World Language Essential Standards Content Session – Region 5 Extraordinary Ventures Chapel Hill, NC Monday, December 5, 2011 Ann Marie Gunter, World Language Consultant Fran Harris-Burke, PD Lead – Region 5 North Carolina Department of Public Instruction (NCDPI)  

21st Century Professional Strengths Analysis Complete the activity on the back of the agenda for use during Introductions

Comfort & Considerations Restrooms – back hallway under the clock Wireless Network: extraordinary1 Password: extraordinary8910 Cell phones, electronic gadgets, computers, etc. Please switch to silent/mute or vibrate

Curriculum Planning Session-Region 5 Housekeeping Lunch is 12:00 – 1:15 p.m. Parking Lot World Language Essential Standards (WLES) wiki http://wlnces.ncdpi.wikispaces.net Curriculum Planning Session-Region 5

Today’s Agenda Monday morning, December 5th 8:30-9:00 a.m. Check-in & Preview (Affinity Charts!) 21st Century Professional Strengths Analysis 9:00-9:15 a.m. Welcome & Introductions 9:15-10:00 a.m. Overview of the WLES Crosswalk PD Pick & Present 10:00-11:00 a.m. Analysis of the WLES Student Proficiency Outcomes Course Proficiency Outcomes 11:00-11:55 a.m. Focus on Supporting Proficiency-Based Instruction Learning Trajectory with DRAFTS of Graphic Organizers 11:55 a.m.-12:00 p.m. Plus/Delta Feedback 12:00-1:15 p.m. Lunch

Today’s Agenda Monday afternoon, December 5th 1:15-3:00 p.m. Using the WLES Instructional Toolkit Curriculum Mapping Activity 3:00-3:30 p.m. Accessing WLES Resources & Providing Input 3:30-4:00 p.m. Visualizing the CBAS Proficiency 101 & LinguaFolio 4:00-4:15 p.m. Wrap-up & Next Steps Online evaluations completed by December 15th Classical Languages Modern Languages Level I Level II Level III Level IV Level IV-V

Today’s Goals Explore the WLES further for the purpose of classroom curriculum planning Continue to build a collection of professional development (PD) strategies and activities for your use(s) Share ideas, questions, brainstorming, etc. related to PD with the new standards

Be listening for potential activity partners! Introductions Please share: Your name, district and school(s) Role(s) with WLES (PD Lead, Department Head, Teacher, etc.) Educational experience (15 seconds or less) Programs & language(s) Current teaching assignment Be listening for potential activity partners!

North Carolina World Language Essential Standards K-12 Classical Languages Ancient Greek, Latin, and classical studies K-12 Dual & Heritage Languages Dual Language/Immersion Programs Heritage Language Courses I-II K-12 Modern Languages Alphabetic Logographic Visual When the charge was issued to overhaul the current Standard Course of Study using the Essential Standards framework, the call went out to the field for educators who wanted to be involved in this writing process. Over 70 individuals submitted their information for consideration. Teams were formed so that all five language programs were represented by teachers, coordinators, instructors, and university teacher educators with experience along the K-20 continuum. Care was taken to ensure that different regions and languages were represented on the teams, as well as during the review and feedback periods. At the first meeting in August 2009, the Essential Standards writing groups decided that two major changes were needed. First, the more inclusive term of world languages should be used instead of second languages. The old moniker frequently got our content area confused with the English as a Second Language or ESL programs. The second change involved grouping of the programs. The K-5 Dual Language/Immersion group knew that the Spanish for Native Speakers or SNS standards were sometimes used in middle school immersion continuation courses, and the SNS group was aware that their standards could be adapted for other home or heritage languages, resulting in French for Native Speakers or Chinese for Native Speakers courses. In order to honor these realities, the two groups joined forces and became K-12 Dual and Heritage Languages. The Latin group also wanted to be K-12, because there are elementary Latin programs, and more inclusive so that languages like Ancient Greek, which has been taught in North Carolina’s public schools, would fall under the umbrella of K-12 Classical Languages. Finally, the ASL group noted that American Sign Language is a modern language, as defined in state legislation and standards. Thus, they became part of K-12 Modern Languages, which added visual languages to the list that already included alphabetic and logographic languages. Statewide implementation in 2012-2013

Alpha trainers will lead the slides for this portion up to the 4 Corners Activity.   This portion of the training is designed to develop an understanding of the structure and the new proficiency-based organization of the NC WLES and what that means in your World Language programs. Overview of the North Carolina World Language Essential Standards Crosswalk

WLES Crosswalk = Old/Current vs. http://www.ncpublicschools.org/acre/standards/support-tools/ WLES Crosswalk = Old/Current vs. How are the World Language Essential Standards new, better and different? A crosswalk is a comparison of the old or current standards vs. the new.

