ForeignLanguage Report2SchCom 20100914

Foreign Language Report to the School Committee
I. Why do we teach a foreign language?

 The study of language is the study of everything that pertains to human nature,
as humans understand it.” (Massachusetts Curriculum Frameworks, p. 1, August
1999)
 The study of foreign languages enhances a child’s intellectual capacity and
ability for greater achievement in all curricular areas (Armstrong and Rogers,
1997).
 Students who study a second language show greater cognitive development,
outperforming their peers on standardized tests.
 Second language learners are generally more creative and show a greater
capacity to “think out of the box.”
A. What is our philosophy?

 Foreign languages are a logical and essential component of one’s curriculum.
 Language is our connection to the world and is a vital piece in appreciating
other cultures. Language learning encourages a sense of humanity and solidarity.
Students who study a foreign language will be more respectful of other points of
view, will become compassionate individuals, and will become appreciative of
differences.
 The Franklin Public Schools believe that Foreign Language learners will
become creative thinkers, skillful communicators, self-confident, and active
members of an ever-changing world community.
 The district is committed to providing learning experiences that support this
student profile.
 We believe that students benefit from achieving, at minimum, a Level 2
proficiency in a modern or classical language.
B. What is our mission?

 The Franklin Public Schools, in collaboration with the community, will
cultivate each student’s intellectual, social, emotional and physical potential
through rigorous academic inquiry and informed problem solving skills within a
safe, nurturing and respectful environment. (FPS Strategic Educational Plan,
2009-2014)
 The study of a foreign language as part of an educational program provides
students with unique opportunities to extend their learning potential and to think
and communicate skillfully, critically and creatively.
 Teachers will prepare all students to meet or exceed Level 2 proficiency in a
modern or classical language.
C. What is our vision?

 The goal of our foreign language program is to achieve facility with a second
language, and an understanding of other cultures in our community, our state, our
country, and our world. Facility with a second language is defined by the district
1 August 2010
as meeting or exceeding Stage 2 expectations of the Massachusetts Foreign

Language Curriculum Frameworks by grade 12 (Stage 3 expectations for
advanced levels IV, V, and AP).
 Meeting Level 2 proficiency as outlined in the curriculum frameworks is the
department’s minimum expectation for students; our vision includes most
Franklin students exceeding Level 2 modern or classical language proficiency by
the time they graduate from high school.
 The study of a foreign language within a K-12 continuum will encourage
students to become engaged, responsible citizens who respect the dignity and
diversity of all individuals and cultures (Strategic Plan Core Value).
D. Vision for an Effective Elementary Foreign Language Program:

The following recommendations are based upon research-based best practice
and the Massachusetts Foreign Language Curriculum Frameworks.
Grades K-5:
 The intent of an elementary program is to introduce students to the flexible
thinking involved in language acquisition at a time when their intellectual
capacity is most ready to receive this instruction.
 Given adequate financial resources, the Franklin Public Schools recommends a
FLES (Foreign Language in the Elementary Schools) program. That is, an
elementary (K-5) program that provides 60-90 minutes of Spanish for students 2-
3x per week (a minimum of 30 minutes per class meeting).
 In order to best implement this recommendation, the elementary school day
would need to be extended by 45-60 minutes to accommodate the additional
instructional time. The district would also need to hire at least six elementary
Spanish teachers.
 Estimated Cost: $300,00 personnel; $150,000 instructional materials
Grades 6-8:
 The ideal middle school Foreign Language Program is one that includes
foreign languages as a core subject with students engaging in language instruction
every single day.
 This model provides greater opportunity for students to retain information by
using the language on a more continual basis.
 Spanish is recommended as the minimum course offering. However, in
envisioning a “good to great” program, it is recommended that a second language
be added back to the middle school program.
 The district’s recommendation is to establish and maintain a more “traditional”
middle school language sequence. In this sequence, students would participate in
the study of a foreign language over three years but within their core instructional
schedule over two years (grades 7-8).
 It is the district’s belief that this would establish a firm knowledge base in the
language (year 1 of the high school curriculum) so that students entering 9th grade
would demonstrate a “readiness” for upper level language study.
 In order to best implement this recommendation, the middle school day would
need to be extended by 45-60 minutes to accommodate an additional core subject
2 August 2010
within the current daily schedule. The district would also need to hire minimally
two foreign language teachers per middle school.
 It would also be advised that the three middle schools operate under the same
schedule in order to share personnel among buildings.
 Estimated Cost: $300,00 personnel; $150,000 instructional materials
Grades 9-12:
 The district vision at the high school is predicated on a solid level I
understanding of a language by the end of 8th grade.
 A strong high school program would include the majority of entering students
with a readiness for level II language study, allowing juniors and seniors to
advance to levels IV and V respectively.
 The availability and use of technology is a critical factor in providing students
with the opportunity to succeed at these levels. A language laboratory is of vital
importance to the ability of students to communicate fluently in all modes. Labs
provide students with authenticity and access to global communication.
 The district recommends that current languages are maintained at the high
school with options for additional language study as resources (personnel and
budget) are available.
 Language labs should be constructed or modular lab equipment purchased in
order to provide students with the opportunity to achieve at a higher, more
competitive level of learning.
 Estimated Cost: $50,000 per year Technology Lab
II. Implementation and Decision Making:

A. History of Foreign Language Instruction in Franklin Public
Schools
** See Appendix A
B. District Decision-making Model

