[{"_1":2,"_88":-5,"_89":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6682241,"mediaKeyId","2623719-3ce99cccbdd56266752540970bd04420","parentId",2623719,"title","Darien outlines K-12 world languages progress; 43% of seniors earned Seal of Biliteracy","audioSeconds",1573,"startMs",2968000,"endMs",4541000,"viewUrl","/Search/View?dp=1&key=2623719-3ce99cccbdd56266752540970bd04420&start=2968&end=4541","thumbnailUrl","https://assets.pipeline.soar.com/2623719-3ce99cccbdd56266752540970bd04420/thumbnail_2968000.jpg","articleUrl","/articles/6682241/Connecticut/Darien-outlines-K-12-world-languages-progress-43-of-seniors-earned-Seal-of-Biliteracy","mediaUrl","https://secure.pipeline.soar.com/6682241-6316dacb9d145ce8fcf413f5e472f85d/orig.mp4?Expires=1771179055&Signature=Dln1Vjm01WXy0lwxEybUhhSklWuP64v1c0Nl3dhziqXESbu54jXTmzhPBlVGCi3~XtTsHVszY1iHFVtP6n6EMrRYw2ZK2VP0qAuPseT4-h-yq4dZALTjnnkJ4kAdDMp0Q7ZKh0p-8bBapMPt2DQ43ZO4BPdzfB-KznZtcpIyvcIQkkCXyj7fjAYnlDLpMqw-57jhDOgYkHtk9UxzxPcHgECNW8Ap4wMeJemDB5jVOxhJVyZ1W2T0S~lhaw39WejWFJShZ9Lp9yMcMCFii7SKgRc8tEj7t7pDzMVLtpmlmzisSeDtWHgeB8OafijcPWNGNhH9f6ovMJGcrpLQWi1NuQ__&Key-Pair-Id=KUT5TJCACFTXG","author","Darien School District","date","2025-01-13T11:40:45.233Z","article","Scott Webster, Darien’s K‑12 world languages coordinator, presented the district’s K‑12 language program to the Curriculum Committee on Jan. 8, highlighting expanded elementary offerings, vertical curriculum work and student results in advanced courses.

Webster noted that language study begins in kindergarten in Darien and described research supporting early language acquisition. He said the district uses backward design to align curriculum and assesses students across the four skill areas — reading, writing, speaking and listening — using multiple modalities and assessments. Webster cited the STAMP assessment at the high school (DHS) and for eighth graders; the district is reviewing the merits of standardized testing at the middle school level and will share findings in the spring.

On measurable outcomes, Webster said 43 percent of Darien seniors earned the Seal of Biliteracy this past year and that 93 percent of students taking AP language exams scored a 3 or above, compared with 73 percent nationally. The district added the UConn Early College Experience (ECE) Spanish course this year to allow students to earn college credit. Webster said the department has three full sections of advanced Spanish courses and has begun work to create a pathway for the first cohort of middle‑school Mandarin students to enter high school sequences.

Webster described classroom practice goals drawn from ACTFL guidance, including maximizing comprehensible input and conducting instruction in the target language as much as possible. He told the committee that \"knowing another language is like having a superpower,\" a phrase he used to encourage students to value language study. He also noted that ACTFL guidelines recommend high percentages of target‑language use in instruction and that recommended class size guidelines are lower than some current enrollments; one board member cited ACTFL guidance that recommends a maximum class size around 16, depending on level.

The presentation included practical program items: renewed vertical alignment across K–12, National Language Honor Societies with service requirements (tutoring, hospital translation and senior‑center instruction), and continued teacher professional learning (EdCamps, instructional rounds and shared curriculum development). Webster proposed renaming middle‑school course labels (for example, replacing grade‑based names like \"Mandarin 6\" with level‑based names aligned to high school course numbering) to reduce stigma for students who start language later and to smooth transitions into DHS course sequences.

Looking ahead, Webster proposed two international trips in 2026 (France and Spain) and noted the department’s aim to offer AP Mandarin in the future once sufficient cohorts progress through the sequence. He said the department will continue to review vertical alignment and the role of standardized assessments in middle school.

There were no formal decisions or votes recorded on Jan. 8. Board members asked clarifying questions about class sizes, how curriculum is developed (in‑house versus textbook use) and whether course‑naming changes require board approval; district staff said renaming conventions do not create new courses so board approval is not required. Webster said most curriculum is developed in house while textbooks may serve as a scaffold in some languages.