WLES Crosswalk Comparison Charts (2004 vs. 2010) Alignment Analyses Overview Program Specific Alignment Analyses National Standards 21st Century Skills Framework Revised Bloom’s Taxonomy (RBT) The WLES Crosswalk begins with a comparison of the 2004 K-12 Second Language Standard Course of Study and the 2010 North Carolina World Language Essential Standards. An overview of this comparison is available as a narrative with bullets and a chart. Program-specific information for all three programs follows, including an analysis of alignment with national standards (ACTFL and ACL & APA), information about the 21st Century Skills Framework, and a quick summary of RBT verbs used in the WLES. The example COs that show the 21st Century Skills Framework are illustrative of how 21st Century skills are integrated throughout the WLES.

WLES Crosswalk Preview of Assessment Prototypes (APs) Proficiency-Based Organization Learning Trajectories Research & Resources The World Language Essential Standards Crosswalk also contains a preview of classroom level Assessment Prototypes (APs) for different programs, which were shared with the State Board of Education. Additional APs and information will be published in the future. Information about the proficiency-based organization of the WLES is repeated in the Crosswalk, as well as other Instructional Support documents, so that educators have these details regardless of which document they are are using. Learning Trajectories for all eight levels of proficiency in the WLES are included. Learning Trajectories are brief descriptions of what a student can do with the language. These descriptions are used in the COs. The research and resources that were used to establish the proficiency-based organization of the WLES are also in the Crosswalk.

Activity: PD Pick & Present Reflect on your knowledge of the . . . World Language Essential Standards World Language Essential Standards Crosswalk On your own OR with a partner: PD: Think of a PD audience (actual or potential) Pick:1 - 3 concepts, sections or pages from the WLES documents or other resources Present: Share how you would present this information in under 10 minutes to your audience

Analysis of the WLES Student Proficiency Outcomes for Classroom Curriculum Planning

Activity: Course Proficiency Outcomes Part 1: On your own . . . Use the Course Proficiency Outcomes handout Select one course you currently teach Read the ‘Students can’ statements in each row Circle the ‘Students can’ statement that best represents where your students are at the end of the course Retrieve a copy of your program’s introduction from the WLES (pages 6-14) Bobby

Let’s look at the student proficiency outcome expectations for Classical & Modern Language Programs

Novice High – Intermediate Low High School Credit Courses Student Proficiency Expectations Classical Languages Level and  total hours I or 135-150 hours II or 270-300 hours III or 405-450 hours IV or 540-600 V or 675-750 hours VI or 810-900 hours MODE & Skill INTERPRETIVE Listening Novice Low - Mid Mid - High Intermediate Low-Mid Reading Novice High – Intermediate Low Low Mid High Advanced Mid PRESENTATIONAL Speaking Writing Intermediate Low The writers and reviewers of the World Language Essential Standards, as well as the stakeholders who provided feedback on the drafts, agreed that K-12 World Language program proficiency expectations should extend through Advanced Mid (AM). Program proficiency expectations, or student outcomes, for the programs and courses are designed to be challenging, yet reasonable, goals for the K-12 group of language learners, with the knowledge that some students will go beyond those expectations or outcomes.   The program proficiency expectations contained in this document were compiled based on the best information available in order to establish measurable outcomes for students who are continuing in a dual language/immersion environment. Using multiple measures of proficiency within a comprehensive, balanced assessment system enables students, teachers, administrators, parents, and other stakeholders to use this information to show annual student progress in world language programs. However, as the World Language Essential Standards are implemented and program outcome data is collected, the proficiency expectations may need to be adjusted in future revisions.

