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					East Lansing Public Schools



Survey of Parents and Faculty
          Regarding
World Language Programming




             Final Report
              May, 2008




                Prepared by:
  The Department of Planning and Evaluation
     Ingham Intermediate School District
                            Table of Contents



                                                                  Page
Introduction                                                         1

Executive Summary                                                     2

Summary of Results                                                3 - 19


Appendices

Appendix A: Survey Data Tables—Parents and Faculty

Appendix B: Categorized Open-Ended Comments from Parent Survey

Appendix C: Categorized Open-Ended Comments from Faculty Survey

Appendix D: Parent and Faculty Questionnaires
                         East Lansing Public Schools
                 Survey Regarding World Language Programming
                                  May, 2008

Introduction
In February of 2008, parents and faculty of the East Lansing school district participated in a survey
conducted via the Internet regarding world language programming. This effort was undertaken as
part of the ELPS 2007-2011 Strategic Plan strategy to “explore preK-12 World Language
programming options and learning experiences” as we “prepare students for learning and working in
a global community.” The overarching theme in the Strategic Plan involves gathering comprehensive
input from multiple stakeholders. Survey information is one source of data to help inform decisions.

An initial draft of the questionnaire was created through review of similar surveys and stakeholder
input. The district’s World Language Advisory Committee, composed of K-12 teachers, including
special area and World Language teachers and an MSU faculty member/parent completed the final
revisions of the questionnaire.

Items in the questionnaire were designed to assess parent and faculty views regarding:
            Priority levels of various instructional areas at elementary, middle, and high school
            World language programming at elementary and how it should be funded
            World language programming options at the elementary level
            Grade level at which world language instruction should begin
            World language requirements for middle and high school students
            Parent satisfaction with current secondary world language instruction

All parents, community members and faculty had an opportunity to respond to the survey either
through Zoomerang online access or paper copies available through all school offices. Very few
community members who were not ELPS parents responded; the small number of respondents
precluded a meaningful analysis of results. Opinions were collected from 369 parents (15% of
approximately 2,400 households) and 110 faculty members (48% of faculty). Ninety-one percent
(91%) of the parent respondents currently have children enrolled in the school system, 7% said they
are parents of former students or graduates, and 8% identified themselves as parents of
preschoolers/prospective students of the school district.

           Parent Respondents N = 369                          N         %
           Parent of currently enrolled students              336       91%
           Parent of former ELPS student/s or graduate/s       26        7%
           Parent of preschooler or prospective ELPS
                                                               31        8%
           student/s
           Percentages do not total to 100% because respondents could select
           more than one answer.


 For additional detail on respondent demographics, please see the data tables in the appendices.

The survey was conducted with the assistance of Ingham Intermediate School District’s Department
of Planning and Evaluation. Planning and Evaluation staff provided technical assistance in
questionnaire design and in analyzing and reporting the results. Participant responses to closed-
choice items in the questionnaire were tabulated to yield raw counts and percentages. Responses to
open-ended questions were carefully reviewed and thematically coded to quantify patterns in
participant comments. Following is an executive summary of results obtained from the survey.
Executive Summary of Findings _______________________________
Instructional Priorities
    • English, math, and science were rated as the highest instructional priorities for parents and
       faculty at all levels, followed by social studies. English and math nearly always received the
       highest % of “critical” ratings.

   •   At all levels, parents rated world language as the next highest priority after the core areas.
       Faculty ratings for world language were much lower than parent ratings for elementary and
       middle school, but were very similar to parent ratings for high school.

Instruction during the School Day? Funded by the District?
    • A majority of parents (77%) think elementary world language instruction should be part of
       the regular day and funded by ELPS; a smaller majority of faculty think so (59%).

   •   Majorities of parents (73%) and faculty (78%) think additional funds should be obtained for
       elementary world language instruction.

The Grade Level Preference for Elementary Instruction
   • There was no clear preference for the grade level at which to begin elementary world
      language instruction. Kindergarten received pluralities of responses from parents (36%) and
      faculty (28%); this was followed by grades 1-2 (parents, 25%; faculty, 23%). In total, 75%
      of parents and 61% of faculty indicated a preference for grades 1-2 or lower.

Type of Elementary Program
   • “Instructional program 3-4 times a week” was selected by a plurality of parents (47%) and
       faculty (43%); this was followed by an “exploratory” program (parents, 29%; faculty, 39%).

Language Choices
   • Top language preferences were Spanish and Chinese; French was a close third.

Secondary Level
   • Parents (91%) and faculty (90%) believe it is important for students to have opportunities to
      begin language instruction prior to high school.

   •   Parents (86%) and faculty (76%) believe students should begin learning a new language
       before 6th grade.

   •   Parents (80%) think world language courses should be required for middle school students; a
       smaller majority of faculty thinks so (66%). Higher percentages of parents (86%) and faculty
       (76%) think world language courses should be required at high school.

Most Frequent Themes from Parent and Faculty Comments
  • Begin instruction with young children; they acquire languages more easily
  • World languages are important/We need to prepare children to be multilingual, globally
      competitive; choose languages related to this
  • Don’t implement world language at the expense of other programs (time, funding)/Resource
      allocation is a concern
  • Elementary curriculum is full/No time for world language/Core academics should come first
  • Parents provided detailed and varied comments on “how to” implement a program
  • Utilize MSU and our family/community resources if implementing a program

                                                  2
Summary of Findings _______________________________________
Below is a detailed narrative of survey findings, along with graphic depictions of results for
closed-ended items. The appendices contain detailed data tables for each item in the parent and
faculty questionnaires and categorized open-ended comments from respondents.


Instructional Area Priorities
Respondents were asked to rate the priority of several subject areas for elementary, middle
school, and high school using the following scale: Critical priority, high priority, medium
priority, low priority, and not a priority at all. As can be seen in the following graphs, English,
math, and science were rated as the highest instructional priorities for parents and faculty at all
levels, followed by social studies. English and math nearly always received the highest % of
“critical” ratings.


                   Instructional Priority Ratings ~ Elementary Combined “Critical/High” Ratings



ELA (reading, writing, listening,                                                                                     99%
        and speaking)                                                                                              95%

                                                                                                                      98%
                   Mathematics
                                                                                                                   94%

                                                                                                                   94%
                        Science
                                                                                                             89%

                                                                                                                  92%
                  Social Studies
                                                                                                      83%

                                                                              58%
              World Languages
                                                                                                 79%                    Faculty
                                                                                                                        Parents
                                                                                                      82%
      Physical Education/Health
                                                                                          69%

                                                                                                  80%
                    Technology
                                                                                     65%

                                                                                     65%
                          Music
                                                                               60%

                                                                                   62%
                             Art
                                                                             56%

                                 0%        10%       20%   30%   40%   50%   60%         70%    80%         90%     100%
Parents, Total number responding ranged from 366 to 368
Faculty, Total number responding ranged from 107 to 109




                                                                 3
               Instructional Priority Ratings ~ Middle School Combined “Critical/High” Ratings


                           English
                                                                                                                               99%
                                                                                                                            94%


                           Science
                                                                                                                               99%
                                                                                                                            94%


                      Mathematics
                                                                                                                              98%
                                                                                                                           93%


                    Social Studies
                                                                                                                                96%
                                                                                                                         89%


                World Languages
                                                                                                  67%
                                                                                                                   83%


                       Technology
                                                                                                                         89%
                                                                                                        73%


      Physical Education/Health
                                                                                                             76%
                                                                                                62%


                             Music
                                                                                     55%                                 Faculty
                                                                                    53%
                                                                                                                         Parents
                                 Art
                                                                               48%
                                                                            43%

                                       0%    10%          20%   30%   40%     50%         60%     70%        80%     90%        100%
Parents, Total number responding ranged from 361 to 365
Faculty, Total number responding ranged from 106 to 108




                   Instructional Priority Ratings ~ High School Combined “Critical/High” Ratings

                                                                                                                                   97%
                         English
                                                                                                                                 94%

                                                                                                                                   97%
                         Science
                                                                                                                                 94%

                                                                                                                                      98%
                   Mathematics
                                                                                                                                93%

                                                                                                                                 94%
                 Social Studies
                                                                                                                           89%

                                                                                                                   80%
              World Languages                                                                                                    Faculty
                                                                                                                     83%

                                                                                                                                 Parents
                                                                                                                    82%
         Business/Technology
                                                                                                       69%

                                                                                                62%
    Physical Education/Health
                                                                                 50%

                                                                               48%
                           Music
                                                                              47%

                                                                                    51%
                    Applied Arts
                                                                        41%

                                                                          43%
                              Art
                                                                       39%

                                0%       10%       20%          30%   40%     50%         60%         70%     80%         90%      100%
Parents, Total number responding ranged from 357 to 362
Faculty, Total number responding ranged from 107 to 108




                                                                             4
World Language Instruction: During the School Day or After School?
Survey participants responded to an item that asked them whether East Lansing Public Schools
should offer world language instruction at the elementary level as part of the regular school day
and pay for it using district funds, offer it after school and have parents pay all the expenses, or
not offer it at all.

A majority of parents (77%) think elementary world language instruction should be part of the
regular day and funded by ELPS; a smaller majority of faculty think so (59%).

