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BACK

Explore the Guide

PreK-12

https://sites.google.com/a/nhps.net/nhpswl/home

Languages:

  • Arabic
  • Chinese Mandarin
  • Italian
  • Spanish
  • Latin
  • French
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Public | New Haven Public Schools

New Haven Public Schools

New Haven, Connecticut 06519

Description Institute Information

In New Haven Public Schools, our strength is in diversity, collaboration, and community. Ninety teachers from 19 countries provide instruction in six languages: Arabic, French, Italian, Latin, Mandarin Chinese, and Spanish. In 2020, 148 students received the Seal of Biliteracy in 13 languages. Title IVA funding supports testing for all students, teacher-leaders for Seal implementation, and student participation in the CT COLT Poetry Contest in both heritage and learned languages. There are elementary programs in Chinese, Spanish, and one French partial-immersion program; most students begin languages by 6th grade. There is a two-year graduation requirement, plus Advanced Placement, and native/heritage language courses.

New Haven teachers have collaborated to revise all K-12 language curricula to Backwards’ Designed, standards-based units with proficiency targets and real-world themes. They share resources across and within languages via an extensive internal website. Levels I and II use teacher-created district-wide assessments based on authentic texts and tasks. A dedicated world languages supervisor facilitates 6 professional learning meetings per year and a yearly “Teachers-Teach-Teachers” conference. Teachers also collaborate on our after-school coaching, curriculum, and social justice teams.

The New Haven community provides diverse language experiences and partners for collaboration. Yale University Outreach supports department initiatives and we work with the Yale MacMillan Center to support their after-school high school program in less common languages including Urdu, Russian, and Japanese. A partnership with the Yale-China Association brings Chinese Teaching Fellows for full-year internships. Teachers collaborate with and fundraise for a local refugee services organization, also helping refugee students attain the Seal of Biliteracy. The Qatar Foundation International has generously supported Arabic expansion and a citywide Arabic Festival. The new Level I Curriculum for 2021-22 will capitalize on our diverse setting, encouraging students to patronize local eating and shopping establishments and interact with local native speakers throughout the year.

Languages Offered

  • Access
  • Excellence
  • Teaching
  • Partnership
  • Heritage/Immigrant/Refuge
Selected Theme

Improve access to language learning for all learners in more languages

The presence of a dedicated language supervisor allows us to stay focused on language advocacy across the district. There are elementary programs in Chinese, Spanish, and one French partial-immersion program; most students begin languages by 6th grade. There are middle schools that do not have language programs; we are currently building a 5-year plan to advocate for positions for those buildings. Some schools continue to schedule only students who are not in reading intervention for world language classes; that is another advocacy point on our 5-year plan. Up to now, both federal and private grant programs have been pursued in order to start and maintain programs.

At our high schools with higher native/heritage speaker populations, we offer native speaker/heritage classes in Spanish. At one of our high schools, we offer an Arabic heritage speaker class. In addition, we collaborate with the Yale MacMillan Center to offer less common languages including Urdu, Russian, and Japanese to our high school students after school, free of charge. We also receive funding from the Yale Council on Middle Eastern Studies to offer a free summer program to middle school students in which they study and compare Hebrew and Arabic language and culture.
New Haven’s rollout of the Seal of Biliteracy was intentional around access and equity. All testing is fully funded by the Title IVA grant and we make a concerted effort to enroll all students in the program. In 2020, 148 students received the Seal of Biliteracy in 13 languages.

Through Foreign Language Assistance Program funding in the past, both Arabic and Mandarin Chinese programs were begun. We now have Arabic at two high schools and three middle schools. Qatar Foundation International supported the expansion of Arabic and we hope to pursue further funding to expand Arabic in the coming year. There are Mandarin Chinese teachers at one elementary school, two middle schools and two high schools as well. In addition, we collaborate with the Yale MacMillan Center to offer less common languages including Arabic, German, Italian, Japanese, Korean, Portuguese, Russian, Ukrainian, and Urdu to our high school students after school, free of charge. We also receive funding from the Yale Council on Middle Eastern Studies to offer a free summer program to middle school students in which they study and compare Hebrew and Arabic language and culture. In previous years, that program offered Swahili and Arabic as well.