Modern Languages: Alphabetic High School Credit Courses Student Proficiency Expectations Modern Languages: Alphabetic Level and  total hours I or 135-150 hours II or 270-300 hours III or 405-450 hours IV or 540-600 hours V or 675-750 hours VI or 810-900 hours VII or 945-1050 hours VIII or 1080-1200 hours MODE & Skill INTERPRETIVE Listening Novice Mid Novice High Int. Low Int. Mid Int. High Adv. Low Advanced Mid Reading INTERPERSONAL Person to Person PRESENTATIONAL Speaking Low Adv. Mid Writing The writers and reviewers of the World Language Essential Standards, as well as the stakeholders who provided feedback on the drafts, agreed that K-12 World Language program proficiency expectations should extend through Advanced Mid (AM). Program proficiency expectations, or student outcomes, for the programs and courses are designed to be challenging, yet reasonable, goals for the K-12 group of language learners, with the knowledge that some students will go beyond those expectations or outcomes.   The program proficiency expectations contained in this document were compiled based on the best information available in order to establish measurable outcomes for students who are continuing in a dual language/immersion environment. Using multiple measures of proficiency within a comprehensive, balanced assessment system enables students, teachers, administrators, parents, and other stakeholders to use this information to show annual student progress in world language programs. However, as the World Language Essential Standards are implemented and program outcome data is collected, the proficiency expectations may need to be adjusted in future revisions.

Proficiency Outcomes by Program NC World Language Essential Standards Classical Languages, Levels I - VI Dual & Heritage Languages K-12 Dual Language/Immersion Heritage Language Programs, Levels I & 2 Modern Languages FLES/Early Start & Middle School, end of 2nd – 6th year of study High School Credit Courses, Levels I - VIII Alphabetic Logographic Visual

Activity: Course Proficiency Outcomes Part 2: On your own or with a partner . . . Use your Course Proficiency Outcomes handout from Part 1 Reread the ‘Students can’ statements in each row Highlight the ‘Students can’ statements that match where students are at the end of the course according to the proficiency outcome charts in the program introduction On the back, record your ideas for helping students reach the proficiency outcomes for each standard

Focus on Supporting Proficiency-Based Instruction with a Comprehensive Balanced Assessment System

Cake analogy-all types of assessment should be involved

Supporting/Scaffolding Learning Focus on purposeful communication that will be relevant by being: Cognitively engaging Intrinsically interesting Culturally connected Stretch students’ language use towards next level Learning or acquiring a new language requires development of building blocks of skills that allows the natural progression of increased language receptive and productive skills. When a young child is learning to speak, they do not require a grammatical lesson to become a proficient user of the language. They acquire language skills through purposeful communication such as learning how to negotiate for more juice or candy from their parents by using correct discourse. Older learners, who already have a framework for their native language can use this framework to transfer skills from one language to the other, but must still have authentic communicative interactions to build usable language skills. At all times, these interactions must meet the learner demands in terms of appropriate cognitive levels, relevance, and always be connected to cultural interaction and knowledge. The instructor must know where the learner is on the proficiency continuum to properly determine the appropriate materials and experiences for the learner to expose them to that next level of proficiency.  

Building Proficiency Communicative Contexts for Transfer Whole-language approach (Adair-Hauck and Cumo-Johanssen, 1997) Natural conversation focus (Toth, 2004) Thematic center to support comprehension (Curtain and Dahlberg, 2004) Real world, ambiguous challenges (Wiggins and McTighe, 2005) The whole language approach helps students acquire a language for purposeful communication rather than a grammar approach which supports learning about a language for comparison purposes and memorizing useful words and phrases for transfer of knowledge.   In order to process language for understanding, use of natural conversation instead of a focus on grammar helps build this capacity. Thematic centers provide a context for student involvement in using the language which scaffolds comprehension. When a learner can cope with real world challenges that do not follow a prescribed dialogue, then this is a demonstration of real understanding. Relegating all learning to a single cue elicits a single response does not lead to advanced proficiencies.

