Proficiency 101 for the Essential Standards

Proficiency 101for the

Essential Standards

FLANC Spring FlingApril 21, 2012

WLES Wikihttp://wlnces.ncdpi.wikispaces.net/

The WLES wiki has today’s materials posted on the FLANC Spring Fling pageunder Content Sessions

http://wlnces.ncdpi.wikispaces.net/


Today’s AgendaTools for Implementing the World Language

Essential Standards

Assessing Proficiency in the Classroom

Next Steps

Tools for Implementing the new Standard Course of Study

Beginning in Fall 2012

World Language Essential Standards

Instructional Support

Tools

Professional Development

WLES Wiki





Tools


WLES Wiki

WLES Crosswalk = Old/Current vs. How are the World Language Essential Standardsnew, better and different?

http://www.ncpublicschools.org/acre/standards/support-tools/


WLES Crosswalk = Old/Current vs. Comparison Charts (2004 vs. 2010)Alignment with National StandardsSample Assessment Prototypes

now known as Assessment Examples (AEs)

Learning TrajectoriesResearch & Resources



5 Unpacking Standards Documents: • Classical Languages

• Dual & Heritage: Dual Language/Immersion• Dual & Heritage: Heritage Language

• Modern: FLES & Middle School• Modern: High School Credit, Levels I-VIII



Unpacking Standards Documents Table of Contents• Information on the proficiency-based WLES• Outline of program(s) and teaching notes• Unpacking for each Essential Standard by

gradespan, course and/or language type



8 Graphic Organizers, NL - AM: Thematic with mini-lesson and sample AEs

– Greetings (*Novice Low)– Technology (*Novice Mid)– Family (*Novice High, Intermediate High, Advanced Mid)– Travel (Intermediate Low)– Literature (Intermediate Mid)– Current Events in the Media (Advanced Low)



Graphic Organizersfor the

World Language Essential Standards (WLES)

Graphic Organizers on theWLES Wiki

http://wlnces.ncdpi.wikispaces.net/Graphic+Organizers








Tools


WLES Wiki

Professional DevelopmentFace – to – Face • 2011 Summer Institutes

• IHE Institutes

• FLANC Conference

• MSL Design Groups

• Spring RESA Sessions

• Curriculum Workshops

• 2012 Summer Institutes

Online & Blended• NC Education Modules

– Call for Change– Understanding the Standards– Revised Bloom’s Taxonomy– NC FALCON– Designing Local Curricula for the 21st

Century Learner– NC Professional Teaching Standards

• WL Webinar Series• Various state/local

collaborations

Professional Development (PD)

Proficiency 101 Project


Create a foundation of resources and PD content materials that will help teachers . . .

– Understand the 8 proficiency levels in the WLES

– Know how to teach to build proficiency

– Assess proficiency in the classroom

The goals of the Proficiency 101 Project will be accomplished via:

– Ongoing technical assistance and consultation with the Proficiency 101 Team

– Virtual book study starting with

– Use of a wiki (Google site) for discussions and drafting of materials for review


If you would like to hear more about the Proficiency 101 Project, go to this afternoon’s session:

#7 Getting Involved with the Proficiency 101 ProjectThis session focuses on how classroom teachers and other educators can get involved in the work of the Proficiency 101 Project. A summary of the project’s goals and progress will be provided and information will be shared about how to submit samples of proficiency-based teaching for the Proficiency 101 Project.





Tools


WLES Wiki


Navigation bar is being

redesigned in preparation for

SI 2012



Assessing Proficiencyin the World Language Classroom

ACTFL Proficiency ScaleNL - Novice LowNM - Novice MidNH - Novice HighIL - Intermediate LowIM - Intermediate MidIH - Intermediate HighAL - Advanced LowAM - Advanced MidAH - Advanced HighS - Superior

NC K-12 Proficiency Expectations

http://www.ncpublicschools.org/accountability/educators/vision/

Classroom Assessments• Ongoing or continuous

during instruction• NOT graded• Process• Descriptive feedback• Assessment FOR

learning to gauge students’ progress towards learning goals

• Periodic or after the end of instruction

• Graded• Product• Evaluative feedback• Assessment OF learning

to assess students’ achievement of learning goals


Formative AssessmentsDescription• Ongoing or continuous

during instruction• NOT graded• Process• Descriptive feedback• Assessment FOR

learning to gauge students’ progress towards learning goals

World Language Examples• Questions & Discussions• Comprehension checks• Admit and Exit Slips• Individual Feedback• Conferences• Student Self-Assessment• LinguaFolio®