               Should ELPS offer world language instruction at the elementary level as part of
              the regular school day and pay for it using district funds, offer it after school and
                           have parents pay all the expenses, or not offer it at all?



   World language instruction should
                                              3%                                                          Faculty
    not be offered at the elementary                                                                      Parents
               level at all.
                                              3%




    Elementary level world language                                        38%
     instruction should be offered as
    an optional after school program,
    with parents paying all expenses.                      20%




     Elementary level world language                                                    59%
     instruction should be part of the
    regular school day and funded by
            the school district.                                                                    77%




                                         0%        10%   20%     30%       40%   50%   60%    70%   80%     90%     100%
Parents, Total N = 365
Faculty, Total N = 107




                                                                       5
Funding for Elementary World Language Instruction
Majorities of parents (73%) and faculty (78%) think additional funds should be obtained for
elementary world language instruction.



               Which statement BEST reflects your opinion about the way in which, if at all, the
               East Lansing Public School District should fund ELEMENTARY world language
                                instruction during the regular school day?


    The district should reduce or           2%
    eliminate other programs and
  services to provide funds for this
              purpose.                       4%

                                                                                                                Faculty
                                                                                                                Parents

  The district should reduce other               6%
 programs to provide funds for this
              purpose.                                  13%




                                                                                                          78%
     The district should obtain
  additional funds for this purpose.
                                                                                                    73%




                                                        14%
     The district should not use its
        funds for this purpose
                                                      10%


Parents, Total N = 356
Faculty, Total N = 102                 0%        10%        20%   30%       40%   50%   60%   70%     80%         90%     100%




                                                                        6
Grade Level Preference for Elementary Instruction
There was no clear preference for the grade level at which to begin elementary world language
instruction. Kindergarten received pluralities of responses from parents (36%) and faculty
(28%); this was followed by grades 1-2 (parents, 25%; faculty, 23%). In total, 75% of parents
and 61% of faculty indicated a preference for grades 1-2 or lower.


              If the ELPS district provided world language instruction at the ELEMENTARY level, at
                                  which grade level do you think it should begin?



  I don't think it should be offered         6%
       at the elementary level.             4%



                                                  10%                                              Faculty
                 Pre-Kindergarten
                                                    14%                                            Parents


                                                                     28%
                      Kindergarten
                                                                           36%



                                                               23%
                       Grades 1 - 2
                                                                25%



                                                         17%
                       Grades 3 - 4
                                                        15%



                                                        16%
                       Grades 5 - 6
                                             6%
 Parents, Total N= 365
 Faculty, Total N = 103
                                       0%    10%         20%     30%       40%   50%   60%   70%       80%   90%   100%




                                                                       7
Preference for Type of Elementary Program
Respondents were presented with three possible types of language programs for the elementary
level and asked to indicate which one they would find most beneficial for students. The three
program types were: 1) a voluntary exploratory program 1-2 times per week to learn basic
conversational words and phrases and culture; 2) an instructional program 3-4 times per week
focused on language acquisition; and 3) a partial immersion program during the regular school
day (classes would be taught for one half day in English and one half day in a second language,
with core academic content taught in both languages).

“Instructional program 3-4 times a week” was selected by a plurality of parents (47%) and
faculty (43%); this was followed by an “exploratory” program (parents, 29%; faculty, 39%).


         At the ELEMENTARY level, the type of language program I would find most beneficial for
                                        our students would be:


 I do not think World Languages                  13%
should be taught at the elementary
               level                      4%


                                                                                                       Faculty
    A partial immersion program                                                                        Parents
   during the regular school day           6%
  (classes taught one half day in
 English, one half day in a second
   language, with core academic                        19%
 content taught in both languages




An instructional program 3-4 times                                           43%
 per week, focused on language
 acquisition (listening, speaking,
       reading, and writing)                                                   47%




A voluntary "exploratory" program
  (an opportunity to learn basic                                       39%
    conversational words and
phrases, including learning about
 language and culture) 1-2 times                              29%
             per week

Parents, Total N = 365
Faculty, Total N = 109               0%    10%     20%       30%       40%     50%   60%   70%   80%       90%   100%




                                                                   8
Considerations Regarding Elementary World Language Instruction
Comments from Parents
Parents were given an opportunity to describe things they would like the district to consider if
world language instruction is implemented at the elementary level. A total of 131 parents shared
their opinions; the most frequent themes identified in their comments are described below.

Parents most commonly stated that world language instruction is important, instruction at an
early age is optimal because young children acquire languages more easily than older students,
and/or they would like to see it implemented at the elementary level (N= 32). Here is a
sampling of what parents had to say on this topic:

       The window of time when a child best learns language is before ages 7-10. It
       would be best if we put money into earlier education for a World Language,
       rather than later in High School.

       As soon as possible, the District should implement regular instruction in foreign
       language starting at the earliest possible elementary grade level. The research is
       overwhelming -- and has been for years -- that there is a finite window during
       which language acquisition is easier during these early years. Certainly this is
       more important than teaching science to second graders, for example.

       Anything is better than nothing, our current situation. But all research indicates
       that students acquire languages best at younger ages. We are missing a critical
       opportunity by not incorporating language into our elementary curriculum – an
       opportunity that cannot be repeated later in life.

       There is an ideal age level that exists for students to learn a world language
       quickly and without language hurdles that adults encounter in their world
       language study. I don't know what this critical age is (pre-K, K, 1st, 2nd grade
       etc...) but definitely feel that a priority of teaching a world language at this stage
       is of utmost importance.

       Americans are among the least linguistically facile people in the world. Other
       economically and politically similar countries have students learning language
       faster, earlier, and more effectively. It's a central part of education.

The next most frequent group of comments related to language choice: 19 parents suggested
Spanish, 13 suggested Chinese, and nine parents emphasized the need for languages that will
prepare students for a global world/economy. Several other languages were suggested by a few
respondents each. Below is a sampling of parent remarks.

       Offer Spanish and other languages that will have real word applications.

       Please consider the opportunities that most children will have to use the language
       in their lifetimes. I took French in high school and have had two opportunities to
       use it since. Spanish or Chinese would have been much more useful. A person
       who speaks English and Chinese can speak to over half the people living in the
       world today!
                                                  9
       Chinese (spoken at least) and Spanish are two priority languages for American
       children to learn for the future economy.

       World language is important in the business world today. It is not based on the
       Spanish language alone. Chinese, Arabic, Japanese, etc., are also important
       choices.

In addition, 12 parents stated that early instruction should focus on exploration of a variety of
languages and progress to proficiency/mastery/fewer languages as grade level increases, while
other parents are interested in an immersion model of some kind (N=10). Eight parents noted that
culture is an important facet of language instruction and seven parents said the instruction should
be engaging, hands-on, and include authentic materials and native speakers. In terms of
resources to consider if a program is implemented, several parents recommended that the school
district utilize the wealth of resources available at Michigan State University (N= 9) and in the
school community, such as parents and students who speak multiple languages (N=7). Eight
parents said that hiring qualified personnel for the program would be very important.

Parents also voiced concerns. Most frequently, parents said that world language instruction
should not be added “at the expense of other programs” and/or the curriculum is already full, and
core academics should come first (N=15). Listed below are examples of verbatim responses
reflecting what parents wrote in explaining these concerns.

       If World Language is added at elementary, please be careful not to jeopardize
       student achievement in other academic areas by decreasing student time in ELA
       and math in particular.

       I don't think the district should offer a language at the elementary level at the
       expense of existing programs.

       I would hate the see the arts (Music and Art) go by the wayside because you need
       to make time for language. Also, recess and lunch are cut down to such a
       minimum now that they can't be cut anymore. So that leaves the regular learning
       day. I don't know how much time the teachers' have that is extra "fluff time"
       during the day but it seems to me they cover an awful lot of learning now and I
       don't see how they will fit it in.

       I believe that we have incorporated so many "specials" (both classes and
       "learning opportunities" away from the classroom) in East Lansing that we are
       losing our ability to produce a student with a high proficiency in the core
       curriculum subjects like reading, language arts and mathematics. I find this to be
       the case across the board in elementary school.

The remaining comments were made by fewer than five parents each. For a complete list of
categorized comments, please see Appendix A.




                                                10
Comments from Faculty
In describing things they would like the district to consider if world language instruction is
implemented at the elementary level, faculty most often urged the district not to cut/decrease
instructional time or funding in other areas to add world language (N= 10). Furthermore, seven
respondents said that the elementary level curriculum is already full and/or the school day should
not be extended to add world language, and another three respondents said that it should be
offered as an optional, after-school program. Listed below are examples of their verbatim
comments.

       What can be dropped in order to allow the time for this opportunity?

       Do not cut or underfund any other programs to do it.

       Do not extend the current school day. Students are already at school long
       enough! Do not cut time from other special areas as they are already too short.

       I think that we have enough curriculum to teach at this point without adding
       additional teachers/expenses. Optional programs after school with scholarships
       for low income children would be best.

