School Students Of the 986 high school parents who were given the survey, 365 completed it. See Appendix G for a copy of the survey and the results. Every grade (5-12) was represented in significant numbers. Many parents had students in more than one grade. Most parents (over 80%) agreed or strongly agreed that foreign language is an important part of their students course of study, and that it is important to be proficient in a second language. Over 75% believe that foreign language at the elementary level is also important. 15

16 Parents survey responses seem to validate the system s practice of offering a choice of four languages for students. Over half the parents at the middle and high school say that they are satisfied with the foreign language offerings, and with the experience that their students receive. Parents reported that students selected the foreign language primarily based on interest, and over 20% of their students studied more than one language during high school. Responses also indicate that over 85% of students continued with the same foreign language from middle school to high school, as is confirmed by registration numbers of incoming 9 th graders each year. After the first year of high school, over 95% of students continued with the same language as they had studied freshman year. Survey results show that students feel confident and competent in what they have learned; they are interested in the subject and they want to continue their learning. For those students who did switch language at any time, the determining factor for most was interest in a different foreign language and culture, with a smaller percentage switching because they found the advanced levels too challenging. Almost 75% of parents believed that it was important to continue studying the same language beyond the two year minimum language requirement for graduation, and indeed over 85% of students did continue beyond two years. Of those students who stopped, most did so at the end of 10 th grade, upon completing their requirement. Over 40% of parents surveyed (including those with middle school students) agreed that the language lab has enhanced students experience, and are satisfied with the technological resources available to students. The vast majority of parents reported that their students spent between minutes on foreign language homework each day. Parents reported that over half 16

17 the students did not access any online foreign language resources from home, nor did they access other resources in the target foreign language. 70% of the parents agree that the expectations and level of challenge in the foreign language classes are appropriate for their students, and most are satisfied with their students progress. Although most parents are satisfied with or are of neutral opinion regarding the number of quarters of 6 th grade foreign language instruction, nearly 32% are in some way dissatisfied with the amount of language instruction in the 6 th grade. Most parents are satisfied with the level of communication with the foreign language teachers. Over a third of the parents wish there were more opportunities to explore foreign language and culture outside the classroom (such as exchange trips, clubs, field trips, etc.). 17

18 THE FOREIGN LANGAGE TEACHERS The foreign language teachers were asked to provide information about their years of experience, educational background, professional development and/ or additional coursework, time spent traveling/ studying in foreign countries, presentations/ publications, and any other professional experiences that they feel contribute to their work as foreign language teachers. A copy of the form they completed is included in Appendix I. The foreign language teachers bring a wide range of experiences to the classroom. Of the seventeen teachers in the department, one has been teaching for 24 years, two for 20, one for 15, one for 14, one for 13, one for 12, two for 11, three for 9, one for 8, and three for 7. This range of experience contributes to the depth of the foreign language department. Those with more years of experience share their expertise and ideas with those who are newer to the profession and all bring a high level of energy and enthusiasm to their teaching. All of the teachers have degrees and/ or have completed coursework in the subject areas that they teach, and all have Masters Degrees. One teacher also has an Ed. D. As lifelong learners, the teachers of the foreign language department regularly take courses both in their subject areas and in the field of teaching methodology. They are members of professional organizations such as the American Council on the Teaching of Foreign Languages, the Massachusetts Foreign Language Association, the Northeast Conference on the Teaching of Foreign Languages, and other language-specific organizations such as the American Association of Teachers of German, of Teachers of French, of Teachers of Spanish, and the American Classical League. The foreign language teachers take advantage of courses offered through the Belmont Public Schools, in local universities, and in summer programs and institutes offered 18

