Michigan’s Merit Curriculum World Language Requirement Emily Spinelli American Associated of Teachers of Spanish and Portuguese Anne Nerenz Eastern Michigan University Jackie Moase-Burke Oakland (MI) Schools
Michigan’s Merit Curriculum World Language Requirement Emily Spinelli American Associated of Teachers of Spanish and Portuguese Anne Nerenz Eastern Michigan.
Jan 15, 2016
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Michigan’s Merit Curriculum
World Language Requirement
Emily SpinelliAmerican Associated of Teachers of Spanish and
Portuguese
Anne NerenzEastern Michigan University
Jackie Moase-BurkeOakland (MI) Schools
Emily SpinelliAmerican Associated of Teachers of Spanish and
Portuguese
Anne NerenzEastern Michigan University
Jackie Moase-BurkeOakland (MI) Schools
Merit Curriculum InitiativeMerit Curriculum Initiative
To prepare Michigan’s students with the skills and knowledge needed for the jobs of the 21st century global
economy, the state of Michigan has enacted a rigorous new set of
statewide graduation requirements.
Michigan Graduation Requirements…
Michigan Graduation Requirements…
Beginning with the graduating class of 2011, students will be required to meet the new
Michigan High School Graduation Requirements
4 credits of Mathematics 4 credits of English Language Arts 3 credits of Science 3 credits of Social Studies 1 credit physical education/health 1 credit visual, performing, applied arts An online experience
Beginning with the graduating class of 2011, students will be required to meet the new
Michigan High School Graduation Requirements
4 credits of Mathematics 4 credits of English Language Arts 3 credits of Science 3 credits of Social Studies 1 credit physical education/health 1 credit visual, performing, applied arts An online experience
Michigan Merit Curriculum Graduation Requirements
include a World Language requirement
Michigan Merit Curriculum Graduation Requirements
include a World Language requirement
Beginning with the class of 2016 (5th graders in 2008-09), students will need to complete two credits of a World Language
in grades 9 - 12 OR have an equivalent learning experience
in grades K-12
Beginning with the class of 2016 (5th graders in 2008-09), students will need to complete two credits of a World Language
in grades 9 - 12 OR have an equivalent learning experience
in grades K-12
Working GroupWorking Group
No State Supervisor of World Languages since 1991
Forming a World Languages Working Group American sign language, Anishinaabe, French,
German, Japanese, Spanish
Levels Elementary, middle school, high school, community college,
university, regional educational agencies, administrators
Geographic representation
No State Supervisor of World Languages since 1991
Forming a World Languages Working Group American sign language, Anishinaabe, French,
German, Japanese, Spanish
Levels Elementary, middle school, high school, community college,
university, regional educational agencies, administrators
Geographic representation
Key Point #1: New DocumentsKey Point #1: New Documents
Michigan Merit Curriculum Credit/Experience Guidelines
World Language Standards and Benchmarks
Michigan Merit Curriculum Credit/Experience Guidelines
World Language Standards and Benchmarks
The
Michigan
Guidelines
for World
Languages
The
Michigan
World
Language
Standards
and
Benchmarks
The
Michigan
World
Language
Standards
and
Benchmarks
Key Point #2: Changing What and How Students Learn
Key Point #2: Changing What and How Students Learn
Conducted primarily in the target language
Incorporate appropriate technology to facilitate learning
Focus on concepts of language and culture that have value beyond the classroom
Emphasize the development of all four language skills - listening, speaking, reading, writing, within the interpersonal, interpretive, and presentational modes of communication
Conducted primarily in the target language
Incorporate appropriate technology to facilitate learning
Focus on concepts of language and culture that have value beyond the classroom
Emphasize the development of all four language skills - listening, speaking, reading, writing, within the interpersonal, interpretive, and presentational modes of communication
National and State StandardsNational and State Standards
Organized around the 5 Cs Communication Culture Connections Comparisons Communities
Benchmark expectations in all 5 areas
Organized around the 5 Cs Communication Culture Connections Comparisons Communities
Benchmark expectations in all 5 areas
13
Standard 1.1Interpersonal Communication
Students engage in conversations, provide andobtain information, express feelings and
emotions, and exchange opinions.