In addition, six faculty members said language instruction should begin with young children, as
they acquire languages much more easily than older students. Regarding instruction, four
respondents said to teach an exploratory program of some kind; three respondents suggested that
world language instruction be integrated with other subjects; two respondents said the district
should teach more language and less music and physical education; and, two respondents said to
make the instruction engaging and “fun”. Several respondents offered ideas for specific
languages to teach; the two most frequent were Spanish (N=4) and Chinese (N= 3), followed by
French (N=2), German (N= 2), sign language (N= 2), and Russian (N=1). Two respondents each
said that exposure to a few different languages may benefit more of the student population and
that languages should be chosen based on the global economy/work world. Other written
remarks were made by one respondent each.

Faculty members were also asked if they had any concerns or foresaw any barriers to World
Language instruction at the Elementary level. Four respondents said elementary language
instruction is an important and good idea. The most frequently identified concern of barrier was
lack of time for world language instruction in an already full curriculum (N=24). Lack of
funding was also a concern (N= 7). In addition, 6 respondents expressed concerns about student
learning needs such as the fundamentals of English, possible confusion in trying to learn two
languages at the same time, needs in core areas, and the diversity of student needs.
Here is a sample of what these teachers had to say:

       Time! The curriculum is so huge already. But, this is very important for our
       students.

       Yes. Time. With the need for more proficiency in the core areas, we can't afford to
       give up time there.

       I am concerned what would be eliminated to include more curriculum. Students
       are developing critical language skills in English.


                                               11
       There is too much to teach now in the regular day. Adding something else is too
       overwhelming.

       Budgetary concerns.

       Since we are so very tight on budget issues, this should not be a priority. There
       are many other things that should be funded before this is.

       Yes, I do. I have concerns that the language will be taught as a core academic or
       immersion course focused on writing rather than listening and speaking; where
       students will become confused learning two forms of written expressions at the
       same time.

Other faculty respondents voiced concerns about finding qualified elementary foreign language
teachers (N= 3) and determining which languages to teach (N= 2). Also, two respondents noted
that language acquisition occurs optimally at a very young age. Other comments were made by
one respondent each. For a complete list of categorized comments, please see Appendix B.




                                               12
Language Choices
Respondents were asked to rank order a list of seven languages, with “1” being most preferred
and “7” being least preferred for instruction in East Lansing Public Schools. The following
languages were listed in the questionnaire in alphabetic order: Arabic, Chinese, French, German,
Japanese, Korean, and Spanish. Average rankings for each language were calculated. The top
two language preferences among parents and faculty are Spanish and Chinese, with French being
a close third.


                        Average Rankings of Language Preferences for Instruction in ELPS
                                            "1" = Most Preferred, "7" = Least Preferred

                                                       2.06
      Spanish
                                                       2.08



                                                                             3.55
      Chinese
                                                                      3.17                                     Faculty
                                                                                                               Parents
                                                                              3.61
       French
                                                                               3.71



                                                                                           4.54
     Japanese
                                                                                         4.41



                                                                                         4.41
      German
                                                                                          4.46



                                                                                           4.54
        Arabic
                                                                                            4.62



                                                                                                       5.25
       Korean
                                                                                                        5.34


                 0               1                 2            3                    4             5           6         7

Parents, Total number responding ranged from 302 to 340
Faculty, Total number responding ranged from 79 to 100




                                                                 13
Secondary Level
Survey participants were asked to respond to a series of items regarding world language
instruction at the secondary level.

First, parents and faculty were asked if they knew that starting with the Class of 2016 (this year’s
fourth graders, all Michigan students will be required to have the equivalent of two years of
World Language in order to graduate from high school. Eighty-one (81%) of faculty said they
knew this, while 54% of parents were aware of this coming requirement.

Next, respondents indicated their level of agreement with the statement, “I believe it is important
for students to have opportunities to begin learning a new language prior to entering high
school” on a four-point scale ranging from strongly agree to strongly disagree. As can be seen in
the graph below, strong majorities of parents (91%) and faculty (90%) strongly agreed or agreed
with the statement.


              I believe it is important for students to have opportunities to begin learning a new
                                     language prior to entering high school.


                                                                                 69%
      Strongly agree
                                                                                              81%




                                                  21%
              Agree
                                      10%                                                     Faculty
                                                                                              Parents

                            2%
           Disagree
                            2%




                                  7%
   Strongly disagree
                                 5%




                            1%
         Undecided
                            1%



                       0%         10%       20%         30%   40%    50%   60%   70%    80%         90%   100%
Parents, Total N= 366
Faculty, Total N 109




                                                                14
Respondents were then asked to indicate the grade level (sixth, seventh, eighth, or ninth) before
which students should have the opportunity to begin learning a new language. Majorities of
parents (86%) and faculty (76%) believe students should have the opportunity to begin learning a
new language before 6th grade.

  I believe students should have the opportunity to begin learning a new language BEFORE they start:



                                                                                             76%
                          Sixth grade
                                                                                                   86%



                                                  7%
                     Seventh grade
                                              5%                                              Faculty
                                                                                              Parents


                                              5%
                         Eighth grade
                                              4%



                                                  7%
                          Ninth grade
                                             3%


 I do not think East Lansing should
     provide the opportunity for              5%
  students to begin learning a new
         language before HS                  2%

Parents, Total N = 364
Faculty, Total N = 109                  0%        10%   20%   30%    40%   50%   60%   70%   80%   90%   100%




                                                                15
A strong majority of parents (80%) expressed the opinion that world language courses should be
required for middle school students; a smaller majority of faculty thinks so (66%). Higher
percentages of both parents (86%) and faculty (76%) think world language courses should be
required at the high school level.
                          In my opinion, World Language courses (including academic and/or
                       conversational course options) should be REQUIRED for all middle school
                                                       students.

                                                       31%
      Strongly agree
                                                                          53%


                                                                                                     Faculty
                                                         35%                                         Parents
              Agree
                                                27%



                                         19%
           Disagree
                                  9%



                                  9%
   Strongly disagree
                            5%



                             6%
          Undecided
                             6%


                       0%        10%    20%      30%         40%   50%          60%    70%    80%       90%      100%
Parents, Total N = 364
Faculty, Total N = 109



                         In my opinion, World Language courses (including academic and/or
                       conversational course options) should be REQUIRED for all high school
                                                     students.
                                                                         52%
      Strongly agree
                                                                                       69%



                                               24%
               Agree
                                        17%



                                       15%                                                         Faculty
            Disagree
                              6%                                                                   Parents



                              6%
   Strongly disagree
                            4%



                            3%
          Undecided
                            4%


                       0%        10%    20%     30%          40%   50%         60%    70%    80%      90%      100%
Parents, Total N = 361
Faculty, Total N = 104




                                                                   16
Parent Satisfaction with Current World Language Program
Parents who have a child who is currently taking, or has taken, a World Language course at
MacDonald Middle School or East Lansing High School within the past three years were asked
to indicate their level of satisfaction with the current World Language program. They responded
on a five-point scale ranging from very satisfied to very dissatisfied that included a neutral rating
in the middle of the scale.

A total of 124 parents provided satisfaction ratings regarding MacDonald Middle School. Of
these, 70% indicated they were very satisfied or satisfied with the current world language
program, 15% said they are dissatisfied or very dissatisfied, and 15% selected a “neutral” rating.

A total of 118 parents provided satisfaction ratings regarding East Lansing High School. Of
these, 46% indicated they were very satisfied or satisfied with the current world language
program, 32% said they are dissatisfied or very dissatisfied, and 22% selected a “neutral” rating.

These data are displayed in the graph below.



                         Parent Satisfaction with Current World Language Program


                                           19%
       Very satisfied
                                                            35%
                                                                         ELHS Parents

                                                      27%                MacDonald Parents
            Satisfied
                                                            35%



                                                22%
              Neutral
                                         15%



                                           19%
         Dissatisfied
                                   10%



                                     13%
   Very dissatisfied
                              5%


ELHS, Total N = 118     0%     10%        20%         30%    40%   50%    60%    70%    80%   90%   100%
MacDonald MS, Total N = 124




                                                             17
Suggestions to Improve the Current World Language Program
MacDonald Middle School
When asked to provide suggestions on how the program might be improved, 51 MacDonald
Middle School parents provided comments. Twelve parents had no suggestions and stated that
the program is great/good, while another four parents praised a specific language teacher.

The largest cluster of remarks regarding improvement focused on needs for more opportunities
for students to converse, more interactive activities and more immersion types of activities. Most
frequently these parents said that the program needs to include more opportunities for students to
speak the language (N= 10) and less emphasis on worksheets, writing, grammar and vocabulary.
Four parents emphasized the need for “immersion” in the language for optimal learning and
another four parents suggested that activities such as games, songs, and performances/plays be
part of the language instruction. Another four parents recommended that more real-life, cultural
applications such as newspaper reading, books, television, and native guest speakers be included
in the program. In addition, three parents stated that travel opportunities, day trips and/or field
trips to experience the language in a real-life setting would be beneficial to students’ learning.
Also, 3 parents said that more teachers/resources are needed in the language program. Regarding
the languages taught, eight parents recommended that more choices be offered and/or suggested
a specific language; the most frequent suggestion was for Chinese/Mandarin (N=5). Two
respondents each shared the following comments: foreign language instruction should begin
earlier; teachers need to be more qualified; and, the language classes should not be split during a
semester.

