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

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.