Standard 1.1Interpersonal Communication
Standard 1.1Interpersonal Communication
Speaking/Listening or Signed Exempt = no longer spoken 1.1 S. a - d Socializing 1.1.S. d - g Identifying and describing 1.1.S. g - i Exchanging information 1.1.S. i - k Exchanging opinions
Reading/Writing Exempt =not written 1.1.RW . a - d Socializing 1.1.RW . d - g Identifying and describing 1.1.RW . g - i Exchanging information 1.1.RW . i - k Exchanging opinions
Speaking/Listening or Signed Exempt = no longer spoken 1.1 S. a - d Socializing 1.1.S. d - g Identifying and describing 1.1.S. g - i Exchanging information 1.1.S. i - k Exchanging opinions
Reading/Writing Exempt =not written 1.1.RW . a - d Socializing 1.1.RW . d - g Identifying and describing 1.1.RW . g - i Exchanging information 1.1.RW . i - k Exchanging opinions
Standard II CultureStandard II Culture 2.1 Cultural Practices and Perspectives
Exempt = none 2.1. H. a - h Impact of historic events and governmental systems 2.1. F. a - e Role of family and community 2.1. E. a - c Education, employment and economy
2.2 Cultural Products and Perspectives Exempt = none 2.2. G. a - d Impact of geography and natural resources 2.2. C. a - b Importance of cultural and creative heritage 2.2. F. a - D Artifacts associated with family and community
(daily routines, basic needs, native products, leisure, holidays and celebrations)
2.2. E. a - D Artifacts associated with education, employment, and the economy (facilities, materials, resources,
products, services,currency)
2.1 Cultural Practices and Perspectives Exempt = none 2.1. H. a - h Impact of historic events and governmental systems 2.1. F. a - e Role of family and community 2.1. E. a - c Education, employment and economy
2.2 Cultural Products and Perspectives Exempt = none 2.2. G. a - d Impact of geography and natural resources 2.2. C. a - b Importance of cultural and creative heritage 2.2. F. a - D Artifacts associated with family and community
(daily routines, basic needs, native products, leisure, holidays and celebrations)
2.2. E. a - D Artifacts associated with education, employment, and the economy (facilities, materials, resources,
products, services,currency)
Standard V Communities Standard V Communities 5.1 Use of Language
Exempt = none 5.1. a Exchange information in the language locally and
around the world 5.1. b Use the language to provide service to others
5.2 Personal enrichment Exempt = none 5.2. a Willing use and seek out opportunities to use the
language 5.2. b Use authentic materials to explore topics of
personal interest and enjoyment 5.2. c Identify and investigate careers, and volunteer in
a setting, that requires use of another language or cross-cultural understanding
5.1 Use of Language Exempt = none 5.1. a Exchange information in the language locally and
around the world 5.1. b Use the language to provide service to others
5.2 Personal enrichment Exempt = none 5.2. a Willing use and seek out opportunities to use the
language 5.2. b Use authentic materials to explore topics of
personal interest and enjoyment 5.2. c Identify and investigate careers, and volunteer in
a setting, that requires use of another language or cross-cultural understanding
Key Point #3:
To whom should the requirement apply? Key Point #3:
To whom should the requirement apply?
ALL students
Some individual educational plans (IEP) may allow for exemptions.
ALL students
Some individual educational plans (IEP) may allow for exemptions.
Key Point #4: Which Languages
Key Point #4: Which Languages
Languages currently taught within the school curriculum
Languages that are not currently not offered with the context of the school curriculum
Languages that are not written
Languages that are no longer spoken
Languages that are signed
Home and/or heritage languages
Languages currently taught within the school curriculum
Languages that are not currently not offered with the context of the school curriculum
Languages that are not written
Languages that are no longer spoken
Languages that are signed
Home and/or heritage languages
Key Point #5: SAME World Language
Key Point #5: SAME World Language
Two credits must be earned in the same language
Extended sequences of study lead to functional language proficiency and
cultural competence.
Two credits must be earned in the same language
Extended sequences of study lead to functional language proficiency and
cultural competence.
Key Point #6: Required Level of Proficiency
Key Point #6: Required Level of Proficiency
Minimum level to meet the graduation requirement = Novice High
Minimum level to meet the graduation requirement = Novice High
What exactly can Novice High students do?
What exactly can Novice High students do?