East Lansing High School
A total of 76 parents wrote comments describing the ways in which the high school world
language program could be improved. The primary concern among high school parents was that
the foreign language teachers need to be more qualified, fluent in the language they teach, and
use more effective instructional methods (N= 28); several of these parents expressed
dissatisfaction regarding substitute foreign language teachers. In addition, 6 parents said they are
dissatisfied with the French instruction.

Eight parents said that students need more conversation practice and/or that there is currently
little speaking going on in some classes. In a similar vein, four parents said that more activities,
experiences and field trips to experience foreign language usage would enhance student learning,
while 3 parents suggested that native guest speakers could help student learn about language and
culture.

Six parents indicated that pace of instruction is too slow; they want to see more challenging
instruction. Five parents remarked that the foreign language classes are too large, more
instructors are needed, and/or foreign language teaching assistants should be hired to help
teachers with large classes. Four parents said that content alignment between teachers and across
middle school and high school needs to be improved.

Regarding the languages taught, eight parents said that more choices should be offered and/or
suggested a specific language; the most frequent suggestion was for Chinese/Mandarin (N=5). In
addition, 3 parents said they would like to see advanced courses offered. Finally, five parents
said the world languages program is good and offered no suggestions for improvement. For a
complete list of categorized comments, please see Appendix B.


                                                 18
Additional Comments Regarding World Language Programming
At the end of the questionnaire, parents and faculty were given an opportunity to share any
additional comments they might have. Their comments generally mirrored the themes of written
remarks from previous sections of the questionnaire.

Parent Comments
A total of 136 parents provided written remarks. Most frequently, parents reiterated their
comments that foreign languages are important and beginning instruction at a young age is
optimal and/or encouraged the district to start an elementary language program (N=51). In
addition, 21 respondents specifically emphasized the need for American children to be
multilingual in a global world/economy. Six parents stressed the importance of continuity in
foreign language instruction in terms of the same language and the opportunity to deepen
learning as grade levels progress from PreK/Kindergarten through high school. Eight parents
said that an elementary world language program should not be implemented at the expense of
other programs. Regarding the current world language program, seven parents said they are
dissatisfied. Finally, six parents said they appreciated the opportunity to give input in this
survey. Other comments were made by fewer than five respondents.

Faculty Comments
Similarly to the parent respondents, the 23 faculty respondents for this item most commonly said
that young children learn languages more easily and that foreign language instruction should
begin early (N=5). In addition, four faculty respondents noted the importance of preparing
students to be multilingual, multicultural, and globally competitive. Regarding concerns, five
respondents said that resource allocation is a concern and other programs should not be reduced
to implement an elementary world language program. Another four respondents expressed
concerns about lack of time in the elementary curriculum for world language. Other comments
were made by one or two respondents each.

For a complete listing of categorized comments from parents and faculty, please see Appendices
B and C.




                                               19
             Appendix A

Survey Data Tables—Parents and Faculty
East Lansing Public Schools
PreK - 12 World Language Survey: Parents and Faculty
Notes:
Some question numbers in the parent and faculty questionnaires differed; for these items, two
question numbers appear at the top of the data table.
Total percentages within tables may not equal 100% due to rounding.




Survey Respondents                                            N               %
Parent                                                       369             77%
Faculty                                                      110             23%
Total                                                        479            100%



Parent Respondents N = 369                                    N               %
Parent of currently enrolled students                        336            91%
Parent of former ELPS student/s or graduate/s                 26             7%
Parent of preschooler or prospective ELPS student/s
                                                              31             8%
Percentages do not total to 100% because respondents could select more than one answer.



Faculty Respondents: Primary teaching OR administrative
assignment within the East Lansing Public Schools                             N            %
PreK-6 Classroom Teacher                                                     37           34%
PreK-6 Special Education/Instructional Support Teacher                       10            9%
PreK-6 Special Areas Teacher                                                 5             5%
7-8 ELA, Math, Science, or Social Studies Teacher                            10           9%
7-8 Special Education/Instructional Support Teacher                          2            2%
7-8 Special Areas/Electives Teacher                                          4            4%
9-12 ELA, Math, Science, or Social Studies Teacher                           10           9%
9-12 Special Education/Instructional Support Teacher                          8           7%
9-12 Special Areas/Electives Teacher                                         11           10%
Building administrator                                                        9            8%
Central office administrator                                                  3            3%
Total                                                                        109          100%

                                                                                                 Appendix A
                                                                                                   Page A1
2. If you are a parent with one or more children currently enrolled in the East Lansing Public Schools, please
indicate the grade levels in which your child/children are enrolled.
                                                                   Parents                        Faculty
                                                              N               %              N               %
Pre K - 4th                                                  207              61%           8                47%
5th - 6th                                                     86              25%           6                35%
7th - 8th                                                    111              33%           7                41%
9th - 12th                                                   110              32%           5                29%
Total                                                        339             100%           17              100%



3. Please indicate the number of languages in which you are proficient (speak and read/write fluently).
                                                                   Parents                        Faculty
                                                              N               %              N               %
One language                                                 255              70%           83               84%
Two languages                                                 94              26%           13               13%
Three or more languages                                       16               4%           3                 3%
Total                                                        365             100%           99              100%




                                                                                                                   Appendix A
                                                                                                                     Page A2
4. Offering instructional programs involves allocation of instructional time and district funds. Based on your individual opinion, please rate the level of priority you believe
should be given to the following instructional areas for ELEMENTARY students.


Parents                                                                                                           Faculty

                                      Not a        Low       Medium      High      Critical   Undecided   Total     Not a        Low       Medium      High      Critical   Undecided    Total
                                    priority at   priority   priority   priority   priority                       priority at   priority   priority   priority   priority
                                        all                                                                           all
Art                                     2           29         130        145        59           2       367         1            4         36         45         23           0         109
                                       1%           8%        35%        40%        16%          1%       157%       1%           4%        33%        41%        21%          0%        100%
                                        0            1          2         53         297         15                   0            0          0          6         101          2
English Language Arts (reading,                                                                           368                                                                             109
writing, listening, and speaking)
                                       0%           0%         1%        14%        81%          4%                  0%           0%         0%         6%        93%          2%
                                                                                                          195%                                                                           101%
Mathematics                             0            0          4         56         291         17       368         0            0          0          8         99           2         109
                                       0%           0%         1%        15%        79%          5%       194%       0%           0%         0%         7%        91%          2%        100%
Music                                   4           24         112        156        68           4       368         0            5         33         49         22           0         109
                                       1%           7%        30%        42%        18%          1%       159%       0%           5%        30%        45%        20%          0%        100%
Physical Education/Health               2           27         81         155        100          2       367         0            2         17         42         47           1         109
                                       1%           7%        22%        42%        27%          1%       169%       0%           2%        16%        39%        43%          1%        101%
Science                                 1            1         24         101        228         13       368         0            0          5         33         70           1         109
                                       0%           0%         7%        27%        62%          4%       189%       0%           0%         5%        30%        64%          1%        100%
Social Studies                          2            5         47         131        174          9       368         0            0          7         45         56           1         109
                                       1%           1%        13%        36%        47%          2%       183%       0%           0%         6%        41%        51%          1%         99%
Technology                              6           22         91         125        115          9       368         0            1         20         46         40           1         108
                                       2%           6%        25%        34%        31%          2%       165%       0%           1%        19%        43%        37%          1%        101%
World Languages                         8           11         49         146        144          8       366         2            8         33         39         24           1         107
                                       2%           3%        13%        40%        39%          2%       178%       2%           7%        31%        36%        22%          1%         99%




                                                                                                                                                                                    Appendix A
                                                                                                                                                                                      Page A3
5. Based on your individual opinion, please rate the level of priority you believe should be given to the following instructional areas for MIDDLE SCHOOL students.


Parents                                                                                                     Faculty

                                Not a        Low       Medium      High      Critical   Undecided   Total     Not a        Low       Medium      High      Critical   Undecided    Total
                              priority at   priority   priority   priority   priority                       priority at   priority   priority   priority   priority
                                  all                                                                           all

Art                               6           57         145        115        40           2       365         1           11         43         31         20           0           106
                                 2%          16%        40%        32%        11%          1%       102%       1%          10%        41%        29%        19%          0%          100%
English                           0            1          4         61         278         19       363         0            0          0          7         97           2           106
                                 0%           0%         1%        17%        77%          5%       100%       0%           0%         0%         7%        92%          2%          101%
Mathematics                       0            0          5         55         284         19       363         0            0          0          8         97           2           107
                                 0%           0%         1%        15%        78%          5%       99%        0%           0%         0%         7%        91%          2%          100%
Music                             5           37         127        139        54           2       364         0            7         41         36         22           0           106
                                 1%          10%        35%        38%        15%          1%       100%       0%           7%        39%        34%        21%          0%          101%
Physical Education/Health         5           42         90         140        82           4       363         0            1         24         37         43           1           106
                                 1%          12%        25%        39%        23%          1%       101%       0%           1%        23%        35%        41%          1%          101%
Science                           1            1          6         82         258         15       363         0            0          0         29         77           1           107
                                 0%           0%         2%        23%        71%          4%       100%       0%           0%         0%        27%        72%          1%          100%
Social Studies                    2            2         29         122        198          9                   0            0          4         37         65           1           107
                                 1%           1%         8%        34%        55%          2%       101%       0%           0%         4%        35%        61%          1%          101%
Technology                        4           14         71         121        141         10       361         0            1         10         44         52           1           108
                                 1%           4%        20%        34%        39%          3%       101%       0%           1%         9%        41%        48%          1%          100%
World Languages                   5            6         42         134        166          9       362         0            4         30         41         31           1           107
                                 1%           2%        12%        37%        46%          2%       100%       0%           4%        28%        38%        29%          1%          100%




                                                                                                                                                                              Appendix A
                                                                                                                                                                                Page A4
6. Based on your individual opinion, please rate the level of priority you believe should be given to the following instructional areas for HIGH SCHOOL students.


