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Do not like the website. Boring and overwhelming imo

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Do not like the website. Boring and overwhelming imo

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Maybe the website paired with each of our pictures should be a link to our canvas pages.

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I like the idea of a video having students discuss our program options and benefits.

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How do we use the ideas we saw and update our site? session to prioritize?
Who has what skills to help?

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Common grading scale per levels or overall?

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I like the colors and organization. Easy to find and understand imo. Instead of a general description for Spanish I think each class being described specifically.

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I like the colors and organization. Easy to find and understand imo. Instead of a general description for Spanish I think each class being described specifically.

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Try and get testimonials recorded for our program.

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Try and get testimonials recorded for our program.

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This one depresses me. No visuals, too much written stuff. Pictures of teachers is nice but they don't have those but I like that it has all their information. 

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This one depresses me. No visuals, too much written stuff. Pictures of teachers is nice but they don't have those but I like that it has all their information. 

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Developing a flow chart for how to get students from level to level (and even get to AP without middle school courses!). Our students want to do this and cannot (generally speaking). Would help build upper level programs.

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Developing a flow chart for how to get students from level to level (and even get to AP without middle school courses!). Our students want to do this and cannot (generally speaking). Would help build upper level programs.

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World Languages Department Flow Chart is easy to understand and provides a map on how to get into AP without a middle school course.

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World Languages Department Flow Chart is easy to understand and provides a map on how to get into AP without a middle school course.

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Side menu for easy navigation. Visuls of teachers on first page.

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Side menu for easy navigation. Visuls of teachers on first page.

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state standards are visible
proficiency guidelines

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Easier to read. Colorful. Visually interesting.

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Easier to read. Colorful. Visually interesting.

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Too busy. I don't like Cherry Creek at all!

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I cannot access it on my computer, not sure what I like. 

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I cannot access it on my computer, not sure what I like. 

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I like the uniformity and consistency in the goals they have for grading timelines and standards. I'm sure not everyone hits those every time, but it's good to have similar goals that the students expect. 

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I like the uniformity and consistency in the goals they have for grading timelines and standards. I'm sure not everyone hits those every time, but it's good to have similar goals that the students expect. 

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Clarity of grading policy.Super consistent expectations across the department for students ie)tests, retakes, absences etc.

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Clarity of grading policy.Super consistent expectations across the department for students ie)tests, retakes, absences etc.

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flow chart
brochure with students talking about the program(inspo)
organized with many subcategories

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I like a common weighting scale. I like a different weighting scale however. More emphasis on performance.

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I love the brochure for the world languages program.

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I love the brochure for the world languages program.

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It's interesting that the weighted grading is uniform for all teachers. I don't know that I like that.

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It's interesting that the weighted grading is uniform for all teachers. I don't know that I like that.

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Like the immersion and explanation of offerings. Too wordy in my opinion. Not a fan of paragraphs on websites.

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Simple
Consistency on the teacher website sites

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Great, simple formatting. Easy and clear to navigate

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I like that students are fully immersed during class time, but I try to do that and the fact that it's only 55 minutes doesn't really make it very immersive.

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I like that students are fully immersed during class time, but I try to do that and the fact that it's only 55 minutes doesn't really make it very immersive.

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structure user friendly
a bit wordy for overall main page

overall message

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Formatting, simple side menu for the mission statement and staff listing.

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Formatting, simple side menu for the mission statement and staff listing.

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Simple. Organized

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World Languages / World Languages Faculty and Staff Directory

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Assistant Principal, IA - Anna Cho
Email - acho@schools.nyc.gov

In an increasingly interdependent world, the ability to communicate in languages other than English is a fundamental part of all students' educational experience. The primary aims of foreign language instruction are to develop functional communication skills in listening, speaking, reading, and writing in the target language, to broaden students' understanding and appreciation of different cultures, and to provide students with additional skills which will be useful in their career selection.

In order to prepare our students to become active participants in the world, teachers utilize differentiated instruction, videotapes, cultural studies, journal writing, project work, plays and trips to enhance the student learning experience. Films, music, news media, and Internet resources offer virtual linguistic and cultural immersion, and they provide material for in-class discussions and special activities. It is through these means that all foreign language teachers at Forest Hills High School expand students' cultural awareness and literacy. It is our belief that by doing so, they not only learn about others, but at the same time they improve their knowledge of their own language through comparison and contrast with the foreign language.