 Collaborative model for making curricular and instructional decisions
 State frameworks dictate topics by grade levels, across grade levels and/or
by courses.
 Most decisions vetted through district curriculum teams; extensive input
sought from classroom teachers/specialists and building administrators.
 Decisions researched and based upon best practices in the field and as
recommended by state and national organizations.
 Must reflect the goals of the district Strategic Educational Plan.
 Programmatic decisions driven by fiscal reality.
 When faced with budget reductions, final decisions with regard to
curriculum, instruction, and/or programs reside with the principals,
administrative team, Superintendent and School Committee.
3 August 2010
C. Rationale for Elimination of Spanish at the Elementary Level

 2001-2002 reduction of Spanish classes at the elementary level due to
budgetary cuts. This impacted grades K-2 which met twice per week from
1999-2001.
 As grades 3, 4 and 5 were added to the program in subsequent years, they
assumed the 1x per week schedule of the K-2 classrooms.
 Unfunded mandates from DESE now require districts to provide Anti-
Bullying Curriculum in K-12 classrooms. As a result of this requirement, the
elementary principals eliminated the elementary Spanish program, a reduction
of 3.8 Spanish teachers and increased the current elementary Health/PE
department by 3.8 teachers in order to develop and implement the new
health/PE program.
 With the elimination of Latin at the middle schools, three of four
elementary Spanish teachers were transferred to the middle schools to
accommodate the UA schedule and student enrollment in foreign language
study.
D. Rationale for elimination of Latin at the Middle Schools

 Elimination of Latin at the middle school (2010-2011) was driven by
personnel issues.
 Latin teachers have expressed interest in pursuing teaching careers in
districts that include foreign languages as a core subject. The district moved
away from this model at the middle school due to budgetary constraints and
scheduling issues.
 The elimination of Latin would not eliminate the middle school foreign
language program, but would eliminate the difficulty the district has
experienced in hiring qualified and competent teachers.
 Recruiting/retaining Highly Qualified Latin personnel presents challenges.
 2009-2010, 1 non-renewed Latin teacher; 2 resignations to pursue
other job opportunities.
 RMS lost 3 teachers in four years; 2 non-renews, 1 resignation to
private school.
 ASMS lost 2 teachers in two years; 1 transfer to FHS, 1 resignation
to ministry work.
 HMMS lost 4 teachers in four years: 4 resignations (return to
school, moved out of state/country, medical reasons)
4 August 2010
III. Current Instructional Program and Practices in Franklin

A. Best Practice/Research/Comparative Data from other Districts
Q: What languages should be taught?

Town demographics often enters into the decision-making process along with
financial and personnel resources when identifying languages to be offered in
a district. Spanish, Latin, French, and Chinese are the most frequently offered
by school districts across the Commonwealth. German, Italian, and Russian
are offered with some frequency.
The Franklin foreign language teachers believe that Latin should continue to
be offered at the high school to challenge the analytical student who excels in
the study of language comparisons, origins, etc. The department also values
the study of the communicative languages of French and Spanish. An
additional language, Chinese for example, would strengthen the program
provided resources could support a full level I-VI program. The department
would like to pursue the addition of Mandarin Chinese and the restoration of
personnel to provide a full Level I – AP French and Latin program. Research
on foreign languages offered in other districts support this recommendation.
Research on Foreign Language Programs
2008 Data ** See Appendix B-1, B-2

In 2008, the Foreign Language sub-team of the Superintendent identified 15 top
performing districts in the state based on MCAS data over several years. In a separate
study, 19 districts in the Metro-West area were surveyed on their foreign language
programs. This report was prepared in 2008 through the Metro-West Curriculum
Coordinators’ Network. The aggregated data from the 34 districts identified the following
program trends.
In 2008:
 Ten districts (29.4%) offered an elementary program.
 All 34 districts offered a middle school program.
 Spanish was offered in all 34 districts at the middle school level.
 Spanish and French at the middle level was offered in 27 districts (79.4%)
 Latin was a middle school language in 8 districts (23.5%).
 Ten districts (29.4%) offer three or more language choices at the middle
level.
 Spanish and French offered in 32 districts (94.1%) while two districts
(5.9%) offer only Spanish as a language study at the high school.
 Latin offered as a third language choice in 26 districts (76.4%).
 Thirteen districts (38.2%) offer four or more language studies at the high
school level.
5 August 2010
2010 Data ** See Appendix C

In August of 2010, Franklin analyzed DESE foreign language program data in order to
update the data on the original 34 districts surveyed in 2008. In addition, information
was collected on the current foreign language programs of the Hockomock League
schools (Sharon, Easton, Foxboro, Mansfield, North Attleboro, Stoughton, Canton, and
King Philip).
According to the 2010 DESE data:
 None of the 41* districts currently offer an elementary program.
 22 districts eliminated their middle school program since 2008; Decrease
of 35.3%.
 Spanish and French are still the predominant languages offered at the
middle level (9 of 12 districts). Latin is offered in 6 of 12 middle schools.
Chinese is offered in 1 district.
 The number of middle school programs offering two or more language
studies was decreased by 30.7%, from 26 districts in 2008 to 8 districts in
2010.
 90.2% of the districts offer French, Spanish and Latin at the high school
level (37 districts); Increase of 13.8%.
 The number of districts offering four or more language studies at the high
school remains stable: 16 districts (39%) vs. 13 districts (38.2%) in 2008.
 The average 2010 FTE per predominant language:
o Chinese - 0.86 FTE, 11 districts
o French - 1.98 FTE, 35 districts
o Spanish - 4.06 FTE, 40 districts
o Latin - 1.22 FTE, 24 districts
* The DESE combined Northborough and Southborough/Algonquin as one unit of data.
Q. What instructional experiences do we want for students at each