Parents                                                                                                     Faculty

                                Not a        Low       Medium      High      Critical   Undecided   Total     Not a        Low       Medium      High      Critical   Undecided    Total
                              priority at   priority   priority   priority   priority                       priority at   priority   priority   priority   priority
                                  all                                                                           all

Applied Arts                      9           52         131        111        37          17        357        1            9         38         35         21           4            108
                                 3%          15%        37%        31%        10%          5%       101%       1%           8%        35%        32%        19%          4%           99%
Art                               10          72         138        103        35           3        361        4           14         43         28         18           1            108
                                 3%          20%        38%        29%        10%          1%       101%       4%          13%        40%        26%        17%          1%          101%
English                           0            0          4         67         271         19        361        0            0          1         16         88           2            107
                                 0%           0%         1%        19%        75%          5%       100%       0%           0%         1%        15%        82%          2%          100%
Mathematics                       0            0          6         55         281         20        362        0            0          0         12         93           2            107
                                 0%           0%         2%        15%        78%          6%       101%       0%           0%         0%        11%        87%          2%          100%
Music                             7           62         118        124        44           4        359        1           15         39         29         22           1            107
                                 2%          17%        33%        35%        12%          1%       100%       1%          14%        36%        27%        21%          1%          100%
Physical Education/Health         16          50         110        113        69           4       362         1            8         31         35         32           1           108
                                 4%          14%        30%        31%        19%          1%       99%        1%           7%        29%        32%        30%          1%          100%
Science                           1            0          3         69         268         17        358        0            0          1         27         77           2            107
                                 0%           0%         1%        19%        75%          5%       100%       0%           0%         1%        25%        72%          2%          100%
Social Studies                    1            7         23         115        205          9       360         0            0          5         34         66           2            107
                                 0%           2%         6%        32%        57%          2%       99%        0%           0%         5%        32%        62%          2%          101%
Business/Technology               3           21         78         110        139         10        361        0            3         15         42         46           1            107
                                 1%           6%        22%        30%        39%          3%       101%       0%           3%        14%        39%        43%          1%          100%
World Languages                   3            7         39         131        168         11        359        0            4         16         44         42           1            107
                                 1%           2%        11%        36%        47%          3%       100%       0%           4%        15%        41%        39%          1%          100%




                                                                                                                                                                              Appendix A
                                                                                                                                                                                Page A5
7. World language instruction is currently not offered at ELPS ELEMENTARY schools as part of the regular school
day. Should ELPS offer world language instruction at the elementary level as part of the regular school day and
pay for it using district funds, offer it after school and have parents pay all the expenses, or not offer it at all?

                                                                     Parents                       Faculty
Elementary level world language instruction should be part
of the regular school day and funded by the school district.   281             77%           63              59%

Elementary level world language instruction should be
offered as an optional after school program, with parents      73              20%           41              38%
paying
World language instruction should not be offered at the
                                                               11              3%             3              3%
elementary level at all.
Total                                                          365             100%          107             100%



8. Please select the statement that BEST reflects your opinion about the way in which, if at all, the East Lansing
Public School District should fund ELEMENTARY world language instruction during the regular school day.
                                                                  Parents                           Faculty
                                                               N            %                 N               %
The district should not use its funds for this purpose         35          10%               14              14%
The district should obtain additional funds for this purpose.
                                                              259          73%               80              78%
The district should reduce other programs to provide funds
                                                               47              13%            6              6%
for this purpose.
The district should reduce or eliminate other programs and
                                                               15              4%             2              2%
services to provide funds for this purpose.
Total                                                          356             100%          102             100%




                                                                                                                        Appendix A
                                                                                                                          Page A6
9. If the ELPS district provided world language instruction at the ELEMENTARY level, at which grade level do you
think it should begin?

                                                                    Parents                    Faculty
                                                              N                %          N               %
I don't think it should be offered at the elementary level.    15               4%        6                6%
Pre-Kindergarten                                               51              14%        10              10%
Kindergarten                                                  132              36%        29              28%
Grades 1 - 2                                                   93              25%        24              23%
Grades 3 - 4                                                   53              15%        18              17%
Grades 5 - 6                                                   21               6%        16              16%
Total                                                         365             100%       103             100%



10. At the ELEMENTARY level, the type of language program I would find most benefincial for our students would
be:
                                                                    Parents                    Faculty
                                                              N                %          N               %
I do not think World Languages should be taught at the
                                                              14              4%          14             13%
elementary level.
A voluntary "exploratory" program (an opportunity to learn
basic conversational words and phrases, including             107             29%         42             39%
learning ab
An instructional program 3-4 times per week, focused on
language acquisition (listening, speaking, reading, and       173             47%         47             43%
writing
 A partial immersion program during the regular school
day (classes taught one half day in English, one half day     71              19%          6             6%
in a se
Total                                                         365             100%       109             100%




                                                                                                                   Appendix A
                                                                                                                     Page A7
Parents
12. If you are in support of World Language programming, please select the languages you would like to see offered in the
East Lansing Public Schools in order of preference, from "1" for most preferred, to "7" for least preferred.

                          1             2            3             4             5             6             7     Total
                        16            29            56            45            49            45            72              312
Arabic
                        5%            9%          18%           14%           16%           14%           23%           99%
                        36           104            61            48            30            22            14              315
Chinese
                       11%           33%          19%           15%           10%             7%           4%           99%
                        19            70            66            60            35            42            18              310
French
                        6%           23%          21%           19%           11%           14%            6%          100%
                        12            30            55            55            63            35            52              302
German
                        4%           10%          18%           18%           21%           12%           17%          100%
                          4           32            44            69            79            57            17              302
Japanese
                        1%           11%          15%           23%           26%           19%            6%          101%
                        18            13            22            34            38            78           108              311
Korean
                        6%            4%            7%          11%           12%           25%           35%          100%
                       227            42            16             2             6            20            27           340
Spanish
                       67%           12%            5%            1%            2%            6%           8%          101%



Faculty
13. If you are in support of World Language programming, please select the languages you would like to see offered in the
East Lansing Public Schools in order of preference, from "1" for most preferred, to "7" for least preferred.

                          1             2            3             4             5             6             7     Total
                          6             8           12            14            10            13            18               81
Arabic
                        7%           10%          15%           17%           12%           16%           22%           99%
                          3           29            17            12            11             8             6               86
Chinese
                        3%           34%          20%           14%           13%             9%           7%          100%
                          3           22            19            11            13             5             6               79
French
                        4%           28%          24%           14%           16%             6%           8%          100%
                          0           10            21            10            17            12            11               81
German
                        0%           12%          26%           12%           21%           15%           14%          100%
                          2             5            8            24            20            18             4               81
Japanese
                        2%            6%          10%           30%           25%           22%            5%          100%
                          4             7            3            12            13            16            30               85
Korean
                        5%            8%            4%          14%           15%           19%           35%          100%
                        70              9            3             3             1             6             8           100
Spanish
                       70%            9%            3%            3%            1%            6%           8%          100%
                                                                                                                                  Appendix A
                                                                                                                                    Page A8
13(14). Did you know that starting with the Class of 2016 (this year's fourth graders), all Michigan students will be
REQUIRED to have the equivalent of two years of World Language in order to graduate from high school?