  • In-school outreach across departments and student organizations
  • Summer programming
  • Active recruitment initiatives, local and/or national
  • Community outreach
  • Parent outreach
  • Social media
  • Business internships
  • Other
  • Heritage community outreach
  • School visits
  • Social media
  • Print materials
  • Emails
  • Schedule
  • In middle schools - reading scores, unfortunately

Increase language learning effectiveness to meet all learner needs

Since 2013, more than 40 teachers have collaborated to revise all K-12 language curricula to Backwards’ Designed, standards-based units with proficiency targets and real-world themes. Units are organized into the 5 C’s of the World-Readiness Standards for Learning Languages and include “can-do statements,” essential questions, and performance-based assessments in all three modes of communication. Our public facing site has unit summaries and a sample unit plan: https://sites.google.com/a/nhps.net/nhpswl/course-materials.

Curriculum units are organized to build toward the proficiency targets and content is spiraled to the AP themes, beginning in kindergarten. To assist teachers with implementation, each unit has a “sample first lesson” with teaching materials and extensive lists of sample activities. Professional learning meetings include demonstration lessons from the units and time for teacher collaboration around the themes. Curriculum writing teams also consider whether a proposed unit theme is engaging, relevant to our students, and able to be taught using authentic resources. In the curriculum revision cycle, we have just finished a new Level I curriculum to replace the first one we wrote in 2013. The new curriculum will be implemented in fall 2021, and is grounded in the “Communities” standard, encouraging students to use their language in the New Haven community during every unit.

Curriculum efficacy for Levels I and II is measured with district-wide assessments twice per year. An interpretive exam measures students’ ability to interact with authentic texts and apply reading and listening strategies. For interpersonal, teachers interview students and score them on a proficiency-based rubric. Students demonstrate presentational writing skills with a standardized writing prompt and rubric.. Teachers use these assessments for their own evaluations and to plan for future instruction; the scores are all collected district-wide to inform professional learning meetings and determine which schools may need support.

in some of our middle schools, students who require reading intervention are not in world language classes. in our high schools, all students are able to enroll in world language classes. There is a two-year graduation requirement. This is noteworthy, as the State of Connecticut only has a 1-year requirement.

  • In person classes
  • Online courses
  • Email
  • Gaming
  • Mobile-assisted
  • Telecollaborative projects

6 levels (6th grade, Level I, Level II, Level III, Level IV, Heritage)

  • yes
  • Proficiency
  • Cultural Literacy
  • Empathy
  • Intercultural Competence
  • Social-Emotional Learning
  • Social justice
  • In person classes
  • Online courses
  • Email
  • Gaming
  • Mobile-assisted
  • Telecollaborative projects

11 or more (three K-4 programs, 5th grade, 6th grade, Level I, Level II, Level III, Level IV, AP, Native/Heritage Speaker 1, 2, and 3

  • yes
  • Proficiency
  • Cultural Literacy
  • Empathy
  • Intercultural Competence
  • Social-Emotional Learning
  • Social justice
  • In person classes
  • Online courses
  • Email
  • Gaming
  • Mobile-assisted
  • Telecollaborative projects

4 - High School Level I, II, III, and Level IV Independent Study

  • yes
  • Proficiency
  • Cultural Literacy
  • Empathy
  • Employment opportunities
  • Global citizenship, cosmopolitanism
  • Intercultural Competence
  • Social-Emotional Learning
  • Social justice
  • In person classes
  • Online courses
  • Email
  • Gaming
  • Mobile-assisted
  • Telecollaborative projects

11 or more (three K-4 programs, 5th grade, 6th grade, Level I, Level II, Level III, Level IV, AP, Native/Heritage Speaker 1, 2, and 3

  • yes
  • Proficiency
  • Cultural Literacy
  • Empathy
  • Employment opportunities
  • Intercultural Competence
  • Social-Emotional Learning
  • Social justice
  • In person classes
  • Online courses
  • Email
  • Mobile-assisted

4 - Level I, Level II, Level III, Level IV

  • yes
  • Proficiency
  • Cultural Literacy
  • Ancient Greek/Roman History/Culture
  • In person classes
  • Online courses
  • Email
  • Gaming
  • Mobile-assisted
  • Telecollaborative projects