level? What does excellent instruction look like? As identified by the
Foreign Language department, students should have the opportunity to:
 Reach the highest levels of proficiency as outlined in the MA State
Frameworks.
 Experience thoughtfully designed interdisciplinary instruction.
 Frequent a language lab in order to experience authentic language,
connect with the global community (watch international programs, listen to
international music and even communicate with other members of the
world.
 Experience a highly- communicative environment (in the modern
languages)
 Participate in a rigorous program that prepares them for post-secondary
education.
 When possible, study a foreign language throughout all four years of
high school.
6 August 2010
 It is the district’s mission and goal for our students’ knowledge of

foreign language to remain with them long after they leave the Franklin
Public Schools.
Q. What role does technology have in foreign language

instruction? Technology provides every student access to authentic
experiences in the foreign languages. Technology offers:
 Access to authentic materials including fiction, nonfiction, poetry, drama,
essays, podcasts, advertisements, articles, films, or multimedia written in a
language other than English.
 Opportunities for students to watch and create virtual tours, listen/watch
international programs and communicate via teleconference with students in
other countries.
 Direct communication with native speakers without ever leaving the
classroom.
 The ability to record, listen to, and improve upon a student’s own oral
proficiency.
 Access to the online textbook and the teacher’s ability to project textbook
pages during class.
 The ability for students to be hands-on with material presented via
interactive whiteboards.
Q. How do we collect data on FL instruction? At the present time, the

FL department has multiple common assessments at most levels. These
assessments continue to be developed in order to assure that all students are
guaranteed common course expectations and rigorous learning experiences.
Teachers work together to create assessments, review student work and revise
assessments in order to align intent with product. This work is done during
department meetings, during professional development days, and during the
foreign language curriculum review cycle.
The district participates in the National Latin Exam which will continue to be
administered at the high school. This data allows the department to compare how
our students are learning and performing relative to other schools and students
throughout the United States.
In French and Spanish, teachers of level I-III courses maintain a folder of

assessments so that students and teachers can see evidence of progress over time.
In the advanced levels, AP tests require teachers to meet high national standards
of instruction and learning experiences for students. These standards also provide
the department with an opportunity to reflect on programs and instruction at all
levels. The last several years have seen cuts in many departments at the high
school, including the foreign language department. Increased enrollments and/or
insufficient numbers of students in advanced classes have impacted AP offerings
7 August 2010
in French as well as the honors track in a Level I courses across the department.
(See Appendix D).
Additional longitudinal data is maintained to identify high school foreign

language trends in enrollment by language, grade and course level. This data is
used to review high school programs and instruction (See Appendix E).
Q. Scheduling - How many instructional minutes/week should be

required?
Middle School:
In order to establish a firm basis in the language, students should complete the
equivalent of a level I course over two years. Ideally, sections should meet daily
as part of the core academic team as students better retain language when they are
continuously exposed to the language. An appropriate amount of time for a class
session could range from 45 to 60 minutes of instruction each day. At the very
least, this recommendation should be implemented in 8th grade. Currently middle
school students participate in approximately 65 classes per school year (2/3 times
per cycle).
High School:
A high school student should be able to complete one level of a foreign language
per year. In doing do, the student should have language class every day (save
dropped classes in a rotating schedule) for a minimum of 45 minutes per class.
This reflects current practice at Franklin High School.
B. Scheduling Issues:
Q. What would we have to explore giving up in order to have

more instructional time devoted to foreign languages?
The bulk of the school day is committed to core instruction. Therefore,

eliminating something would impact core instructional time or violate contractual
agreements. To maintain high quality core instruction and provide adequate time
for foreign language study, the school day would need to be extended at the
elementary and middle levels. The current schedule at both levels does not
support the additional time necessary for core foreign language instruction. The
high school schedule currently accommodates the recommended instructional
time for the study of a foreign language.
C. Budgetary Opportunities/Challenges:
8 August 2010
Q. How can we expand instructional opportunities in foreign

language instruction with no budgetary impact?
The expansion of foreign language instruction with no budgetary impact would
necessitate the elimination or reduction of other programs and positions at the
elementary and middle school level. The question becomes what you sacrifice
under the current budget and instructional schedules.
IV. Program Goals by Level

Middle School:
The goal of the middle school program is to:
 Meet the current needs of the middle school student by providing cultural
and linguistic experience with age-appropriate techniques.
 Balance learning experiences among the 5 “C’s” of the Foreign Language
Curriculum Frameworks: Communication, Cultures, Comparisons,
Connections, and Communities.
 Provide over three years of study, the acquisition of skills necessary to be
successful in a level II foreign language course at the high school
High School:
The foreign language programs are structured to develop the standards of the
Foreign Languages Curriculum Frameworks as promulgated by the Massachusetts
Department of Education and the American Classical League’s Standards for
Classical Language Learning: Communication, Cultures, Connections,
Comparisons and Communities. While graduation from Franklin High School
does not require students to study a foreign language, colleges look for at least
two years of credit in one foreign language. It is beneficial for students to
complete more than two years however, as selective colleges and universities
prefer three to five years of sequential foreign language study. The department
would also like to explore the possibility of separating some of the combined-
level courses such as 4/5 Honors.
It is the Foreign Language Department’s goal to support the following Franklin