                                                                    Parents                         Faculty
                                                               N               %              N                %
Yes                                                           196              54%            87               81%
No                                                            170              46%            21               19%
Total                                                         366             100%           108              100%



14(15). I believe it is important for students to have opportunities to begin learning a new language prior to
entering high school.
                                                                      Parents                      Faculty
                                                                N                %              N              %
Strongly disagree                                               20               5%             8              7%
Disagree                                                        8                2%             2              2%
Agree                                                           36              10%             23            21%
Strongly agree                                                 298              81%             75            69%
Undecided                                                       4                1%             1              1%
Total                                                          366             100%            109           100%



15 (16). I believe students should have the opportunity to begin learning a new language BEFORE they start:

                                                                    Parents                         Faculty
                                                               N               %              N                %
Sixth grade                                                   312             86%             83              76%
Seventh grade                                                  19              5%             8                7%
Eighth grade                                                   16              4%             5                5%
Ninth grade                                                    10              3%             8                7%
I do not think East Lansing should provide the opportunity
for students to begin learning a new language before high      7              2%               5              5%
school.
Total                                                         364             100%           109              100%




                                                                                                                        Appendix A
                                                                                                                          Page A9
16 (17). In my opinion, World Language courses (including academic and/or conversational course
options) should be REQUIRED for all middle school and high school students.
                                                          Parents                    Faculty
Middle School Students                               N               %          N               %
Strongly disagree                                    18               5%        10               9%
Disagree                                             34               9%        10              19%
Agree                                                98              27%        38              35%
Strongly agree                                      193              53%        34              31%
Undecided                                            21               6%        6                6%
Total                                               364             100%       109             100%
High School Students
Strongly disagree                                    15               4%        6                6%
Disagree                                             22               6%        16              15%
Agree                                                62              17%        25              24%
Strongly agree                                      248              69%        54              52%
Undecided                                            14               4%        3                3%
Total                                               361             100%       104             100%




                                                                                                      Appendix A
                                                                                                       Page A10
17 (18). If you have a child who is currently taking or has taken a World Language at MACDONALD MIDDLE
SCHOOL or EAST LANSING HIGH SCHOOL within the last three years, please indicate your level of satisfaction
with the current World Language program:
                                                                     Parents                           Faculty
MacDonald Middle School                                         N               %               N                 %
Very dissatisfied                                               6                2%              1               3%
Dissatisfied                                                    13               5%
Neutral                                                         18               7%
Satisfied                                                       43              16%             4                 12%
Very satisfied                                                  44              16%             2                  6%
Not applicable                                                 150              55%             26                79%
Total                                                          274             100%             33               100%
East Lansing High School
Very dissatisfied                                               15               6%
Dissatisfied                                                    23               9%
Neutral                                                         26              10%             5                 16%
Satisfied                                                       32              12%             2                  6%
Very satisfied                                                  22               8%             1                  3%
Not applicable                                                 150              56%             24                75%
Total                                                          268             100%             32               100%

17. If you have a child who is currently taking or has taken a World Language at MACDONALD MIDDLE SCHOOL or
EAST LANSING HIGH SCHOOL within the last three years, please indicate your level of satisfaction with the current
World Language program:
This table contains parent responses only; does not apply responses were removed from this analysis.
                                                                     Parents
MacDonald Middle School                                         N               %
Very dissatisfied                                               6                5%
Dissatisfied                                                    13              10%
Neutral                                                         18              15%
Satisfied                                                       43              35%
Very satisfied                                                  44              35%
Total                                                          124             100%
East Lansing High School
Very dissatisfied                                               15              13%
Dissatisfied                                                    23              19%
Neutral                                                         26              22%
Satisfied                                                       32              27%
Very satisfied                                                  22              19%
Total                                                          118             100%


                                                                                                                        Appendix A
                                                                                                                         Page A11
          Appendix B

          Parent Survey:
Categorized Open-Ended Comments
                       ELPS PreK-12 World Language Survey (Parent)
                                       Themes from Question #11

Number of   11. Are there specific things you would like the district to consider if we implement World
Comments    Language instruction at the ELEMENTARY level? (N=131)

            The total number of comments may exceed the total number of respondents, because each respondent
            could provide comments on multiple topics.




    32      World language is important/Early language instruction is optimal; begin a foreign
            language program at the elementary level/Start an elementary program as soon as
            possible

            Suggestions/Comments on Languages to Teach
    19      Spanish
    13      Chinese
     9      Choose languages based on the demand of languages world-wide and application to the work
            world that are meaningful in global economy/geopolitical world: most frequently mentioned
            were Spanish and Chinese followed by other Asian languages and Arabic.

     3      German
     3      European choice
     3      Asian/Non-Western choice
     2      Arabic/ Middle Eastern language
     2      French
     2      Japanese
     *      One suggestion each: (Latin, Hindi, a range of languages for exploration, a limit of two
            languages, "basic" foreign language, don't teach French, don't teach Spanish)



    15      Don't add World Languages at the expense of other programs/core and special areas
            are more important/curriculum is already full/No time for world language/Academic
            student learning needs and challenges should come first




            ( continued on next page)




                                                                                                   Appendix B
                                                                                                     Page B1
     (question #11 continued)


     Comments on Types of Program to Teach/How to Teach
12   Early instruction should be exploration/exposure to a variety of languages/Begin with
     exploration of many languages, then progress to proficiency/mastery/fewer languages as grade
     level increases; move from less frequent instruction to more frequent, higher level instruction

10   Would like immersion or partial immersion model of some kind/dual language
8    Teach culture; it is an important component of language instruction
7    Make it engaging, fun/teach it well (hands-on, native speakers, authentic materials)
4    Teaching a new language can enhance learning in other areas.
4    Integrate this with other subjects/programs (i.e., social studies, art, music, PE.)
3    Involve parents in learning the language(s)
3    Treat world language seriously/like any other academic area/follow a strict curriculum
3    Didn’t feel that the questionnaire choices for item 10 reflected their opinions—they wrote in
     details about what they want offered.
3    After-school/parents pay
2    Offer world language as an alternative to art and/or music or rotate these with language
     instruction
2    Provide flexibility for Learning Disabled children…need to ensure they succeed with English,
     first.
2    Consider needs of students for whom English is a second language
2    Teach language first, other subjects at later grades
2    Need to teach a language in an articulated way K-12.
2    Teach it to all students
2    Focus on language acquisition/proficiency

     Resource Suggestions Regarding World Language Implementation
9    Tap into excellent language people/resources available at Michigan State University
8    Hire qualified people (teachers and people to coordinate the program)
7    Tap into families in the community (parents and students) whom speak world languages
3    A few respondents personally volunteered to help.
3    Look at other programs (Grand Rapids, East Grand Rapids, "Muzzie program")
3    Look at partnerships/grants
2    Seek additional funding for this
2    Do cost sharing/have parents pay some tuition

36   Miscellaneous comments (made by one respondent each)




                                                                                            Appendix B
                                                                                              Page B2
                 ELPS PreK-12 World Language Survey (Parent)
                                 Themes from Question #18


            18. If you have a child who is currently taking or has taken a World Language at
Number of
            MACDONALD MS within the last three years, what suggestions do you have, if any, to
Comments
            improve the MMS World Language program? Please describe. (N=51)

            The total number of comments may exceed the total number of respondents, because each
            respondent could provide comments on multiple topics.



            Need more conversation, interactive/application and immersion types of
            activities
            Need to spend more time on having students speak the language and less
    10      time on worksheets, writing, grammar and vocabulary; have a language lab,
            other resources
            Need more real-life, cultural applications such as newspaper reading, books,
    4
            television, native speakers, etc.
    4       Engage students in activities such as games, songs, performances/plays
    4       Students need immersion in language
            Offer travel opportunities, day trips, field trips to "see"/experience language
    3
            in real-life setting

    12      Great/good program; no suggestions

            Suggestions/Comments on Languages to Teach
    5       Chinese/Mandarin
    2       German
    2       Offer something other than French
    1       Offer something other than Spanish
    1       Offer more choices (no specific languages mentioned)
    1       Japanese
    1       Add Japanese and Russian at the high school level

    4       Praise for specific language teacher

    3       Need more foreign language teachers/resources (classes are too big)

    2       Do not split language classes during a semester

    2       Foreign language instruction should begin earlier

    2       Need teachers who are better qualified

    10      Miscellaneous comments (made by one respondent each)




                                                                                         Appendix B
                                                                                           Page B3
                  ELPS PreK-12 World Language Survey (Parent)
                                  Themes from Question #19


            19. If you have a child who is currently taking or has taken a World Language at EAST
Number of
Comments
            LANSING HS within the last three years, what suggestions do you have, if any, to
            improve the ELHS World Language program? Please describe. (N=76)

            The total number of comments may exceed the total number of respondents, because each
            respondent could provide comments on multiple topics.


            Foreign language teachers need to be more qualified, fluent in the language,
    28      and use more effective instructional methods; no substitute language
            teachers

            Students need more conversation practice/some classes include minimal
     8
            opportunity to speak the language

     6      Student learning is slow paced; offer more challenging instruction

     6      Dissatisfied with French language instruction

            Class sizes are too large/Hire foreign language teaching assistants to help
     5
            teachers with large class sizes/need more instructors

     5      No suggestions, good program

            Improve content alignment/articulation between foreign language teachers,
     4
            including middle school and high school

            Suggestions/Comments on Languages to Teach
     5      Chinese/Mandarin
     3      Offer more choices
     3      Offer advanced courses
     1      Asian


     4      Offer activities, experiences, field trips to experience foreign language usage


            Improve instruction/learning by inviting foreign language speakers to help
     3
            students learn language and culture

            Better support for struggling students; ensure comprehension of basic
     2
            foreign language skills


     2      Provide library of foreign language resources (audio tapes, books, videos)


     2      Miscellaneous comments (made by one respondent each)




                                                                                            Appendix B
                                                                                              Page B4
                  ELPS PreK-12 World Language Survey (Parent)
                                  Themes from Question #20

Number of   20. Do you have any additional comments about World Language programming in the
Comments    East Lansing Public Schools? Please describe. (N=136)

            The total number of comments may exceed the total number of respondents, because each
            respondent could provide comments on multiple topics.