Communicate with learned or memorized materials and begins to create with language in short conversations
Use words, phrases and simple sentences to ask and answer questions
Function in basic, daily situations
involving home, family, school and community
Communicate with learned or memorized materials and begins to create with language in short conversations
Use words, phrases and simple sentences to ask and answer questions
Function in basic, daily situations
involving home, family, school and community
Proficiency Levels Beyond the Requirement
Proficiency Levels Beyond the Requirement
Benchmarks were prepared for two additional levels
— Intermediate Low - Intermediate Mid reflecting continued study beyond the two required credits
— Pre-advanced (Intermediate High and beyond) reflecting extended sequences of study (AP)
Benchmarks were prepared for two additional levels
— Intermediate Low - Intermediate Mid reflecting continued study beyond the two required credits
— Pre-advanced (Intermediate High and beyond) reflecting extended sequences of study (AP)
Key point #7:
Meeting the Requirement Key point #7:
Meeting the Requirement
•Two credits of a world language in grades 9 -1 2
• Demonstrated equivalent proficiency acquired K-8 or in other settings
— Equivalent experiences in a K-8 program
— Other equivalent experiences
•Two credits of a world language in grades 9 -1 2
• Demonstrated equivalent proficiency acquired K-8 or in other settings
— Equivalent experiences in a K-8 program
— Other equivalent experiences
A. Study in a High School Setting A. Study in a High School Setting Curriculum must address all 5 Cs
Curriculum must be aligned with the Michigan World Languages Benchmarks
Assessments must be aligned with the Michigan World Languages Benchmarks at the minimum level
Credit will be measured in seat time with an
expectation of exit proficiency equivalent to Novice High
Curriculum must address all 5 Cs
Curriculum must be aligned with the Michigan World Languages Benchmarks
Assessments must be aligned with the Michigan World Languages Benchmarks at the minimum level
Credit will be measured in seat time with an
expectation of exit proficiency equivalent to Novice High
B. Possible Equivalent
Experiences in a K-8 Setting
Page 14-15
B. Possible Equivalent
Experiences in a K-8 Setting
Page 14-15
C. Other Equivalent ExperiencesC. Other Equivalent Experiences
Home and heritage languages
Schooling abroad
Other life experiences
Home and heritage languages
Schooling abroad
Other life experiences
Key Point #8: Verification of Proficiency
Key Point #8: Verification of Proficiency
Integrative proficiency-based assessments using authentic print, video, and audio materials
Integrative proficiency-based assessments using authentic print, video, and audio materials
Grades 9-12 Successful completion of two
credits in the same language at the high school level
Grades 9-12 Successful completion of two
credits in the same language at the high school level
Equivalent Experience first year summative exam demonstrating
proficiency at the Novice Mid level or second year summative exam demonstrating proficiency at the Novice High level
Novice Mid (rating of 2) or Novice High (rating of 3) on the STAMP in reading, writing and speaking
Score equivalent to Level I or Level II on a nationally-approved language exam, i.e. proficiency-based sections of the AATSP national Spanish exam
Score equivalent to European level A1 or A2
Equivalent Experience first year summative exam demonstrating
proficiency at the Novice Mid level or second year summative exam demonstrating proficiency at the Novice High level
Novice Mid (rating of 2) or Novice High (rating of 3) on the STAMP in reading, writing and speaking
Score equivalent to Level I or Level II on a nationally-approved language exam, i.e. proficiency-based sections of the AATSP national Spanish exam
Score equivalent to European level A1 or A2
Official school transcripts documenting continuous school experience (one semester = 1 credit; second semester = second credit)
Successful completion of a combination of district assessments and commercially-prepared assessments at the Novice-Mid level
— ELLOPA — SOPI — SCPI— SOPA — OPI
Official school transcripts documenting continuous school experience (one semester = 1 credit; second semester = second credit)
Successful completion of a combination of district assessments and commercially-prepared assessments at the Novice-Mid level
— ELLOPA — SOPI — SCPI— SOPA — OPI
New Ways to AssessNew Ways to Assess
Incorporate performance-based assessments that are varied and have application beyond the classroom
Assessments must allow students to demonstrate the 5Cs
Incorporate performance-based assessments that are varied and have application beyond the classroom
Assessments must allow students to demonstrate the 5Cs
For Discussion…For Discussion…CURRICULUM
How can we go about designing a standards-based program?
INSTRUCTIONWhat do we need to do to meet the needs of all learners so that all children will be able to satisfy this graduation requirement?
ASSESSMENTWhat standards-based assessments are already available? What assessments need to be developed?
INSTRUCTIONAL RESOURCESWhat materials and resources do we already have? What will we need?
CURRICULUMHow can we go about designing a standards-based program?
INSTRUCTIONWhat do we need to do to meet the needs of all learners so that all children will be able to satisfy this graduation requirement?
ASSESSMENTWhat standards-based assessments are already available? What assessments need to be developed?
INSTRUCTIONAL RESOURCESWhat materials and resources do we already have? What will we need?
For additional information…For additional information…
Emily Spinelli, AATSP
Anne Nerenz, Eastern Michigan University
Jackie Moase-Burke, Oakland (MI) Schools
Emily Spinelli, AATSP
Anne Nerenz, Eastern Michigan University
Jackie Moase-Burke, Oakland (MI) Schools
Related Documents