High School academic expectation for student learning:
 In the target language, students will communicate effectively though
listening, speaking and writing.
9 August 2010
APPENDIX A
Chronology of Foreign Languages in Franklin Elementary Schools, 1998-2011
language 1998-99 1999-2000 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11
K- Spanish No Kind Kind Gr K - 3 Gr K - 4 Gr K - 5 Gr K - 4 Gr K - 4 Gr K - 4 Gr K - 4 Gr K – 5 Gr K – 5 No Program
5 program 1x/wk 1x/wk Reduced to 1x/wk 1x/wk 1x/wk 1x/wk 1x/wk 1x/wk 1x/wk 1x/wk
1x/wk
Gr 1 Gr 1 - 2 30 min/class 30 min/class 30 min/class 30 min/class 30 min/class 30 min/class 30 min/class 30 min/class
2x/wk 2x/wk 30 min/class Prep for Prep for Prep for Prep for Prep for Prep for Prep for Prep for
Prep for teachers teachers teachers teachers teachers teachers Teachers Teachers
30 min/class 30 min/class teachers
Gr 5 Gr 5 Gr 5 Gr 5 Gr 5 Gr 5
Exploratory Exploratory Exploratory Exploratory Exploratory Exploratory Exploratory
shifted from (Spanish, (Spanish, (Spanish, (Spanish, (Spanish,
Gr 6 French, French, French, French, French,
(Spanish, Latin) Latin) Latin) Latin) Latin)
French,
Latin)
30 min/class 30 min/class 30 min/class 30 min/class 30 min/class 30 min/class

Prep for Prep for Prep for Prep for Prep for Prep for
teachers teachers teachers teachers teachers teachers
Chronology of Foreign Languages in Franklin Middle Schools, 1998-2011
language 1998-99 1999-2000 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11
6th Latin- 1 term 1 term 1 term 1 term 1 term 1 term 1 term 65 days/yr: 65 days/yr: 65 days/yr: 65 days/yr: 65 days/yr: 65 days/yr.
Spanish- exploratory: exploratory: exploratory: exploratory: exploratory: exploratory: exploratory: Span/Latin Span/Latin Span/ Span/ Span/ Spanish
French 3+ wks ea. 3+ wks ea. 3+ wks ea. 3+ wks ea. 3+ wks ea. 3+ wks ea. 3+ wks ea. only only Latin Latin Latin
language language language language language language language only only only
7th Latin 180 days/ 180 days/yr 180 days/yr 180 days/yr 180 days/yr 90 days /yr 90 days /yr 65 days/yr 65 days/yr 65 days/yr 65 days/yr 65 days/yr 65 days/yr.
Spanish yr no French Span/Latin Span/ Span/ Span/ Spanish
French only Latin Latin Latin
10 August 2010
only only only

8th Latin 180 days/ 180 days/yr 180 days/yr 180 days/yr 180 days/yr 90 days /yr 90 days /yr 65 days/yr 65 days/yr 65 days/yr 65 days/yr 65 days/yr 65 days/yr.
Spanish yr [French in Span/Latin Span/ Span/ Span/ Spanish
French 8th only] only Latin Latin Latin
only only only
class varied by varied by varied by varied by varied by varied by varied by varied by varied by varied by varied by varied by 65 days/yr.
time/ school: 42- school: 42- school: 42- school: 42- school: 42-50 school: school: school: school: school: 42- school: 42- school: 42- Spanish
average 50 min’ 50 min’ 50 min’ 50 min’ min’ 42-50 min’ 42-50 min’ 42-50 min’ 42-50 min’ 50 min’ 50 min’ 50 min’
11 August 2010
APPENDIX B-1
Metro West Curriculum Coordinators World Language Offerings Survey Results 2007-2008
Districts Grade level when Language Are students given a Languages offered in Languages offered in
Represented training starts choice of language when Middle School High School
they first start?
Douglas Grade 6 No French & Spanish French & Spanish
Uxbridge Grade 5 No All middle school Spanish French & Spanish

students (grades 5-8) take
Spanish as part of the
Exploratory Block.
Students have only 36
classes of Spanish each
year. The Exploratory
Block includes
Spanish/Art/Computer/He
alth/Music.
Millbury Grade 7 Yes , they can begin in French & Spanish French & Spanish
seventh grade or ninth
grade
Blackstone- Grade 8 No Spanish French & Spanish

Millville
Reg.
Bellingham Grade 1 -Grades 1-4 Spanish No , not in elementary but Spanish French & Spanish
Grades 5-6 Spanish Grades 7-8 they are in Grade 7, 8 and
Spanish or French Grade 9-12 9
Spanish 1-4 + AP or French 1-5 +
AP
12 August 2010
Clinton Grade 8 No Spanish French, Spanish, &

Latin
Webster Grade 8 The students who choose to Yes French & Spanish French & Spanish
take a language in grade 8 will
continue in high school with the same
language. By their senior year, these
students will be enrolled in Spanish V.
Framingham Grade 6 Yes French & Spanish French, Spanish, Italian,

We also have a two-way Spanish Latin, & German
program that begins in
Kindergarten at Barbieri School.
This program continues into high
school.
Lunenburg Grade 6 No French, Spanish, & French, Spanish, &

Latin Latin
Natick Grade 6 – World Cultural Language, Yes French & Spanish French, Spanish,
which is a cursory review of the German, Latin, & Greek
cultures of Spanish and French, 1/2
year course
Harwich Kindergarten Yes French, Spanish, & French, Spanish, &

Latin Latin
Acton- Grade 7 Yes French & Spanish French, Spanish, Italian,

Boxborough One elementary offers it as & Latin
enrichment and it is paid by the
PTO------- at the JH grade
13 August 2010
7...we offer French and