19 locally and abroad. They also take advantage of opportunities to speak the language they teach: some speak it at home and all regularly speak it with their colleagues and other friends outside the school system to maintain their fluency. Many teachers are also active in the local community of the speakers of the language they teach, attending presentations, performances, exhibits, etc., as well as encouraging their students to do the same. All teachers share their extensive knowledge with the students in the classroom and many have also helped students learn about languages and cultures outside the setting of a regular class though independent studies. All of the teachers have spent significant time traveling, living, and/or studying in the countries of the language they teach, as well as in other countries. They have spent their vacations, their summers, and time during their years of study taking advantage of travel opportunities to deepen their understanding of the languages and cultures they teach. Because of this, they can make the language come alive for their students, sharing their passion with the students, and encouraging students to learn more about the world beyond their own neighborhood. The teachers promote an appreciation of foreign languages and cultures in and out of the classroom. For example, 7 th grade Spanish students study the Flamenco and many attend a Flamenco performance at a local restaurant. The high school French teachers organize a French club for students where they further explore the French culture through films, music, and other activities. At the middle school all of the students of Chinese collaborate to make Zodiac decorations for each room in the building in order to celebrate the Chinese New Year. National Foreign Language Week is observed at the high school with parts of the daily announcement in 19

20 one of the 4 target languages as well as meals in the cafeteria representing some of the cultures of the target languages. The high school teachers contribute a considerable amount of time to the organization of trips that provide students with the opportunity to apply what they are learning. The students who participate in the Latin trip to Italy visit the sites that they have studied and read about throughout their years of study. Spanish and French students travel to Spain and France where they travel to various cities and sites throughout the country. The students have the opportunity to speak the language they have been learning and become immersed in the culture. Belmont High School also hosts exchange groups from China each year. The Chinese classes welcome these teachers and students into the classroom and have the opportunity to speak with them about the Chinese culture. Most of the communication is in Chinese, which gives the Belmont students an opportunity to practice their language skills with native speakers. The teachers have also contributed to the field of language teaching. Many have made presentations at a foreign language conference, other high schools, and universities. Some have also published articles in professional journals. Since the fall of 2010 many teachers have devoted their professional development time to focus on improving student learning in the foreign language classroom. The teachers have worked on topics of inquiry and study within small professional learning teams. Some recent topics of study have included immersion days in the foreign language classroom, encouraging and developing student speaking in the target language, and using realia from the cultures of the target languages as a teaching tool. Belmont teachers are committed to continuing their own learning and bringing their knowledge to their classrooms to enhance student learning. 20

21 ASSESSMENT RESULTS In order to answer many of the original questions posed at the start of the self-study process, it was necessary to gather data about students performance at the completion of the required years of study. Students were assessed towards the end of the school year in the 8 th grade French and Spanish classes, which concluded the middle school foreign language requirement. At the high school level, students in the French and Spanish level 3 college preparatory and level 3 honors courses were assessed towards the end of the school year. The majority of students enter the high school at level 2 of a language due to their middle school foreign language experience. Therefore, most students fulfill their two year high school foreign language requirement at level three. Students in the French and Spanish programs were tested to gauge their proficiency with the language. At the time of the testing in 2009, the Chinese program was still growing and did not offer a full complement of courses. Therefore, it was decided not to test students of Chinese. Also, because there were not reputable testing resources for students of Latin, they were also excluded from the test group. The decision was made to use an outside testing company to assess the students. The STAMP assessment, a product of the Avant Assessment company, is an objective, real-world, web-based assessment used to determine proficiency in multiple domains and languages at any point along the learning path. The STAMP test was administered to the participating CMS and BHS students in the computer labs at the schools. The testing focused on the reading comprehension and writing skills. Because of technical and financial limitations at the time of testing, the students were not tested on all four main language skills. 21

22 The STAMP Assessment reported scores for each test group. The students proficiency levels correlate to the benchmarks set forth by the American Council on the Teaching of Foreign Languages. See Appendix J for the rating standards of the STAMP Assessment as well as the ACTFL benchmarks. The STAMP scores on pages 23 through 28 based on the following standards: Writing: 1 = Novice Low 2 = Novice Mid 3 = Novice High 4 = Intermediate Low 5 = Intermediate Mid/ High 6 = Advanced Low Reading Comprehension: 1 = Novice Low 2 = Novice Mid 3 = Novice High 4 = Intermediate Low 5 = Intermediate Mid 6 = Intermediate High 22