7 or more (one French partial-immersion elementary, 5th grade, 6th grade, Level I, Level II, Level III, Level IV, and we are starting AP next year

  • yes
  • Proficiency
  • Cultural Literacy
  • Empathy
  • Intercultural Competence
  • Social-Emotional Learning
  • Social justice
  • American Council on the Teaching of Foreign Languages (ACTFL)
  • Advanced Placement/National Evaluation of World Languages (AP/NEWL) tests
  • State Seal of Biliteracy
  • American Council on the Teaching of Foreign Languages (ACTFL)
  • Advanced Placement/National Evaluation of World Languages (AP/NEWL) tests
  • State Seal of Biliteracy

Promote teaching excellence through professional development and recruitment

  • Campus school of education
  • Heritage/Native American communities
  • State Teacher Org., Accelerated Route Program
  • Background in language acquisition and foreign language teaching methods
  • Language proficiency (native or near native proficiency in the target language or ACTFL scores if applicable)
  • Connecticut certification or Eligibility for Permit

Connecticut certifications for all full-time teachers. Some part-time teachers are non-certified, but we try to avoid that. Certifications from other states are only accepted if Connecticut formally accepts them.

100 %

67 %

  • Yes
  • Yes
  • bi-annual
  • Complete courses organized by the school/school district/state
  • Instructional techniques
  • Materials development
  • Use of authentic materials
  • Incorporation of cultural learning in the language classroom
  • Social-Emotional Learning
  • Online and & blended instruction
  • Language acquisition of minorities
  • Advanced language study
  • Immersion learning
  • Other

it varies greatly from school to school. The smallest classes have 5-6 students; the largest classes can be 28 students.

93 %

66 %

Create and maintain partnership with private and public entities

  • Heritage communities
  • International Baccalaureate
  • Local schools or districts
  • Local colleges and universities
  • IRIS and Qatar Foundation International
  • Access to linguistic and cultural resources
  • Guest Speakers from Heritage Communities
  • Curriculum sharing and development
  • We have one IB MYP school (French/Spanish)
  • Faculty development
  • Materials sharing and development
  • Credit transfer
  • Faculty development
  • Faculty recruitment
  • Materials sharing and development
  • Student recruitment programs
  • Event sponsorships
  • School/college credit recognition agreements
  • Yale-China Association brings Teaching Fellows

New Haven has vibrant Hispanic, Arabic-speaking, and Mandarin Chinese communities. Teachers throughout the district interact with these communities and invite guest speakers into their classrooms and bring students on field trips to cultural centers. The greatest benefit is that students see that the languages that they are learning can be used immediately, in their own neighborhoods. Our new Level I Curriculum, which will be introduced in Fall 2021, capitalizes on these partnerships and encourages teachers and students to focus on our heritage communities, applying language skills at shops, at food trucks, in school, and where-ever the language is spoken.

The presence of our one International Baccalaureate school has been beneficial in that it was the catalyst for the introduction of our only French partial-immersion program. It is at King/Robinson Interdistrict Magnet School. In addition, the participation of that school in IB training and curriculum writing gave the World Language Department the opportunity to evaluate our curriculum through the IB lens. Students in the program achieved high levels of proficiency and we have celebrated their achievements with junior French Honor Society Ceremonies yearly, as well as other events.

We have collaborated with a number of local districts for teacher professional development and sharing. We have held collaborative professional day meetings with Hamden, Wallingford, and North Haven, hosting approximately 130 teachers. They worked together to look at authentic videos and design tasks that could be used with various levels of instruction. Most recently, Ms. Haxhi provided a professional learning meeting for both Hartford Public Schools and New Haven Prek-5 world language teachers

We have collaborated with Southern Connecticut State University to award 9 university credits for students entering the university with the Seal of Biliteracy, which means that those students are close to minor and almost halfway to a major in the language. We invite their professors to present and their teacher certification candidates to attend our yearly internal NHPS World Languages Conference. We provide placement for their student teachers and recruit almost all of their certified teacher graduates every year. This relationship benefits both institutions.
Yale University Outreach often funds department initiatives and we work with the Yale MacMillan Center to support their after-school high school program in less common languages including Urdu, Russian, and Japanese. The Yale Center for Language Studies helps us to find volunteer tutors and testers to assist students preparing for Seal of Biliteracy tests. Yale Center for Middle Eastern Studies funds a free summer program in Hebrew and Arabic for middle school students. A partnership with the Yale-China Association brings Chinese Teaching Fellows for full-year internships. These partnerships expand our language offerings, allow us to support heritage languages of students, and provide funding for professional development that benefits all staff.