Building Proficiency Supporting Communication Skills Difficulty comes from learning tasks, not textbook (Terry, 1998) Use of authentic texts and other media (Villegas Rogers and Medley, 1988; and Shrum and Glisan, 2005) More comprehension with authentic texts rather than simplified ones (Young, 1993 and 1999; Vigil, 1987) Viewing helps students learn grammar, advanced-level proficiency skills and cultural information (Ramsay, 1991; Rifkin, 2000; Herron, Corrie, Cole, & Dubreil, 1999) Building proficiency means developing and supporting communication skills. Learning tasks should be challenging to students so that they stretch to meet the expectations. Scaffolding like this comes from the difficulty of the tasks, not a textbook. Textbooks are resources only. With the access that technology gives us to authentic texts, realia like current newspapers and music, and other media, there are many resources that can be used in world language programs that weren’t even available five years ago. Research has shown the benefits of this approach, and, especially with authentic texts and media from cultures that use the target language, a greater level of comprehension is achievable than if a student works with simplified materials. Viewing realia in our multimedia world also helps students learn grammar contextually, provides them with cultural information and, ultimately, leads to advanced level proficiency skills.  

Learning Trajectories Novice Low (NL) Intermediate Low (IL) Advanced Low (AL) Single words and simple memorized phrases Simple exchanges Memorized, content-related vocabulary Series of phases and sentences Unrehearsed situations Limited discourse Familiar situations with some details Familiar topics and experiences Questions Short conversations Main ideas and a few details Variety of familiar and unfamiliar topics Lengthy conversations/discussions Texts on unfamiliar topics Clear, organized texts Discipline-specific ideas with unfamiliar academic topics Modify for some specific audiences Subtleties of text on familiar topics and information from texts on unfamiliar topics Let’s explore the Learning Trajectories to get a better handle on proficiency levels for all modes. This slide shows descriptors from the World Language Essential Standards at the low sub-levels across the proficiency scale. Read through the descriptors and make some notes about how things change. Note: This is a warm-up exercise to the activity that follows. Discussion will follow where participants’ reactions are shared and the following points may come out: There is more to do as a learner reaches higher levels of proficiency, which means more time is needed to broaden skills. Topics expand to include a more global perspective, which impacts what local curricula should outline for units and pacing guides. Etc.

Learning Trajectories Activity Let’s look at the complete Learning Trajectories chart from the World Language Essential Standards Crosswalk Consider 1-2 proficiency levels from your Course Proficiency Outcomes handout Share some observations with a neighbor Learning Trajectory Handout Let’s explore the Learning Trajectories to get a better handle on proficiency levels

Proficiency-Based Organization ACTFL Proficiency Scale NL - Novice Low NM - Novice Mid NH - Novice High IL - Intermediate Low IM - Intermediate Mid IH - Intermediate High AL - Advanced Low AM - Advanced Mid AH - Advanced High S - Superior www.actfl.org N. C. K-12 Proficiency Expectations The American Council on the Teaching of Foreign Languages or ACTFL is the national professional organization for world language educators. ACTFL has established a national proficiency scale which currently has 10 levels. This proficiency scale is used across the country in K-20 education and with other language professions such as interpreters and translators. There are four main levels: novice, intermediate, advanced, and superior. The first three levels are divided into sub-levels of low, mid and high. ACTFL is currently exploring adding two levels beyond Superior, and they are tentatively referred to as Distinguished and Native.   In the ACTFL K-12 Performance and Proficiency Guidelines, each proficiency level and sub-level has a description of what students can do with language in the four domains of listening, speaking, reading and writing.    However, the writers and reviewers of the World Language Essential Standards, as well as the stakeholders who provided feedback on the drafts, agreed that K-12 World Language program proficiency expectations should go through Advanced Mid. There may be students who reach the Advanced High or Superior proficiency levels, but the program proficiency expectations, or student outcomes, for the programs and courses are designed to be challenging, yet reasonable, goals for the K-12 group of language learners.

