ACCET 2014 Presented by: Brenda Nazari-Robati The Language Company Lynore M. Carnuccio The Language Company

LEVEL PLACEMENT LEVEL ADVANCEMENT LEVEL DIVISION LEVEL COMPLETION

The importance of clearly-stated levels All programs involve placement of students in levels. All programs are required to have a placement system based on an assessment of English language proficiency. A student’s score on the placement test may be included in level placement. The placement may involve more than a standardized assessment. Think about the criteria used to place students in your program?

STANDARDS FOR ACCREDITATION STANDARD IV –CURRICULA The institution’s curricular design, materials, and outcomes measurements follow sound educational practices. C. Performance Measurements: Performance measurements are written and are periodically evaluated and updated to ensure instructional effectiveness. The institution has a sound, written assessment system that contains a set of defined elements, such as grading scale, weighting factors, tests, quizzes, reports, projects, attendance, and participation, that are appropriately related to the performance objectives of the program or course. D. Curriculum Review/Revision: The institution uses systematic and effective procedures to continuously monitor and improve the curriculum. The written procedures include soliciting feedback from relevant constituencies, such as faculty, students, graduates, employers, and advisory/certification boards, as well as analysis of completion, and, if applicable, placement results. The procedures focus on a comprehensive review of the curriculum as it relates to the expected learning outcomes

How many levels are there in your program? How are they divided? How are they described?

TLC’s Nine Level Intensive Program TLC’s Intensive English Program TLC LEVELS Beginning Intermediate Advanced

Sample Descriptors - state their name and address -can follow step-by- step directions -can explain/ summarize A TED talk video -can identify thesis statements - develops a clearly written 5 paragraph argumentative essay with supporting details

1.List the levels for your program on the chart provided 2.Work in pairs or small groups to discuss some characteristics of language that could be observed in a student who is performing at given levels. 3. Note those “descriptors” on the chart next to the level.

Activity 1 cont’d Complete the Worksheet then turn to a partner and discuss. LevelsDescriptors 1 single words Lack of English grammar Levels and Descriptors Beginner: Intermediate Advanced

Common European Framework for Reference (CEFR)

Activity 3: Common European Framework for Reference (CEFR)

 What determines how an incoming student is placed in any given level?  What is the relationship between placement and advancement ?

The Language Company’s Solution 1.Write Descriptors and Objectives for TLC’s Levels 2.Review and align textbooks with objectives 3. Develop Level Finals for Levels 1,2,4,5,7,8 4. Create Comprehensive Finals for Benchmark Levels 3 and 6

Validating Your Curriculum Look at your data (test scores, Pass/Fail rate, etc.) Begin by looking at your Levels Next, look at your descriptors and objectives for each Level.

Proficient User C2 Can understand with ease virtually everything heard or read. Can summarize information from different written and spoken sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. 8.RW.1; 8.LS.2; 8.LS.3; Level 8 Essay C1 Can understand a wide range of demanding, longer texts, and recognize implicit meaning. Can express himself/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices. 3.G.2; 3.G.4; 4.RW.1; 4.RW.3; 5.RW.1; 5.RW.2;5.RW.3; 5.LS.1; 5.LS.2; 5.LS.3; 7.RW.1; 7.RW.3; 7.LS.1; 7.LS.2; 8.G.1; 8.RW.2 Independent User B2 Can understand the main idea of complex text in both concrete and abstract topics including technical discussions in his/her field of specialization. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possibly without strain for either party. Can produce clear detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. 2.RW.3; 2.RW.4; 2.RW.6; 3.LS.3; Level 3 Essay; 4.G.1; 4.G.4;4.RW.1; 4.RW.4; 4.RW.5; 4.LS.2; 4.LS.3; Level 4 Essay B1 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise while travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes, and ambitions and briefly give reasons and explanations for opinions and plans. 2.RW.6; 2.G.3; Level 2 Essay; 3.LS.1; 3.RW.3; 3.RW.4; 3.G.5; 3.G.3 Basic User A2 Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. 1.LS.1; 1.LS.2; 1.LS.2; 1.LS.3; 1.G.3; 2.G.4; 2.G.5 A1 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. 0.G.1; 0.G.4; 0.G.5; 0.G.6; 0.RW.3; 0.RW.4; 0.LS.1; 0.LS.2; 0.LS.2; 0.LS.3; 0.LS.5