Next steps: staff will report back later in the spring on the middle‑school STAMP inquiry and continue vertical alignment work; the department will also present any implementation details for international trips and course‑naming changes as needed.","mediaType","Video","parentTitle","BOE Special Curriculum Committee Meeting - January 8, 2025","oneSentenceSummary","K-12 world languages coordinator Scott Webster told the Jan. 8 Curriculum Committee that Darien begins language study in kindergarten, reported high AP language pass rates and Seal of Biliteracy attainment, and proposed course‑naming changes and future international trips.","taxTitle","Darien School District, School Districts, Connecticut","taxId",55224,"location","Connecticut","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6682243,"Darien committee reviews K-3 literacy programs after $145,000 state grant and teacher pilots",480,29000,509000,"/Search/View?dp=1&key=2623719-3ce99cccbdd56266752540970bd04420&start=29&end=509","https://assets.pipeline.soar.com/2623719-3ce99cccbdd56266752540970bd04420/thumbnail_29000.jpg","/articles/6682243/Connecticut/Darien-committee-reviews-K-3-literacy-programs-after-145000-state-grant-and-teacher-pilots","https://secure.pipeline.soar.com/6682243-173320e9f4467b30059b634854efdc0e/orig.mp4?Expires=1771179055&Signature=nb13oQc8p9DgY5LiDDEi00Zwp~jEJKG4pjLHgBiSMEBcl9joSkc1H2jxsbrroP8onHMfuh2aBQtJyd5Pj73yHD6p~zRI9xVS8tk6XXTzdFZUNRwiCx5G-3-ygSUytJMLDJ2ztvHJG2HbJLnVamdABqDFsU3JfIVb~LJtU2nEq5iFCVtWb5wuBDwGwH5gDouEluhH8Pkk9XObQFqHhJLCGGvkzXeya9ESdJUj0C6dRcPhVcijhTitDJ41frANGt7jTzh5eIadlhssb3TVrFd4LhrCWvn0iwhvYNr2IkTr87LX-~1KTWGymVMxw8ipILGUSduogdDnTlfLyIqRo58~vw__&Key-Pair-Id=KUT5TJCACFTXG","Darien Board of Education Curriculum Committee members and elementary teachers met Jan. 8 to review K-3 literacy programming, including how the district spent a $145,000 Right to Read grant and classroom experience with new vocabulary and writing materials.

Committee members heard that the district spent the entire Right to Read grant by December on state‑approved curriculum materials, purchasing foundational decodables for K–2 (and some third‑grade) classrooms, and funding AIMSweb for two years and a district digital platform. Julie (district curriculum staff) said the grant funds were used only for materials on the state-approved list and that a leadership team completed required professional learning days.

The meeting focused on three related areas: vocabulary instruction, early phonics screening and assessment, and writing curriculum. Teachers described Word Love, a new vocabulary program implemented this year, as explicit, multisensory and engaging. \"Word Love is an absolutely incredible program,\" said Hillary Rek, a first‑grade teacher at Holmes, adding that students use the vocabulary in speech and writing. Teachers reported using Word Love alongside existing read‑alouds from the district’s Teachers College (TC) units and noted positive student transfer to writing.

Teachers also described classroom assessment tools used across grades. Julie outlined AIMSweb as the district’s universal screener (mandated in K–3), supplemented by a quick phonics screener this year in grades 1–2, foundations unit tests and interreading end‑of‑module tests, formative checks such as Heggerty phonemic awareness, decodable running records and Smarter Balanced interim assessments. On‑demand writing prompts in grades 1–3 are being scored against rubrics that include structure, elaboration and conventions.

Third‑grade teachers said the revised Teachers College writing units streamline lessons and add supports for small‑group instruction, but some classroom teachers pushed back on the grammar and conventions coverage. Melissa Malek, third‑grade teacher at Tokanique, said the new TC units include \"about 1 or 2 lessons per bend\" on grammar and editing and called that \"not sufficient enough for third grade.\" Teachers and the core review team discussed the possibility of incorporating explicit grammar instruction from other resources, such as Interreading, into the district’s approach.

The core review team and several board members discussed whether to adopt a single, state‑approved comprehensive program (Interreading) or pursue a compendium approach — combining selected components of multiple approved resources (for example, interreading’s grammar instruction with Word Love vocabulary and foundations phonics). Julie said the compendium could include Heggerty, Foundations, Interreading and Word Love depending on the core review team’s recommendations. Board member Katie emphasized that teachers currently piloting programs are in different cohorts and that no teacher present had piloted both Interreading and Word Love this year.

The district also described exploratory conversations with TNTP (The New Teacher Project), a nonprofit the state has funded to offer classroom observation and an action‑planning lens for districts. Julie said TNTP’s work would be paid for by the state if funds are available; the district is awaiting confirmation of allocation.

Board members pressed for more detail about implementation capacity, paraprofessional support and consistency across buildings. Several board members asked staff to prepare a memo that lists the current K–3 standards for reading, writing and grammar and to provide the core review team’s on‑demand writing samples and scoring. Julie said the core review team will analyze student work samples and compare outcomes across programs before making recommendations to the committee.

There were no formal motions or votes recorded at the Jan. 8 meeting. Public comments during the meeting reiterated concerns about students entering high school without systematic instruction in formal written argument and noted that some students with learning differences need instruction that is accessible beyond the workshop model.

Next steps: the curriculum core review team will continue its analysis of on‑demand writing samples and program components, follow up with the state about TNTP availability, and return recommendations to the committee. The committee’s next regular meeting is Feb. 5.","At a Jan. 8 special meeting, Darien Board of Education Curriculum Committee members and classroom teachers reviewed how the district used a $145,000 Right to Read grant, discussed new vocabulary and writing materials, and debated adopting a single approved program versus a compendium of resources.","actionData","errors"]

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Darien outlines K-12 world languages progress; 43% of seniors earned Seal of Biliteracy

Darien committee reviews K-3 literacy programs after $145,000 state grant and teacher pilots