We collaborate with Integrated Refugee and Immigrant Services (IRIS) to assist the refugee students they serve in understanding the Seal of Biliteracy. In addition, the World Languages Department participates in the yearly "Run for Refugees" and fundraises at professional development meetings (candy sales). In addition, during our World Languages Week each year, IRIS is one of the organizations with whom we collaborate to find guest speakers to visit world language classes and talk about the need for learning languages. (We also work with New Haven Adult Education and Yale University Center for Language Study to find speakers.) The key benefits of our collaboration with IRIS is that we have a direct link to students who may otherwise not be approached to receive the Seal of Biliteracy. As a sanctuary city, refugee and immigrant issues are important to us; one of our Level II curriculum units is about immigration. This partnership with IRIS also helps teachers and students to "put a face" on the issue of immigration and find ways to take action in the local community.
We have received funding from the Qatar Foundation International to expand our Arabic program to a new high school and middle school. The high school position is now fully funded by the district while QFI continues to support the part-time middle school position, classroom materials and a yearly Arabic Festival. They also have sent our teachers to ACTFL and summer offerings at CLAIR. This has improved both pedagogy and our ability to offer Arabic in the district.

Individual teachers have created relationships with heritage community centers and individuals that have supported exciting events and outcomes for students. For example, one of our Arabic teachers connects with the Turkish Cultural Center in West Haven to create a field trip for our Arabic classes in which students interact with local native speakers and experience henna, liquid painting, and eat Arab foods. Synergies are created as these communities then offer to come into our schools as guest speakers, or even as part-time teachers for world languages or tutors for English learners.

At the school level at King/Robinson Interdistrict Magnet School, this partnership helped to normalize the concept that world language learning is non-negotiable. It changed the way the school planned, staffed and scheduled. Unfortunately, this particular partnership has not created many synergies for the program as a district, although there is broad support for language learning in general in New Haven.

In Connecticut, there is great disparity between urban and suburban districts. Our partnership with New Haven Public Schools has shown our elementary teachers that they are not alone in their challenges and that there are many ways to be successful, even with challenging schedules or classes. The partnerships with surrounding suburbs have shown both groups of teachers that they share common challenges and successes. Once these commonalities are established, in all of our partnerships, we can see that teachers then begin to share materials and ideas on their own. This is where the synergy of the collaborative work truly begins to shine.

Once the collaborative relationships with Southern Connecticut State University and Yale University were established, we were able to think even more "outside the box" about how we can provide benefit to each other. The Yale Councils on Middle Eastern Studies and Yale Outreach asked the World Languages Supervisor to help plan workshops offered to all teachers in the district to help them to understand Middle Eastern culture.
The World Languages Supervisor was able to approach Yale about offering their high school after-school program teachers, thereby ensuring that they were following ACTFL standards and proficiency guidelines. New Haven teachers are currently reviewing a text for Medical Spanish written by a Southern CT State University professor. The more the world languages department and supervisor develop relationships with these universities, the more we are identifying mutually beneficial endeavors.

Our relationships with the leadership of the Integrated Refugee and Immigrant Services (IRIS) similarly means that they feel comfortable reaching out to us for assistance and we do not hesitate to reach out to them. Although English Learner services fall under a different department from world languages, our relationship with IRIS means that our teachers can be kept aware of refugee issues and assist those students in our schools. Our teachers of Arabic, French, and Spanish can be very helpful to students and families - often they are the only individuals in their school who can be. The strength of this relationship is not only in our Seal of Biliteracy work, but also in our ability to provide direct student support when possible.
Our relationship with Qatar Foundation International led to our discovery of the NaTakallam organization. They provide income for Arabic, French, and Spanish-speaking refugees by helping them to provide language and cultural exchanges for K-12 schools and universities. Now, we are organizing a summer program for accelerated high school Arabic using NaTakallam (and in collaboration with Yale), as well as an online "Arabic Festival" presentation series for New Haven students, in lieu of in-person events this spring.