Spanish
Shrewsbury Grade 5 Yes French, Spanish, French, Spanish, &

Foreign language study begins Chinese, & Latin Latin (Chinese)
in grade 5 and the students
have a choice
of French, Spanish or Mandarin
Chinese. They stay with this
choice through
grade 8, with the possible
exception of Latin, which they
can opt to switch
into in grade seven if they wish.
Nashoba Reg. Grade 8 No French & Spanish French, Spanish, Latin,

& German
Hopedale Grade 3 No Spanish Spanish
Grafton Grade 6 No French & Spanish French, Spanish, Latin,

& Chinese
Mendon-Upton Kindergarten No Spanish French, Spanish, &

A Spanish immersion program is Italian
offered for some students (maybe
by lottery?), starting in
14 August 2010
Kindergarten and continuing

through elementary and middle
school. Students from the Spanish
immersion program can start
taking Spanish I-IV Honors,
starting in grade 8.
Millis Grade 1 No Spanish Spanish
Spanish Immersion starts in Gr.
1, regular Spanish begins in
Gr. 6
Sutton Grades 1-5 No Grade 6 – 22 days (1 French & Spanish

Once a week 45minutes quarter) every other
day
Grade 7 – Spanish 45
days (1 quarter)
everyday French 36
days every other day
(really 18 days) Grade
8 – Spanish 5 days a
week, all year
15 August 2010
APPENDIX B-2
2008 Foreign Language Program Data
District: Dover-Sherbourne K–5 6–8 9 – 12

Linda Lannon 508-785-1730 ext. 8662
What languages do you offer? No Program French, Latin, Spanish French, Latin, Spanish,
Chinese
What Grades? 6 (student’s choose Levels I-V AP (AP
language) Language) in French,
7, 8 (continuation of Spanish & Latin
chosen language) Levels I-III in Chinese
How Often per week/cycle? (specify # days/cycle) 5 X per Week (daily) 6 out of 8 days (rotating
No rotating schedule schedule)
Minutes of instruction per class? 42/43 minute periods 57 minute periods
Levels offered by course/language? (e.g., French I-IV)
Do you offer AP courses?
District: Wellesley K–5 6–8 9 – 12

Richard Deppe 781-446-6290
Richard_deppe@mec.edu
What languages do you offer? Did have a 2-5 program in French, German, Latin & French, German, Latin &
Spanish, but this was lost Spanish Spanish
in 2005.
What Grades? 2-5 7&8
How Often per week/cycle? (specify # days/cycle) Was offered 4-5 x per Every day 5 days out of a 7 day cycle
week
Minutes of instruction per class? 15-20 minutes per class. 45 minutes on average per 1 hour block
class
Levels offered by course/language? (e.g., French I-IV) Each language goes up to
5AP; there are 5 AP
courses
Do you offer AP courses? Latin: AP Vergil and AP
16
Literature, taught in
alternating annual cycles
French, German &
Spanish: AP Language
Other Info: K-5: The general consensus is that it FLES should be 1 h 30 m per week, in shorter
segments.
9-12: In all of the languages, the exam may be taken after year 4. If this happens, it is
usually in German or Latin (most in Spanish & French opt for taking it after year 5)
District: Wayland K–5 6–8 9 – 12

Brad_Crozier@wayland.k12.ma.us
What languages do you offer? No Program French, Latin & Spanish French, Latin & Spanish
What Grades? 7&8
How Often per week/cycle? (specify # days/cycle) 1/3 of the year
Minutes of instruction per class? 47 minutes per week 55 minute periods
Levels offered by course/language? (e.g., French I-IV)
Additional Information 6-12: Looking into Chinese – committee researching cost, implementation and
models.
District: Southborough/ Algonquin High School K–5 6–8 9 – 12
What languages do you offer? none Spanish, French Spanish, French, Latin
What Grades? 6-8 9-12
How Often per week/cycle? (specify # days/cycle) 6: 2 x per week * 4-5 times/wk
7/8: 5 x per week
Minutes of instruction per class? * Director of guidance 40 minutes per class * 233-255 min/wk
identified that students with either meet 4 times (233 min)
or every day (255 min) per week.
Levels offered by course/language? (e.g., French I-IV) French 1-4 CP/H; Spanish
1-4 CP/H; Spanish for the
21st Century, Spanish for
17
Life 2-3 (2 yr Level 2
course); Latin 1-4 CP/H
Do you offer AP courses? AP French, AP Spanish
District: Concord-Carlisle K–5 6–8 9 – 12
What languages do you offer? none Spanish, French (Stage 1) French, Reading Latin,
Spanish, Chinese
How Often per week/cycle? (specify # days/cycle)
Minutes of instruction per class?
Levels offered by course/language? (e.g., French I-IV) French Novice (1-3,
Accel.), French Int. (I, IH,
IIA, IIB, IIH), French Adv.
(IH, IIH); Latin
Foundations (1-2), Latin F.
Int., Latin F. Adv.;
Spanish Novice (1-3,
Accel.), Spanish Int. (I, IH,
IIA/IIB, IIH), Spanish
Adv. (IH, IIH)
Chinese 1-4
District: Acton-Boxborough, MA K–6 7–8 9 – 12
What languages do you offer? None French, Spanish French, Spanish