– Biography– Dossier– Passport/Global Profile

Summative AssessmentsDescription• Periodic or after the end

of instruction• Graded• Product• Evaluative feedback• Assessment OF learning

to assess students’ achievement of learning goals

World Language Examples• Classroom assessments

– Quizzes, unit tests, final exams– Performance tasks or projects

• Commercial assessments like AAPPL, SLPI, SOPA, STAMP

• Exams from other countries: DELE, DELF, DSD, HSK

• Non-profits: AP, IB, SAT II tests• National Language Exams from

professional organizations

Summative Assessment Options

World Language Examples• Classroom assessments

– Quizzes, unit tests, final exams– Performance tasks or projects

• Commercial assessments like AAPPL, SLPI, SOPA, STAMP

• Exams from other countries: DELE, DELF, DSD, HSK

• Non-profits: AP, IB, SAT II• National Language Exams

from professional organizations

In progress . . .

Summative Assessment Options

In progress . . . • Integrated Performance Assessments (IPA)

using proficiency-based rubrics• Proficiency 101 Materials• Measures of Student Learning (MSL)• Assessment Examples (AE)

– Drafted during WLES writing with work ongoing– NC State TOPS partnership– SPAR activity from Spring RESA Sessions


P101: Building an Understanding of Proficiency Levels

Assessment ExamplesIntermediate Low (IL)

IL.CLL.3.2. Use the language to act out and summarize poetry, lyrics, prose, and other literature from the target culture.

CLASSICAL LANGUAGES

DUAL & HERITAGELANGUAGES

MODERN LANGUAGES

K-8 Beginning and Middle School

K-2 and 3-5 Dual Language/Immersion K-5 FLES/Early Start

Students read an adapted passage and act out the story with some dialogue and/or narration.

Evaluate the accuracy of students’ pronunciation, inflection, and recreation of the story from the passage.

Elementary students in a dual language/immersion program read a chapter book aloud as a class and act out the story using a script.

Evaluate students’ recreation of the story, incorporation of original dialogue for the characters, and effective communication.

Elementary students in a FLES program read a children’s book aloud as a class and act out the story.

Evaluate students’ recreation of the story and incorporation of some original dialogue for the characters.

IL.CLL.3.2. Use the language to act out and summarize poetry, lyrics, prose, and other literature from the target culture.

CLASSICAL LANGUAGES

DUAL & HERITAGELANGUAGES

MODERN LANGUAGES

Levels II – III Levels I – II Levels II-V

Students read an adapted passage and act out the story with some dialogue and/or narration.

Evaluate the accuracy of students’ pronunciation, inflection, and recreation of the story from the passage.

Secondary students in a heritage language program read poetry in the target language from the various cultures represented in class, and then create videos presenting the poetry in one of the following formats: poetry reading, music video, or rap.

Evaluate students’ presentations based on how well: •The main ideas from the original work are communicated, •Props and gestures support the meaning of the text, and •The oral component of the video is clear, concise, and accurate in regards to pronunciation, word choice, grammar, etc.

Secondary students study the lyrics of songs from different genres: rock, country, rap, etc. and create their own music videos of their favorite song.

Evaluate students’ presentations based on how well:•The main ideas from the original work are communicated,•Props and gestures support the meaning of the text, and •The oral component of the video is clear, concise, and accurate in regards to pronunciation, word choice, grammar, etc.