DRAFTS of Graphic Organizers

DRAFTS of Graphic Organizers are . . . Proficiency-based Thematic Done in English (for now) Just examples to build on Going to be posted soon for public feedback

DRAFTS of Graphic Organizers include . . . GO with SmartArt graphics, Purpose & Description Mini-lesson with: Connection to the standards Resources Assessment Prototypes (APs) describing student products 21st Century Future Ready Attributes Procedures and formative assessment activities Reminders and reflections

Activity-Part 1: Graphic Organizers Let’s look at the “Family” series of NH-IH-AM and make some observations

Activity-Part 2: Graphic Organizers On your own or with a partner, choose an option: Provide feedback on 1 or more of the GO drafts Select a draft to adapt for your program, course, language, etc. Create a draft for a different theme Focus in on APs and construct a rubric for the student product or create additional APs Other ideas?

Plus/Delta Feedback What worked well Suggestions for improvement

Using the WLES Instructional Toolkit for Classroom Curriculum Planning

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

Purpose Provide a document that can be used in professional development to: Create district and school pacing guides Plan classroom curriculum to reach student proficiency outcomes The purpose of the Unpacking Standards document is to provide a document that can be used in professional development to: 1) Create district and school pacing guides, and 2) Plan classroom curriculum to reach student proficiency outcomes. Because it may be the primary document that teachers access, repetition has been built in so that information about the structure of the World Language Essential Standards and proficiency-based organization is readily available.

Table of Contents for Classical Languages: Purpose, definition and review of WLES structure Information on proficiency-based organization with specific notes on the goals of Classical Language Programs Comments on K-12 Classical Language programming options Articulation remarks about AP and IB programs Notes for Grades K-5, 6-8, and 9-12 (with course descriptions) Unpacking for each Essential Standard by course level

Notes for Classical Language Programs: High School, 9-12 Purposes Literacy Skills Vocabulary Expansion Acquisition of Other Languages Links to Other Cultures Role of Grammar Role of Grammar Communication Understanding 1st Language Talking about Language Translation Textbooks & Technology Course Descriptions

Table of Contents for Modern Languages, I-VIII: Purpose, definition and review of WLES structure Information on proficiency-based organization Charts for student outcome expectations Outline of language types and articulation with other programs (AP, IB, language for specific purposes courses, etc.) Notes for Secondary Courses & course descriptions Unpacking for each Essential Standard by course and language type

Notes for Secondary Courses: Content AP and IB programs Instructional Strategies Resources & Materials Placement of Students with previous language experience Scheduling Course Descriptions

Activity: Curriculum Mapping Part 1: On your own or with a language/level partner . . . Choose 2 Curriculum Maps and complete #1 Record your thoughts for #2 very briefly Part 2: With a language/level partner or group . . . Complete #2 and #3 for your Curriculum Maps OR Work with the series that matches your teaching assignment Use the Curriculum Maps to address a need you have

Accessing WLES Resources and Input on Needed Support Documents

Resources for Implementing the WLES Future Instructional Support Tools Summer Institutes and Ongoing PD Support Webinars for many groups/needs World Language Essential Standards wiki Providing Input on Needed Support In the next few slides, we’re going to show you how to access the following resources for implementing the World Language Essential Standards: Future Instructional Support Tools Summer Institutes and Ongoing PD Support World Language Essential Standards wiki Webinars for many groups/needs

http://www.ncpublicschools.org/acre/standards/support-tools/ Planned for 2011 - 2012 Graphic Organizers Learning Maps Assessment Exemplars Terminologies

Summer Institutes & PD Support Race to the Top Summer Institutes District teams Train the Trainer model to plan for local PD

Summer Institutes & PD Support Content-Specific Sessions 2011: Introduction to WLES 2012: Proficiency 101 Understanding proficiency levels Teaching to build proficiency Assessing proficiency in the classroom 2013: TBD based on feedback and needs

PD Planning Materials Facilitator’s Guide Online Modules Locally-tested materials shared on the wiki http://wlnces.ncdpi.wikispaces.net/ under PD Resources Proficiency 101

2011 – 2012 World Language Webinars for ALL DPI Update 7:00 – 8:00 p.m. November 10, 2011 January 12, 2012 May 10, 2012