(add Mandarin in 2008) Latin, Italian (last few yrs)
(add Mandarin in 2008)
How Often per week/cycle? (specify # days/cycle) Daily Daily
Minutes of instruction per class? 45 45
18
Levels offered by course/language? (e.g., French I-IV) I-IV
Do you offer AP courses? AP in French/Spanish
District: Weston, MA K–5 6–8 9 – 12
What languages do you offer? Spanish Spanish, French, Latin, French, Spanish, Latin
Mandarin
What Grades? ? 6-8 9-12
How Often per week/cycle? (specify # days/cycle) ? ? ?
Minutes of instruction per class? ? ? ?
Levels offered by course/language? (e.g., French I-IV) Novice I, II, Intermediate
I, II, Honors
Do you offer AP courses? Yes, all 3 plus literature
course in French/Spanish
District: Hopkinton K–5 6–8 9 – 12
What languages do you offer? none none French, Spanish, (Latin as

an elective for grades 11
and 12 only)
What Grades? 7 and 8 9, 10, 11, 12
How Often per week/cycle? (specify # days/cycle) daily daily
Minutes of instruction per class? 55 minutes 55 minutes
Do you offer AP courses? Spanish, French (jr/sr.
only)
District: Medfield K–5 6–8 9 – 12
19
What languages do you offer? none Spanish, French Spanish, French and Latin
What Grades? 7 and 8 9-12
How Often per week/cycle? (specify # days/cycle) Daily Block schedule daily
Minutes of instruction per class? 55 minutes 42/84 minutes
Do you offer AP courses? Spanish and Latin
Other Info: *Medfield grade 6 exploratory only Spanish/French 2x 42 min period
Virtual High school languages and independent study 9-13 languages mostly 11th and
12 grade only
Next year mandarin Chinese will be added to the HS for grades 11 and 12
Latin is an elective for grades 11 and 12
District: Newton Public Schools K–5 6–8 Newton has 4 MS 9 – 12 Newton North
Newton South
What languages do you offer? None / Eliminated 2000 Chinese, French, Spanish, Chinese, French, Spanish, ,
Italian, Latin, Russian, Russian at Newton North
Chinese culture elective and South
and Latin elective Italian-Newton North
Latin-Newton South
What Grades? 6,7 and 8 9-12
How Often per week/cycle? (specify # days/cycle) Every day Every day
Minutes of instruction per class? 43-45 45
Levels offered by course/language? (e.g., French I-IV) Levels I-V all levels CP/H
Do you offer AP courses? Levels IV and V
District: Harvard Public Schools K–5 6–8 9 – 12
What languages do you offer? None French and Spanish French and Spanish
What Grades? 6,7 and 8 9-12
How Often per week/cycle? (specify # days/cycle) Everyday Everyday
Minutes of instruction per class? 43-45 minutes with 1 long 42-45 minutes with 1 long
20
block block
Levels offered by course/language? (e.g., French I-IV) Levels I-V CP and H
Do you offer AP courses? Levels IV and V
District: Hingham K–5 6–8 9 – 12
What languages do you offer? Spanish Spanish, French Chinese, Latin, French,
Spanish
What Grades? 1-5 6th – Spanish 9-12
7th, 8th – Spanish French
How Often per week/cycle? (specify # days/cycle) 1st, 2nd – 3X in 12 day cycle 6th – 2X in 6 day cycle Daily
3-5 – 1X in 6 day cycle 7th, 8th – daily
Minutes of instruction per class? 40 minutes 45 minutes 57 minutes
Levels offered by course/language? (e.g., French I-IV) Latin, French, Spanish
through AP
Chinese will be through
level 4 next year
District: Cohasset K–5 6–8 9 – 12
What languages do you offer? None French, Spanish French, Spanish, Latin
What Grades? 7&8 9-12
How Often per week/cycle? (specify # days/cycle) Half year Daily (4X4 block)
Minutes of instruction per class? 50 minutes 90 minutes
Levels offered by course/language? (e.g., French I-IV) French – through AP
Spanish – through AP
Latin – 1, 2, 3
Do you offer AP courses? Yes – French, Spanish
District: Lexington Public Schools K–5 6–8 9 – 12
21
What languages do you offer? None French Spanish
Spanish French
Mandarin German
Latin
Mandarin
American Sign Language
Italian
Independent Study
What Grades? French 6-8 9-12
Spanish 6-8
Mandarin 6
How Often per week/cycle? (specify # days/cycle) Daily

Levels offered by course/language? (e.g., French I-IV) Honors Level offered at 8th Spanish 1-5
grade in French and French 1-5
Spanish German 1-4
Latin 1-4
Mandarin 1-4
ASL 1-2
Italian 1-4
Do you offer AP courses? Spanish
French
Mandarin
Latin
Italian
Additional Information Mythology and Exchange Seminars also offered at the High School level
District: Northborough K–5 6–8 9 – 12
None French, Spanish French

What languages do you offer? Latin
Spanish
Spanish for the 21st
Century
22
Spanish for Life
th
What Grades? 6 grade combination of 9-12
French and Spanish
French grades 7-8
Spanish grades 7-8
How Often per week/cycle? (specify # days/cycle) 5 Times per week Daily
Levels offered by course/language? (e.g., French I-IV) French 1-5
Latin 1-4
Spanish 1-5
Spanish for the 21st
Century
Spanish for Life 2-3
Do you offer AP courses? French
Spanish
Additional Information Honors French 5 at High School for those not wishing to take AP French
23
APPENDIX C
2010 DESE Foreign Language Data

District Elementary Middle High
Acton-Boxborough Chinese - 0.6
Spanish - 3.4
Latin - 1
French - 3.8
Italian - 0.8
Bellingham Spanish - 3.6