Assessment Examples• Prototypical performance assessments

– Tasks and/or activities for classroom use– Available for all 3 World Language programs

• Adapted for developmental level, K-12• Tailored to program approach and language type

• Proficiency-based and linked to COs• Evaluation parameters


21st Century Skills Map for World

Languages

The P21 Map Elements

Student Examples

Modes of Communication

Interdisciplinary Themes

21st Century Skills Statement

Skill Definition

Learner Outcomes (by Proficiency

Ranges)

Student Examples

Student Examples

Assessment Examples• Prototypical performance assessments

– Tasks and/or activities for classroom use– Available for all 3 World Language programs

• Adapted for developmental level, K-12• Tailored to program approach and language type

• Proficiency-based and linked to COs• Evaluation parameters


Student Examples

Assessment Examples (AEs)

SPAR Activity:Scaling the Proficiency Assessment Range

. . . and creating new AEs for NC


SPAR ActivityGoogle Doc at http://tinyurl.com/SPARactivity

1. Choose a Student Example to adapt and indicate its 21st Century skills and themes

2. Determine the proficiency level

3. Specify COs from the WLES

4. Note the program(s) that could use it

5. Write it as an Assessment Example

http://tinyurl.com/SPARactivity



STUDENT EXAMPLE: Students listen to authentic audio clips featuring native speakers describing an event, and can match the oral description to a picture, or put pictures in the order of the sequence of events as described.










WLES ES #1 ES #2 ES #3 ES #4CLL 1

CODCMT



> 1 program can be noted





Don’t forget the evaluation piece . . .





1. Choose a Student Example to adapt and indicate its 21st Century skills and themes

2. Determine the proficiency level

3. Specify COs from the WLES

4. Note the program(s) that could use it





Submitting your new AE online means:




See the SPAR Activity results (new AEs) from across the state

online at

http://tinyurl.com/SPARactivityAEs




SPAR Activity OptionsLow Tech with paper handout

Choose a range:• Novice• Intermediate• Advanced

High Tech with Google Doc Form

Go to http://tinyurl.com/SPARactivity



SPAR ActivityPost your SPAR Activity

results (new AEs) online at http://tinyurl.com/SPARactivity

See the SPAR AEs at http://tinyurl.com/SPARactivityAEs





Next Steps

Next Steps1. Explore the resources on the wiki and share

what you’re doing (http://wlnces.ncdpi.wikispaces.net/)

– PD Materials to use and/or adapt– Local agendas, pacing guides, resource links, etc.– Standards & Instructional Toolkit components

2. Check out the 2011-2012 WL Webinar archives and brainstorm ideas for the 2012-2013 series

3. Find out who your K-12 World Languages representative is for the 2012 Summer Institutes



Summer Institute 3July 12-13, 2012

West Stokes High SchoolStokes County


JH Rose High SchoolPitt County

Summer Institute 1June 21-22, 2012Enka High SchoolBuncombe County


SanLee Middle SchoolLee County


Croatan High SchoolCarteret County

2012 Common Core and Essential Standards Summer InstitutesNorth Carolina Department of Public Instruction


Maiden High SchoolCatawba County Schools

2011 – 2012World Language

WebinarsDPI Update7:00 – 8:00 p.m.

November 10, 2011

January 12, 2012

• May 10, 2012

change to May 24, 2012

58

IHE & LEA/District Coordinators9:00-10:00 a.m.

December 9, 2011

February 10, 2012

• June 15, 2012

2011 – 2012 World Language Webinars

Race to the Top Summer Institute Group3:30-4:30 p.m.

October 6, 2011

December 8, 2011

February 9, 2012

April 12, 2012

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redesigned in preparation for

SI 2012




Task Force on Global EducationNorth Carolina State Board of Education (NCSBE)

FUTURE-READY STUDENTS for the 21st CenturyGoal: NC public schools will produce globally competitive students.

Go to http://www.ncpublicschools.org/stateboard/task-force/ to see the Task Force on Global Education webpage with all of the information: dates, agendas, and materials

http://www.ncpublicschools.org/stateboard/about/goals

http://www.ncpublicschools.org/stateboard/task-force/


Curriculum & InstructionWorld Languages

Helga FascianoSection Chief of K-12 Program [email protected]

Ann Marie GunterWorld Language [email protected] 919-807-3865

NCDPIWorld Languages websitehttp://seclang.ncwiseowl.org/

mailto:[email protected]

mailto:[email protected]

http://seclang.ncwiseowl.org/

Questions as we move forward?

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Proficiency 101 for the Essential Standards

Documents

wles crosswalk

essential standardsbirch

national standards actfl

wles wikihttp

classical languages

modern languages

programspecific information

programspecific examples