The Language Department at Forest Hills High School offers five-year sequences in French and Spanish, four-year sequences in Italian and Hebrew, and a one year introduction to Latin. Native Language Art classes are also offered in Spanish to all Spanish speaking students. Advanced Placement courses are offered in Spanish Language and Literature and French. Passing the AP exams will likely confer credit and advanced placement in college.
GRADING POLICY IN FOREIGN LANGUAGES

Grades on exams.

Grades on quizzes.

Grades on uniform quarterly, midterm and final exams.

Grades on term papers, portfolio assignments, projects, alternative assessments, presentations, journals and position papers.

Each examination should include three skills: Listening, reading and writing. Other sections can be Grammar and Vocabulary exercises.

A minimum of three grades will be obtained for each marking period.

Frequency of class participation.

Daily attendance during the course of the semester.

Number of completed daily homework assignments.

Quality and detail given to the homework assignment and notebooks.

Quality of classroom participation.

Effort put into cooperative learning assignments.

Quality and effort put into classroom debates, dramatizations, presentations and oral reports given to the class.

Effort put into daily classroom reading and writing assignments.

The ability to answer critical thinking questions presented by the teacher or their peers.

Effort put into doing their homework and notebook.

Determination of Final Grade:

65% of the grade is given for:

Performance on exams and quizzes.

Performance on uniform, midterm and final examinations. These examinations will be cumulative and cover the entire term's work.

35% of the grade is given for:

Homework assignments.

Classroom Participation.

Good attendance and absence of lateness

Examinations will only be given on assigned testing days

Students who are legitimately absent must be given an opportunity to make up the test.

Examinations will be planned so that they can be easily completed in 40 minutes.

Contact will be made with parents of those students who are in jeopardy of not passing, or who have significantly dropped in a Foreign Language course.

Teachers will identify students who are long-term absentees in an effort to get them back in the classroom. As much as possible, teachers will contact parents, guidance counselors and attendance officers to make every possible effort to get the students to attend class. The Assistant Principal will be regularly informed.

All work will be returned to the students in a timely fashion.

Homework will be handed back within 3 to 5 days.

Tests will be handed back within 5 school days.

Projects will be handed back within 10 school days.

Materials will be returned with corrections and comments that will help the student correct their mistakes.

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Assistant Principal, IA - Anna Cho Email - acho@schools.nyc.gov In an increasingly interdependent world, the ability to communicate in languages other than English is a fundamental part of all students' educational experience.

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The World Language Department strives to produce life-long 21st century global language learners. Our goal is for students to reach proficiency equivalent to college level language classes in their target language by the end of Level 4.

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The World Language Department at Hamilton High School offers a wide array of options for its student body. With six levels of Spanish, French, German, and Mandarin Chinese, the department goes above and beyond the State Standards for the study of world languages. Our program adheres to the National Standards of Foreign Language by incorporating its five goals into the curriculum: Communication, Culture, Connections, Comparisons, and Community. The department implements these goals by focusing on the four essential skills of reading, writing, listening comprehension, and speaking. We work in vertical teams to make certain that all students develop thorough language skills, as well as horizontal teams to en sure that all students are learning the same material during the years their years of study of the target language. The goal of our program is to instill a love of language that encourages students to keep increasing their proficiency and hopefully work to become fluent. At the same time our program is rigorous, and honors level classes begin during the third year of foreign language. Levels three and up are honors/AP classes and stress the four essential skills through literature, art, and history. Through the study of culture in greater detail, students move from proficient to fluent.

It is the World Language Department's goal to immerse students into the target language during class time and to offer them a full-language experience. As each level increases in depth, students are asked to make personal and relevant connections with the target language, to themselves and the real world. Paired and small group activities are essential in our classrooms to allow students to practice real-life scenarios (restaurant, airport, etc.), and they are encouraged to go beyond the classroom and school setting. Combining visual, auditory, and cultural input allows for the simultaneous practice of the four essential skills. For example, in watching a video about a particular target language country, students not only get to see the country and its important landmarks, they also listen to the target language and see native speakers interacting. Our program offers a variety of activities to enhance a full-language experience.

Hamilton High School also offers a program for native speakers of Spanish. These students face unique challenges experienced by Spanish speakers with the formal learning of their heritage language.

The language program at our school offers many college credit opportunities. Once students reach the third level of the language, they may enroll in a dual credit program where they earn credits through Chandler-Gilbert Community College. Once students reach level four and beyond, testing is available: university credit may be earned with the target language CLEP exam. Through this college-level testing, many students graduate high school needing just a few credits to complete a minor in their language of study.

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The World Language Department at Hamilton High School offers a wide array of options for its student body. With six levels of Spanish, French, German, and Mandarin Chinese, the department goes above and beyond the State Standards for the study of world languages.