French - 1.4
Blackstone/Milville Regional Spanish - 2.8

French - 1.2
Canton Spanish - 4
Latin - 0.5
German - 0.8
French - 1.6
Clinton Spanish - 0.142 Spanish - 2.286
Latin - 0.428
Cohasset M/H Spanish - 0.767

French - 0.933
Concord-Carlisle Chinese - 0.75

Spanish - 6.253
Latin - 2
French - 2.75
Douglas Spanish - 1.834

French – 2
24
Dover-Sherbourne Latin - 0.866 Chinese - 0.767
Spanish - 4.87
Latin - 0.934
French - 1.535
Easton Spanish - 4 French Spanish - 5.6
- 0.8 Latin - 1.2
French - 0.8
Foxborough Spanish - 2.328 Spanish - 4.196
French - 1.332 French - 1.8
Framingham Portugese - 0.444
Spanish - 9.648
Latin - 0.858
Italian - 0.4
French - 2.999
Franklin Spanish - 6 Spanish – 5

Latin – 2.6
French – 1.6
Grafton Chinese - 0.6

Spanish - 3.108
Latin - 0.125
French - 1.108
Harvard French 2.8

Spanish - 4.2
Harwich Spanish - 1 Spanish - 1.4
Latin - 1
French - 1
Hingham Chinese - 0.625
Spanish - 5.602
Latin - 1.601
French - 3.002
25
Hopedale Jr/Sr Spanish 4
Hopkinton Spanish - 5.6

French - 1.229
King Phillip Spanish - 5.1
Latin - 1.333
French - 1.9
Lexington Chinese - 1.401
Spanish - 8.4
Latin - 1.4
French - 3.4
German - 0.8
Italian - 1.802
Lunenburg Spanish - 0.8 Latin - Spanish - 2.33
1 French - 0.3 Latin - 1.333
French - 1.24
Mansfield Spanish - 5.5
French - 1.9
Medfield French - 1 Chinese - 0.2

Spanish - 5.4
Latin 1.2
French 1.6
Mendon-Upton Spanish - 1 Spanish - 4.58

Italian - 1.62
French - 0.8
Millbury Jr/Sr Spanish - 3.199

French - 2.802
Millis Spanish – 3
26
Nashoba Regional French - 1 Spanish - 0.498
Latin - 1.02
German - 1
French - 2
Natick Spanish - 3.982 Spanish - 6.6
French - 1.266 Latin - 0.8
German - 0.6
French - 2.2
Newton (North & South HS) French - 0.417 Latin Chinese - 2.624
- 1.296 Spanish - 18.661
Latin - 2.62
French - 6.051
Russian - 0.555
Italian - 2.437
North Attleboro Spanish - 5.6
French - 1
Northborough/Southborough - Algonquin HS Russian - 0.8
Spanish - 7.4
Latin - 2.2
French - 1.87
Sharon Chinese - 1.2
Spanish - 5.25
Latin - 1.5
French - 3.5
Shrewsbury Chinese - 0.2
Spanish - 6.2
Latin - 1.4
French – 3
Stoughton Spanish - 2.6 Spanish - 6.

French - 1.2 Latin - 1
French - 1.4
27
Sutton Spanish - 2.157

French - 0.6
Uxbridge Spanish – 3
Wayland Spanish - 2.91 Latin Spanish - 5.05

- 0.64 French - 1 Latin - 1.38
French - 2
Webster Jr/Sr Spanish - 3.006
French - 1.002
Wellesley Latin - 1.568 Spanish - 6.142
Latin - 1.142
German - 1.098
French - 2.404
Weston Chinese - 0.4 Latin - Chinese - 0.5
0.8 Spanish - 5.25
Latin - 1.5
French - 1.5
28
Appendix D
Advanced Placement Data
2004 – 2005
Language # of Students Breakdown of Scores FHS Average MA Average
Score # of Students
French 6 5 1 3.33 3.30
4 0
3 5
2 0
1 0
Spanish 17 5 2 3.05 3.3
4 2
3 8
2 5
1 0
Latin None
2005 - 2006
Score # of Students
French 13 5 1 3.0 3.0
4 2
3 6
2 4
1 0
Spanish 13 5 1 3.15 3.36
4 3
3 7
2 1
1 1
Latin None
29
2006 – 2007
Score # of Students
French 4 5 0 3.25 3.21
4 1
3 3
2 0
1 0
Spanish 20 5 2 2.95 3.30
4 3
3 8
2 6
1 1
Latin None
2007 – 2008
Score # of Students
French 6 5 1 2.50 3.10
4 0
3 1
2 3
1 1
Spanish 15 5 4 3.60 3.35
4 5
3 2
2 4
1 0
Latin None
30
2008 – 2009
Score # of Students
French None 5
4
3
2
1
Spanish 9 5 2 3.22 3.42
4 3
3 1
2 1
1 2
Latin None
2009 – 2010
Score # of Students
French 5
4
3
2
1
Spanish 12 5 2 3.75
4 6
3 3
2 1
1 0
Latin None
31
Appendix E
FRENCH 2002- 2003- 2004- 2005- 2006- 2007- 2008- 2009- 2010-
2003 2004 2005 2006 2007 2008 2009 2010 2011
Number of Freshmen in French (all levels) 127 114 129 119 84 47 50 66 56
Number of Freshmen in French II 88 83 90 98 45 6 41 53 40
Number of Seniors in French (all levels) 25 35 25 49 33 49 6 9 8
Number of Seniors in French IV 2 2 7 5 7 7 1 9 4
Number of Seniors in French V 4 5 5 39 27 39 0 0 3
Number of students who failed French I 4 3 4 1 0 0 0 0
Number of students who failed French II 9 4 2 1 0 0 0 0
SPANISH 2002- 2003- 2004- 2005- 2006- 2007- 2008- 2009- 2010-
2003 2004 2005 2006 2007 2008 2009 2010 2011
Number of Freshmen in Spanish (all levels) 169 173 194 173 211 237 235 216 205
Number of Freshmen in Spanish II 120 103 111 105 96 51 166 167 80
Number of Seniors in Spanish (all levels) 46 65 64 77 49 63 13 42 34
Number of Seniors in Spanish IV 5 5 2 6 2 9 7 10 14
Number of Seniors in Spanish V 4 4 3 56 35 49 14 19 16
Number of students who failed Spanish I 3 2 8 2 3 11 4 10
Number of students who failed Spanish II 8 6 8 5 10 10 4 4
LATIN 2002- 2003- 2004- 2005- 2006- 2007- 2008- 2009- 2010-
2003 2004 2005 2006 2007 2008 2009 2010 2011
Number of Freshmen in Latin (all levels) 39 45 33 45 69 88 78 69 100
Number of Freshmen in Latin II 22 19 11 26 15 20 61 26 31
Number of Seniors in Latin (all levels) 9 7 11 13 17 12 14 27 24
Number of Seniors in Latin IV 3 2 0 7 5 6 4 17 15
Number of Seniors in Latin V 2 3 4 4 9 4 10 9 9
Number of students who failed Latin I 0 0 1 0 2 0 0 0
Number of students who failed Latin II 1 0 1 1 0 2 0 0
32
APPENDIX F
2010-2011 Franklin High School Foreign Language Course Offerings
Language 1CP 1H 2 2H 3CP 3H 4CP 4H 4AP 5CP 5H 5 AP