23 Language: Spanish Grade: CMS 8 Level: novice (benchmark 1-3) Number of students assessed: % 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% READING WRITING 10.00% 0.00% LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6 Most students in 8 th grade Spanish were at level 3 for writing. In reading, the results were spread fairly evenly between the first three levels. The data from 8 th grade Spanish shows that writing skills were stronger than reading, but that most students were within the appropriate range. 23

24 Language: French Grade: CMS 8 Level: novice (benchmark 1-3) Number of students assessed: 39 Most students in 8 th grade French were at level 3 for writing. The reading results were less consistent. A large percentage of the group tested at level 1, with levels 2 and 3 represented fairly evenly. There was also a small percentage testing at level 4. The data from 8 th grade French shows that writing skills were stronger than reading, but many students were within the appropriate range. In both Spanish and French, most 8 th grade language students were at Level 3 for Writing, which corresponds appropriately to the benchmarks and the number of years studied. Reading for both languages was not as strong as Writing, but most students still fell within the appropriate range. In French, there were a number of students who were at Level 4, which is higher than would be expected for an 8 th grade non-native speaker in both Reading (10%) and Writing (5%). 24

25 Language: Spanish Course: BHS 3 College Prep Level: intermediate to pre-advanced (benchmark 4-6) Number of students assessed: 37 As seen within the Chenery data, Spanish 3 College Prep students were stronger in writing, with most being at level 3. There were still many students spread across levels 1-3 in reading, with level 2 having the largest percentage. 25

26 Language: Spanish Course: BHS 3 Honors Level: intermediate to pre-advanced (benchmark 4-6) Number of students assessed: 29 Most students in Spanish 3 Honors were at level 3 or 4 in both reading and writing. Some students tested at level 5 in both categories. Some were still at level 2 in reading. 26

27 Language: French Course: BHS 3 College Prep Level: intermediate to pre-advanced (benchmark 4-6) Number of students assessed: 20 The majority of students in French 3 College Prep were at level 3 for writing, and at levels 2 and 3 for reading. The reading shows a large gap in abilities. Some students tested at level 1 while others tested at level 4. 27

28 Language: French Course: BHS 3 Honors Level: intermediate to pre-advanced (benchmark 4-6) Number of students assessed: 19 In the French 3 Honors class the writing level was split evenly between levels 3 and 4, with no students below level 3. Reading showed the majority at level 3, but many at levels 4 and 5 as well. Data corresponds with appropriate benchmarks. 28

29 CONCLUSION Throughout the internal evaluation, the foreign language teachers and the Steering Committee have worked diligently to collect reliable data to answer the questions they posed at the beginning of the process. The surveys and district-wide assessment have indicated many areas of strength in the foreign language program, as well as areas for further review and study. We have already begun the process of addressing the areas of concern. Since our work gathering data through both the surveys and STAMP assessments, the Foreign Language Department has been actively working on addressing some of the aforementioned areas of concern. As a response to the student need for further speaking practice, a group of foreign language teachers worked within a Professional Learning Team (PLT) to develop explicit speaking strategies for students. Through PLT work, teachers have also begun implementing immersion days in the middle school and conducting more class more consistently in the target language at the high school. According to the students surveyed, the use of technology both serves as a motivation in the foreign language classroom and appeals to a variety of learning styles. Technology has been the focus of departmental work and individual professional development over the last several years. The majority of foreign language teachers has SMART Boards in their classrooms and has completed training in its use. The Edline system is now used by all teachers and students to share work, communicate, and access curricular material. Students at the high school have benefitted from the addition of the new digital language lab, which allows them a space to access authentic materials and practice listening and speaking skills at their own pace. Finally, the Foreign Language Department at the middle school received a grant from the Belmont 29