Other 2011 – 2012 World Language Webinars Race to the Top Summer Institute 3:30-4:30 p.m. October 6, 2011 December 8, 2011 February 9, 2012 April 12, 2012 LEA/District Coordinator & IHE/Post-Secondary 9:00-10:00 a.m. December 9, 2011 February 10, 2012 June 15, 2012 Discuss registration system and distribute handout on 2011-2012 World Language Webinars. IHE=Institutes of Higher Education or all community college, college and university World Language educators, including adjunct and continuing education instructors

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

Stay Connected/Provide Input with Listservs Foreign Language Teachers (K-12 instructors in public and independent schools) IHE (Institutes of Higher Education) (Post-secondary educators at the community college, college and university levels) LinguaFolio (K-20 educators interested in and/or using LinguaFolio)

Stay Connected/Provide Input with Listservs DLI Educators (Dual Language/Immersion) SNS Educators (Spanish for Native Speakers, and now inclusive of all heritage languages) LEA/District Coordinators (Administrators of K-12 World Language Programs in public and independent schools)

Visualizing the Comprehensive Balanced Assessment System

The goal of the Proficiency 101 Team is to: 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 To meet the professional development and implementation needs associated with the North Carolina World Language Essential Standards and the English Language Development Standards, as well as the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, the Proficiency 101 Project needs to be initiated, which would be a collaboration between NCDPI and the American Council on the Teaching of Foreign Languages (ACTFL) informed by other organizations working in language and literacy development.   The Proficiency 101 Project would be led by a team charged with the following: Building a foundation of resources for use by NC educators that address how language proficiency and literacy skills are built over time in K-12 education; Creating content for use in PD that will focus on understanding and assessing proficiency in the classroom, which could be packaged as an online module and/or used in blended PD. The Proficiency 101 Team would consist of representatives from all eight regions, charter schools, the college and university system and internal personnel involved with implementing language and literacy standards. In addition, reviewers, who would provide feedback on initial drafts and other work, would be designated so that revisions could take place prior to external reviews.

Timeline for the Proficiency 101 Project Dates & Locations Agenda & Tasks Nov. 7-8, 2011 Face-to-Face 1st Team Meeting Introduction to ACTFL collaboration with ACTFL and goals Standards and Proficiency-Based Teaching & Assessment Launch of the virtual book study and e-LinguaFolio accounts Opening of virtual workspace November 9, 2011 – January 24, 2012 Virtual with times TBD by team Virtual Book Study The Keys to Assessing Language Performance, including ACTFL K-12 Performance & Proficiency Guidelines Selected CEFR Framework materials 21st Century Skills Map for World Languages WIDA Consortium Proficiency Standards and Model Performance Indicators World Language Essential Standards and Assessment Prototypes See handout on timeline

Timeline for the Proficiency 101 Project Dates & Locations Agenda & Tasks Late January – early February, 2012 Face-to-Face 2nd Team Meeting Drafting content materials, activities, and information to be shared during RttT webinars and the spring RESA sessions Outlining review and feedback loops, including deadlines, for Proficiency 101 content materials Mid-February – March, 2012 Face-to-Face and Virtual RESA Sessions plus Virtual Work Collecting feedback from reviewers, revising Proficiency 101 content materials Possible: Conducting school site visits for videotaping of team members and classroom teachers using Proficiency 101 approaches in the classroom

Timeline for the Proficiency 101 Project Dates & Locations Agenda & Tasks Late March – early April, 2012 Face-to-Face 3rd Team Meeting Review of feedback from spring RESA session participants Drafting of additional Proficiency 101 content materials, activities, and information Planning for 2012 Summer Institute presentations focused on Proficiency 101 Analyzing how the collected Proficiency 101 materials could be shared through blended and online delivery systems as a module Mid-April – early June, 2012 Virtual Virtual Work Revise and publish Proficiency 101 content materials and prepare for 2012 Summer Institute presentations July 2012 2012 Summer Institutes Co-presenting on Proficiency 101 content materials at your district’s/school’s regional site