            Early instruction is optimal; begin a foreign language program at the
    51      elementary level (N= 40)/start an elementary program as soon as possible
            (N=11)

            It's essential for American children to be multilingual, globally
    21
            competitive/World Language instruction is important

     8      Do not implement at the expense of other programs

     7      Dissatisfied with ELPS foreign language instruction, teachers


     6      Continuity of instruction of a foreign language (same language/opportunity
            to keep going with it) is important from PreK through high school

     6      Thanks for opportunity to give input with survey

            Make an informed decision on offering World Language programming, utilize
     4
            experts and research

     3      French, German and Spanish teachers have done well

            Happy with preschooler's progress in Chinese Immersion Program (Lansing's
     3
            Bailey Center)


     3      Foreign language instruction should be available to all students without cost


            At elementary level, offer before or after school World Language
     3
            programming

            ( continued on next page)




                                                                                            Appendix B
                                                                                              Page B5
    (question #20 continued)

    Suggestions/Comments on Languages to Teach
4   Offer Mandarin/Chinese
3   Offer Spanish
    At middle school level, offer a range of foreign language electives (even if taught at
3
    high school)
2   Offer Latin (high school)
1   Offer Arabic
1   Offer Hindi
1   Offer Russian
1   Offer another language at high school level

    Suggestions from a Few Respondents
2   Utilize MSU foreign students and staff, ELPS community
2   Foreign language should be an elective
2   Consider special education/special needs students in decision
2   Hire teachers at elementary level who have bilingual ability
2   Instruction in English, grammar should be top priority
    Unhappy that my child's choice of additional electives becomes limited if already taking
2
    a language, band/orchestra
    Address the changes to graduation requirements before any new programming,
2
    funding
    Address budget constraints (overcrowded classrooms, teacher shortage) before
2
    implementing at elementary level
    Offer World Language programming over business/technology courses to older
2
    students as district's students are already skilled from in-home practice




                                                                                    Appendix B
                                                                                      Page B6
          Appendix C

          Faculty Survey:
Categorized Open-Ended Comments
                   ELPS PreK-12 World Language Survey (Faculty)
                                    Themes from Question #11


Number of   11. Are there specific things you would like the district to consider if we implement
Comments    World Language instruction at the ELEMENTARY level? (N=42)

            The total number of comments may exceed the total number of respondents, because each
            respondent could provide comments on multiple topics.


            Do not decrease/cut instructional time or funding for core or special areas to
            add foreign language
    10      Do not decrease time or cut/underfund any other programs to teach world language/core
            and special areas are more important
     7
            Curriculum is already full/What can be dropped in order to allow time for this?/Do not
            extend the school day
     3      Do not offer it during the school day/offer it as optional, after school; not funded by
            district/could have scholarships for low income families.

     6      Early age is beneficial/optimal time to acquire languages

            Suggestions/Comments on Languages to Teach
     4      Spanish
     3      Chinese
     2      Exposing students to a few different languages may benefit more of the student
            population/The diversity of the students may affect which languages they already have
            exposure to
     2      Choose languages based on the demand of languages world-wide/work world
     2      Sign language
     2      French
     2      German
     1      Russian

            Types of Program to Teach/Instructional Ideas
     4      Teach an exploratory program of some kind
     3      Integrate this with other subjects/programs (i.e., social studies, art, music, PE.
     2      Keep it fun
     2      We should teach less music and PE, more language

     3      Specific Ideas for Resources to Teach World Languages (high school students,
            parents/volunteers, partner with another city that speaks a different language)

     3      Miscellaneous comments (made by one respondent each)




                                                                                                 Appendix C
                                                                                                   Page C1
                   ELPS PreK-12 World Language Survey (Faculty)
                                    Themes from Question #12


Number of   12. Do you have any concerns or foresee any barriers to World Language instruction at
Comments    the elementary level? (N=40)


            The total number of comments may exceed the total number of respondents, because each
            respondent could provide comments on multiple topics.


    24      Time is a barrier/Curriculum is already full/Do not diminish other programs to
            fit this in

     7      Budget/funding concerns

     6      Concerned about student learning needs (need to learn fundamentals of English
            first, possible confusion in learning another language and English at same time,
            concerned about core academics, concerned about student diversity/diversity of
            needs

     4      This is important/good idea/we can overcome barriers

     3      Finding teachers with expertise

     2      Deciding which languages to teach will be challenging

     2      Optimal language acquisition occurs at early age/age 2

     7      Miscellaneous comments (made by one respondent each)




                                                                                              Appendix C
                                                                                                Page C2
                 ELPS PreK-12 World Language Survey (Faculty)
                                  Themes from Question #21

Number of   21. Do you have any additional comments about World Language programming in the
Comments    East Lansing Public Schools? Please describe. (N=23)
            The total number of comments may exceed the total number of respondents, because each
            respondent could provide comments on multiple topics.

            Early instruction is optimal; young children learn languages more easily than
     5
            older ones/Implement an elementary program

            Resource allocation is a concern/don't cut other programs to fund
     5
            elementary language instruction

            It's important for American children to be multilingual, mutlicultural, globally
     4
            competitive/World Language instruction is important

            The elementary curriculum is already full/There is no time for world
     4
            language instruction/Do not offer it during the school day

            Instructional/curricular alignment across world language teachers at
     2
            secondary level needs to be improved

     2      Improve high school world language instruction

     6      Miscellaneous comments (made by one respondent each)




                                                                                              Appendix C
                                                                                                Page C3
          Appendix D

Parent and Faculty Questionnaires
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            Winter 2008 East Lansing Public Schools PreK-12 World
            Language Survey: Parents and Community Members

              1   Please indicate your primary role within the East Lansing Community:

                        Parent of currently enrolled student/s
                        Parent of former ELPS student/s or graduate/s
                        Parent of preschooler or prospective ELPS student/s
                        Resident of East Lansing
                        Other



              2   If you are a parent with one or more children currently enrolled in the
                  East Lansing Public Schools, please indicate the grade levels in which
                  your child/children are enrolled (check all that apply):

                        PreK-4
                        5-6
                        7-8
                        9-12



              3   Please indicate the number of languages in which you are proficient
                  (speak and read/write fluently).

                        One language
                        Two languages
                        Three or more languages



              4   Offering instructional programs involves allocation of instructional time
                  and district funds. Based on your individual opinion, please rate the
                  level of priority you believe should be given to the following instructional
                  areas for ELEMENTARY students.
                         1
                                          2               3              4                5               6
                  Not a priority at
                                      Low priority Medium priority High priority   Critical priority   Undecided
                         all

                  Art


                  English Language Arts (reading, writing, listening, and speaking)


                  Mathematics




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                 Music


                 Physical Education/Health


                 Science


                 Social Studies


                 Technology


                 World Languages




             5   Based on your individual opinion, please rate the level of priority you
                 believe should be given to the following instructional areas for MIDDLE
                 SCHOOL students.
                         1
                                          2               3              4                5               6
                  Not a priority at
                                      Low priority Medium priority High priority   Critical priority   Undecided
                         all

                 Art


                 English


                 Mathematics


                 Music


                 Physical Education/Health


                 Science


                 Social Studies


                 Technology


                 World Languages




             6   Based on your individual opinion, please rate the level of priority you
                 believe should be given to the following instructional areas for HIGH
                 SCHOOL students.




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                         1
                                          2               3              4                5               6
                  Not a priority at
                                      Low priority Medium priority High priority   Critical priority   Undecided
                         all

                 Applied Arts


                 Art


                 English


                 Mathematics


                 Music


                 Physical Education/Health


                 Science


                 Social Studies


                 Business/Technology


                 World Languages




             7   World language instruction is currently not offered at ELPS
                 ELEMENTARY schools as part of the regular school day. Should ELPS
                 offer world language instruction at the elementary level as part of the
                 regular school day and pay for it using district funds, offer it after school
                 and have parents pay all the expenses, or not offer it at all?

                        Elementary level world language instruction should be part of the
                        regular school day and funded by the school district.
                        Elementary level world language instruction should be offered as
                        an optional after school program, with parents paying all
                        expenses.
                        World language instruction should not be offered at the
                        elementary level at all.



             8   Please select the statement that BEST reflects your opinion about the
                 ways in which, if at all, the East Lansing Public School District should
                 fund ELEMENTARY world language instruction during the regular
                 school day.

                        The district should not use its funds for this purpose.




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                       The district should obtain additional funds for this purpose.
                       The district should reduce other programs to provide funds for this
                       purpose.
                       The district should reduce or eliminate other programs and
                       services to provide funds for this purpose.



             9    If the ELPS district provided world language instruction at the
                  ELEMENTARY level, at which grade level do you think it should begin?

                       I don't think it should be offered at the elementary level.
                       PreKindergarten
                       Kindergarten
                       Grades 1-2
                       Grades 3-4
                       Grades 5-6



             10 At the ELEMENTARY level, the type of language program I would find
                  most beneficial for our students would be:

                       I do not think World Languages should be taught at the
                       elementary level.
                       A voluntary "exploratory" program (an opportunity to learn basic
                       conversational words and phrases, including learning about
                       language and culture) 1-2 times per week
                       An instructional program 3-4 times per week, focused on
                       language acquisition (listening, speaking, reading, and writing
                       skills)
                       A partial immersion program during the regular school day
                       (classes taught one half day in English, one half day in a second
                       language, with core academic content taught in both languages)



             11 Are there specific things you would like the district to consider if we
                  implement World Language instruction at the ELEMENTARY level?
                  Please specify.