30 Foundation for Education which funded the purchase of the Senteo Smart Response System. This equipment allows teachers to formatively assess students with the use of individual student clickers, immediately view results (in a variety of formats), and use this data to tailor the teaching to the needs of students. The foreign language teachers acknowledge the important role that these technological tools play, but have also expressed the need for training, professional development, and work time in the area of technology to ensure that these resources are being used consistently. In order to ensure quality and rigorous instruction consistently throughout the program, the department has devoted much time to work with common assessments. Teachers collaborated to create assessments as well as to analyze their students assessment results. This work has helped guide instruction as well as ensured common learning objectives and experiences for students. The following is a list of questions to guide the outside evaluation team as they prepare for and conduct their evaluation of the foreign language program. Is the foreign language curriculum appropriately challenging? What additional strategies can we incorporate to help students achieve cultural and communicative proficiency? In particular, how can we help students develop increased fluency when speaking in the target language? What additional strategies can we utilize to help all students access a challenging foreign language curriculum? How can we better access the expertise of special education resources in the schools? What can we do to meet the needs of all students (those who are highly motivated, those who struggle, and those in the middle) in heterogeneously grouped classes at the middle school? 30

31 Do the texts that we use for the Latin program adequately support the curriculum? What additional technology and digital resources could support the curriculum? How has the lack of a solid team structure involving foreign language teachers at the middle school impacted instruction and learning? The current fiscal situation in the Belmont Public Schools poses many challenges as we work to provide the best possible program for our students. Increased class sizes will reduce the teachers ability to effectively meet the needs of all learners in their classes, and will alter the quality and quantity of assessments needed to evaluate students progress and provide them with accurate feedback. It will also limit the time they have to spend developing creative and enriching activities and experiences to support student learning. One other identified area of need that is limited by the budget constraints is a foreign language program in the elementary schools (FLES). The Steering Committee began working on a proposal in 2010 but that work has since been put on hold because of the larger budget concerns. However, the Steering Committee still recognizes the importance of a FLES program and would like to consider the proposal again in the future. Please see Appendix K for a summary of the work already done on the proposal. In spite of these concerns, we strive to provide the best possible foreign language program for the students of the Belmont Public Schools. We hope to gain a more complete understanding of our areas of concern through the insight and perspective of the outside evaluating team. The final report of this program evaluation, the Plan of Action, will include the findings and recommendations of both the internal and outside evaluations, and will be presented in the spring of

32 Appendix A: Survey of Chenery Middle School Teachers and results 32

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44 Appendix B: Survey of Belmont High School Teachers and results 44

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57 Appendix C: Survey of Belmont High School Graduates and results 57

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76 Appendix D: Survey of Belmont High School Students and results 76

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79 Data from BHS student survey: 79

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93 Appendix E: Survey of Chenery Middle School 7 th and 8 th graders and results 93

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96 Data from CMS 7 th and 8 th grader survey: 96

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112 Appendix F: Survey of Chenery Middle School 6 th graders and results 112

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121 Appendix G: Survey of Belmont High School and Chenery Middle School Parents and results 121

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132 Appendix H: Belmont Public Schools Foreign Language Benchmarks grade 5-6 and 7-8 and results 132

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146 Appendix I: Questionnaire of Foreign Language Teachers 146

147 Appendix J: STAMP Assessment Ratings and ACTFL Benchmarks STAMP Assessment: STAMP reports assessment results using the following two sets of Benchmark Scales one for Writing and Speaking and one for Reading and Listening. Our students were tested and rated on their writing and reading comprehension skills. The Level Keys are shown below: Learning Benchmarks from the American Council on the Teaching of Foreign Languages 147

148 Appendix K: Summary of proposal for an Elementary Foreign Language Program In , the Foreign Language Steering Committee explored the benefits of an elementary foreign language program ( FLES ), giving another look at the group s 1999 proposal for such a program. The impetus was the Belmont Public School system s Community Dialogue, an interactive October 2009 event that brought parents, residents, students, and school professionals together to discuss the future of the system. One of many dialog outcomes was a goal to examine the possibility of teaching foreign language at the elementary level. Committee members delved into the most recent research and rationale for FLES, staffing considerations and logistics, and learning from area programs. Evidence of the benefits of early language instruction was abundant. Despite having made much progress, the committee ultimately suspended this effort because of staff changes coupled with a bleak budget picture for fiscal year