CP
French √ X √ √ √ √ X X √ (Combined √ (combined X √ (Combined
with 5 AP) levels) with 4 AP)
Spanish √ X √ √ √ √ √ √ (combined √ (combined X √ √ (Combined

with level 5 H) with 5AP) with 4 AP)
Latin √ X √ √ √ √ √ √ (combined X X- no √
with 5H) enrollment
33

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Foreign Language Report to the School Committee

I. Why do we teach a foreign language?

A. What is our philosophy?

B. What is our mission?

C. What is our vision?

as meeting or exceeding Stage 2 expectations of the Massachusetts Foreign

D. Vision for an Effective Elementary Foreign Language Program:

II. Implementation and Decision Making:

B. District Decision-making Model

C. Rationale for Elimination of Spanish at the Elementary Level

D. Rationale for elimination of Latin at the Middle Schools

III. Current Instructional Program and Practices in Franklin

Q: What languages should be taught?

Research on Foreign Language Programs

2008 Data ** See Appendix B-1, B-2

2010 Data ** See Appendix C

* The DESE combined Northborough and Southborough/Algonquin as one unit of data.

Q. What instructional experiences do we want for students at each

 It is the district’s mission and goal for our students’ knowledge of

Q. What role does technology have in foreign language

Q. How do we collect data on FL instruction? At the present time, the

In French and Spanish, teachers of level I-III courses maintain a folder of

Additional longitudinal data is maintained to identify high school foreign

Q. Scheduling - How many instructional minutes/week should be

Q. What would we have to explore giving up in order to have

The bulk of the school day is committed to core instruction. Therefore,

Q. How can we expand instructional opportunities in foreign

IV. Program Goals by Level

It is the Foreign Language Department’s goal to support the following Franklin

30 min/class 30 min/class 30 min/class 30 min/class 30 min/class 30 min/class

Chronology of Foreign Languages in Franklin Middle Schools, 1998-2011

only only only

Uxbridge Grade 5 No All middle school Spanish French & Spanish

Blackstone- Grade 8 No Spanish French & Spanish

Clinton Grade 8 No Spanish French, Spanish, &

Framingham Grade 6 Yes French & Spanish French, Spanish, Italian,

Lunenburg Grade 6 No French, Spanish, & French, Spanish, &

Harwich Kindergarten Yes French, Spanish, & French, Spanish, &

Acton- Grade 7 Yes French & Spanish French, Spanish, Italian,

7...we offer French and

Shrewsbury Grade 5 Yes French, Spanish, French, Spanish, &

Nashoba Reg. Grade 8 No French & Spanish French, Spanish, Latin,

Hopedale Grade 3 No Spanish Spanish

Grafton Grade 6 No French & Spanish French, Spanish, Latin,

Mendon-Upton Kindergarten No Spanish French, Spanish, &

Kindergarten and continuing

Sutton Grades 1-5 No Grade 6 – 22 days (1 French & Spanish

District: Dover-Sherbourne K–5 6–8 9 – 12

District: Wellesley K–5 6–8 9 – 12

District: Wayland K–5 6–8 9 – 12

District: Southborough/ Algonquin High School K–5 6–8 9 – 12

District: Concord-Carlisle K–5 6–8 9 – 12

District: Acton-Boxborough, MA K–6 7–8 9 – 12

What languages do you offer? None French, Spanish French, Spanish

District: Weston, MA K–5 6–8 9 – 12

District: Hopkinton K–5 6–8 9 – 12

What languages do you offer? none none French, Spanish, (Latin as

District: Medfield K–5 6–8 9 – 12

District: Harvard Public Schools K–5 6–8 9 – 12

District: Hingham K–5 6–8 9 – 12

District: Cohasset K–5 6–8 9 – 12

District: Lexington Public Schools K–5 6–8 9 – 12