             12 If you are in support of World Language programming, please select the
                  languages you would like to see offered in the East Lansing Public
                  Schools in order of preference, from "1" for most preferred, to "7" for
                  least preferred.

                       1         2          3          4          5          6         7

                  Arabic




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                  Chinese


                  French


                  German


                  Japanese


                  Korean


                  Spanish




             13 Did you know that starting with the Class of 2016 (this year's fourth
                  graders), all Michigan students will be REQUIRED to have the
                  equivalent of two years of World Language in order to graduate from
                  high school?




             14 I believe it is important for students to have opportunities to begin
                  learning a new language prior to entering high school.

                  Strongly Disagree   Disagree      Agree      Strongly Agree    Undecided




             15 I believe students should have the opportunity to begin learning a new
                  language BEFORE they start:

                       Sixth grade
                       Seventh grade
                       Eighth grade
                       Ninth grade
                       I do not think East Lansing should provide the opportunity for
                       students to begin learning a new language before high school.



             16 In my opinion, World Language courses (including academic and/or
                  conversational course options) should be REQUIRED for all middle
                  school and high school students.
                          1              2            3               4              5
                  Strongly Disagree   Disagree      Agree       Strongly Agree    Undecided




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                  Middle School Students


                  High School Students




             17 If you have a child who is currently taking or has taken a World
                  Language at MACDONALD MIDDLE SCHOOL OR EAST LANSING
                  HIGH SCHOOL within the last three years, please indicate your level of
                  satisfaction with the current World Language program:
                         1               2           3          4              5
                                                                                           N/A
                  Very Dissatisfied Dissatisfied   Neutral   Satisfied   Very Satisfied

                  MacDonald Middle School


                  East Lansing High School




             18 If you have a child who is currently taking or has taken a World
                  Language at MACDONALD MIDDLE SCHOOL within the last three
                  years, what suggestions do you have, if any, to improve the MMS World
                  Language program? Please describe.




             19 If you have a child who is currently taking or has taken a World
                  Language at EAST LANSING HIGH SCHOOL within the last three
                  years, what suggestions do you have, if any, to improve the ELHS
                  World Language program? Please describe.




             20 Do you have any additional comments about World Language
                  programming in the East Lansing Public Schools? Please describe.




                                                                                          Survey Page 1




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            Winter 2008 East Lansing Public Schools PreK-12 World
            Language Survey of Faculty

              1   Please indicate your primary teaching OR administrative assignment
                  within the East Lansing Public Schools:

                        PreK-6 Classroom Teacher
                        PreK-6 Special Education/Instructional Support Teacher
                        PreK-6 Special Areas Teacher
                        7-8 ELA, Math, Science, or Social Studies Teacher
                        7-8 Special Education/Instructional Support Teacher
                        7-8 Special Areas/Electives Teacher
                        9-12 ELA, Math, Science, or Social Studies Teacher
                        9-12 Special Education/Instructional Support Teacher
                        9-12 Special Areas/Electives Teacher
                        Building administrator
                        Central office administrator



              2   If you are a parent with one or more children currently enrolled in the
                  East Lansing Public Schools, please indicate the grade levels in which
                  your child/children are enrolled (check all that apply):

                        PreK-4
                        5-6
                        7-8
                        9-12



              3   Please indicate the number of languages in which you are proficient
                  (speak and read/write fluently).

                        One language
                        Two languages
                        Three or more languages



              4   Offering instructional programs involves allocation of instructional time
                  and district funds. Based on your professional opinion, please rate the
                  level of priority you believe should be given to the following instructional
                  areas for ELEMENTARY students.
                         1
                                          2               3              4                5               6
                  Not a priority at
                                      Low priority Medium priority High priority   Critical priority   Undecided
                         all




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                  Art


                  English Language Arts (reading, writing, listening, and speaking)


                  Mathematics


                  Music


                  Physical Education/Health


                  Science


                  Social Studies


                  Technology


                  World Languages




              5   Based on your professional opinion, please rate the level of priority you
                  believe should be given to the following instructional areas for MIDDLE
                  SCHOOL students.
                         1
                                          2               3              4                5               6
                  Not a priority at
                                      Low priority Medium priority High priority   Critical priority   Undecided
                         all

                  Art


                  English


                  Mathematics


                  Music


                  Physical Education/Health


                  Science


                  Social Studies


                  Technology




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                  World Languages




              6   Based on your professional opinion, please rate the level of priority you
                  believe should be given to the following areas of instruction for HIGH
                  SCHOOL students.
                         1
                                          2               3              4                5               6
                  Not a priority at
                                      Low priority Medium priority High priority   Critical priority   Undecided
                         all

                  Applied Arts


                  Art


                  English


                  Mathematics


                  Music


                  Physical Education/Health


                  Science


                  Social Studies


                  Business/Technology


                  World Languages




              7   World Language instruction is currently not offered at ELPS
                  ELEMENTARY schools during the regular school day. Should ELPS
                  offer world language instruction at the elementary level as part of the
                  regular school day and pay for it using district funds, offer it after school
                  and have parents pay all the expenses, or not offer it at all?

                        Elementary level world language instruction should be part of the
                        regular school day and funded by the school district.
                        Elementary level world language instruction should be offered as
                        an optional after school program, with parents paying all
                        expenses.
                        World language instruction should not be offered at the
                        elementary level at all.




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              8    Please select the statement that BEST reflects your opinion about the
                   way in which, if at all, the East Lansing Public School District should
                   fund ELEMENTARY world language instruction during the regular
                   school day.

                        The district should not use its funds for this purpose.
                        The district should obtain additional funds for this purpose.
                        The district should reduce other programs to provide funds for this
                        purpose.
                        The district should reduce or eliminate other programs and
                        services to provide funds for this purpose.



              9    If the ELPS district provided world language instruction at the
                   ELEMENTARY level, at which grade level do you think it should begin?

                        I don't think it should be offered at the elementary level.
                        PreKindergarten
                        Kindergarten
                        Grades 1-2
                        Grades 3-4
                        Grades 5-6



              10 At the ELEMENTARY level, the type of language program I would find
                   most beneficial for our students would be:

                        I do not think World Languages should be taught at the
                        elementary level.
                        A voluntary "exploratory" program (an opportunity to learn basic
                        conversational words and phrases, including learning about
                        language and culture) 1-2 times per week
                        An instructional program 3-4 times per week, focused on
                        language acquisition (listening, speaking, reading, and writing
                        skills)
                        A partial immersion program during the regular school day
                        (classes taught one half day in English, one half day in a second
                        language, with core academic content taught in both languages)



              11 Are there specific things you would like the district to consider if we
                   implement World Language instruction at the ELEMENTARY level?




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              12 Do you have any concerns or foresee any barriers to World Language
                   instruction at the ELEMENTARY level? Please specify.




              13 If you are in support of World Language programming, please select the
                   languages you would like to see offered in the East Lansing Public
                   Schools in order of preference, from "1" for most preferred, to "7" for
                   least preferred.

                        1              2              3     4       5              6          7

                   Arabic


                   Chinese


                   French


                   German


                   Japanese


                   Korean


                   Spanish




              14 Did you know that starting with the Class of 2016 (this year's fourth
                   graders), all Michigan students will be REQUIRED to have the
                   equivalent of two years of World Language in order to graduate from
                   high school?




              15 I believe it is important for students to have opportunities to begin
                   learning a new language prior to entering high school.

                   Strongly disagree       Disagree       Agree   Strongly agree       Undecided




              16 I believe students should have the opportunity to begin learning a new
                   language BEFORE they start:




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                         Sixth grade
                         Seventh grade
                         Eighth grade
                         Ninth grade
                         I do not think East Lansing should provide the opportunity for
                         students to begin learning a new language before high school.



              17 In my opinion, World Language courses (including academic and/or
                   conversational course options) should be REQUIRED for all middle
                   school and high school students.
                           1                  2                 3                   4                  5
                   Strongly disagree      Disagree             Agree          Strongly agree        Undecided

                   Middle School Students


                   High School Students




              18 If you have a child who is currently taking or has taken a World
                   Language at MACDONALD MIDDLE SCHOOL or EAST LANSING
                   HIGH SCHOOL within the last three years, please indicate your level of
                   satisfaction with the current World Language program:
                          1               2            3                  4              5
                                                                                                        N/A
                   Very Dissatisfied Dissatisfied    Neutral           Satisfied   Very Satisfied

                   MacDonald Middle School


                   East Lansing High School




              19 If you have a child who is currently taking or has taken a World
                   Language at MACDONALD MIDDLE SCHOOL within the last three
                   years, what suggestions do you have, if any, to improve the MMS World
                   Language program? Please describe.




              20 If you have a child who is currently taking or has taken a World
                   Language at EAST LANSING HIGH SCHOOL within the last three
                   years, what suggestions do you have, if any, to improve the ELHS
                   World Language program? Please describe.




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              21 Do you have any additional comments about World Language
                  programming in our district? Please describe.




                                                                            Survey Page 1




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