The only challenge at this time is that we do not yet have a systemwide structure for interacting with the Spanish-speaking community; it is more on a teacher-by-teacher basis.

We are challenged by the complexities of funding and scheduling the language component throughout the middle school years as well as turnover in leadership at the school. In addition, as of yet, there is no IB continuation at the high school level. This challenge is one that we continue to grapple with and plan for as the students who began in the program reach 8th grade.

The most challenging aspects are trying to schedule common meeting times when all districts are available for professional development. This year, we have been lucky that Wednesdays are a half-day in most districts doing remote/hybrid learning, so we were able to use that day for our meetings with Hartford Public Schools.

Most projects undertaken with universities require some consideration of the difference between the perspectives and practices of higher education versus the K-12 world. They often want to offer professional development or even student experiences that might not necessarily connect with our students and teachers. Happily, both Yale and SCSU are great about collaborating with us and asking for our input on their projects. For example, Yale Council on Middle Eastern Studies funds our summer program for middle school students, but they allow us to design the curriculum and content. Most recently, Yale contacted us about attendance in their after-school high school languages program. To solve this, we now have volunteer lead-teachers at each of our nine high schools to oversee the students in the program. Those teachers share a Google attendance sheet with the Yale program teachers and then regularly check in with students who miss class.

There have not been many challenges in our relationship with IRIS, except communicating with their families who speak very rare languages. We were lucky the past two years, through the Title IVA grant, to purchase a phone-in translation service for the district that has more than 200 languages. The World Languages Supervisor also manages the Title IVA Grant; that has been very advantageous in ensuring that world languages and language-related initiatives are funded.
The only challenges in our dealings with QFI are the paperwork requirements in New Haven. Grants must go through a vetting process and budget revisions, contracts, purchase ordering, etc. is still a fairly cumbersome paper process. The COVID-19 closure has had the benefit of forcing some of that work online, but it is certainly in need of streamlining. On QFI's side, the paperwork is very manageable and they are extremely supportive and helpful.

Support heritage languages and their persistence across generations

  • yes

Native Speaker Spanish 1, Native Speaker Spanish 2, Native Speaker Spanish 3, Native Speaker Arabic 1, Native Speaker Arabic 4

Our Seal of Biliteracy program ensures that heritage learners of languages are tested and awarded in any language they speak, if they are interested. We awarded in 13 languages in 2020. We encourage students to participate in the Connecticut Council of Language Teachers' Poetry Contest in their heritage or native languages and often have winners in heritage categories.

Districtwide, we have a wide variety of ability levels and experiences among our heritage learners. There are U.S.-born heritage speakers who often excel in speaking, but not reading and writing as much. There are native speakers who are new arrivals with strong educational backgrounds and some refugees with interrupted educations; others have been in the U.S. in our school system since childhood. Generally speaking, the majority of students in our "NS" courses are native speakers or strong heritage speakers. Students who are U.S. born and speak at home (but do not read and write) will often get placed in upper-level regular-track Spanish classes so that they can have assistance with reading and writing. We do have a delineated policy for counselors on placing heritage and native speakers.

  • Instruction aimed specifically at heritage languages and cultures
  • Parents
  • Legislators

The Supervisor of World Languages participates in JNCL Advocacy Day and meets with Connecticut Legislators. We also participated in advocacy efforts to pass the Seal of Biliteracy legislation, testifying at the CT Legislature. We have a parent website and are creating advocacy videos currently.

Institution Information

Urbanicity

A large city

Levels

Pre-K

Elementary

Middle school

High school

Minority Students

African American

36 %

Hispanic

47 %

Learning And Physically Disabled

16 %

Asian-American

Accreditation

Unaccredited

Free & Reduced Lunch

65 %

Authorized IB World School

No

Advanced Classes & Exams

AP classes

Second Language Requirement

Yes

Type of Classes Offered

In-person

Online

Contact

Jessica Haxhi

jessica.haxhi@new-haven.k12.ct.us

https://sites.google.com/a/nhps.net/nhpswl/home