The tasks of the Proficiency 101 Team will be accomplished via: NC’s collaboration with ACTFL through . . . Ongoing technical assistance and consultation with the Proficiency 101 Team Virtual book study starting with Use of a private Google site To meet the professional development and implementation needs associated with the North Carolina World Language Essential Standards and the English Language Development Standards, as well as the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, the Proficiency 101 Project needs to be initiated, which would be a collaboration between NCDPI and the American Council on the Teaching of Foreign Languages (ACTFL) informed by other organizations working in language and literacy development.   The Proficiency 101 Project would be led by a team charged with the following: Building a foundation of resources for use by NC educators that address how language proficiency and literacy skills are built over time in K-12 education; Creating content for use in PD that will focus on understanding and assessing proficiency in the classroom, which could be packaged as an online module and/or used in blended PD. The Proficiency 101 Team would consist of representatives from all eight regions, charter schools, the college and university system and internal personnel involved with implementing language and literacy standards. In addition, reviewers, who would provide feedback on initial drafts and other work, would be designated so that revisions could take place prior to external reviews.

LinguaFolio in North Carolina 3 formats PDF Microsoft Word Online (e-LinguaFolio) NCDPI World Languages http://seclang.ncwiseowl.org/ LinguaFolio information linked under Resources tab

LinguaFolio ALL LinguaFolio materials online at . . . http://seclang.ncwiseowl.org/resources/lingua_folio/lingua_folio_materials/ Checklists for ESL and, possibly, Dual & Heritage programs at http://seclang.ncwiseowl.org/resources/lingua_folio/e_s_l_lingua_folio_materials/ LinguaFolio Jr. materials online at . . . http://seclang.ncwiseowl.org/resources/lingua_folio/lingua_folio_jr__materials/ The LinguaFolio is made up of 3 main parts, the Biography, the Dossier and the Passport. LinguaFolio was first piloted in 2005-2006 in North Carolina and four other states. Feedback from teachers was used to revise LinguaFolio and it has been adopted nationally by the National Council of State Supervisors for Languages (NCSSFL). Thanks to the standardization of this formative assessment tool, language learners have a way to begin to explore their proficiency level that is consistent with language programs around the globe. This is a uniform way for North Carolina World Language educators to develop a common understanding of what each proficiency sub-level means in their particular program or language. LinguaFolio is also a model formative assessment tool that other content areas could replicate using their own ‘can do’ statements to make the learning of that content transparent, as LinguaFolio has done. Explain the history of LinguaFolio and reference these organizations as they appear on the grid that we’ve just worked with.   The following organizations have all played a role in creating, developing, or informing LinguaFolio. (Please elaborate) ACTFL : American Council on Teaching of Foreign Languages ACTFL Proficiency & Performance Guidelines European Council Common Scale of Reference European Language Portfolio (ELP): The European Language Portfolio debuted in 2001 during the European Year of Languages, and was piloted by 15 Council of Europe nations. NCSSFL: National Council for State Supervisors for Languages TESOL: Teachers of English to Speakers of Other Languages

e-LinguaFolio http://www.elinguafolio.com/   The e-LinguaFolio is made up of 3 main parts, the Biography, the Dossier and the Global Profile or Passport. e-LinguaFolio was piloted in 2010-2011 in North Carolina with over 100 teachers K-20. Feedback from the group was used to revise e-LinguaFolio and it is now available statewide for FREE. Thanks to the standardization of this formative assessment tool, language learners have a way to begin to explore their proficiency levels that is consistent with language programs around the globe and aligns to our new World Language Essential Standards. Using LinguaFolio as a professional tool is also a way for North Carolina World Language educators to develop a common understanding of what each proficiency sub-level means in their particular program or language. LinguaFolio is also a model formative assessment tool that other content areas could replicate using their own ‘can do’ statements to make the learning of that content transparent, as LinguaFolio has done.

LinguaFolio Training Modules Content-specific modules with NC FALCON 7 free modules posted online at http://www.learnnc.org/lp/editions/linguafolio/ Features experienced LinguaFolio users in all types of language learning programs Administrators Teachers Students These modules were designed to be LinguaFolio training for use in professional learning communities (PLCs), district and school workshops, and on an individual basis. They can also be combined with face-to-face LinguaFolio training for a hybrid approach, or used to review aspects of previous LinguaFolio training.   They are the first content-specific modules with the NC FALCON system. NC FALCON-North Carolina’s Formative Assessment Learning Community’s Online Network (http://center.ncsu.edu/falcon/)  

Questions?

Some Additional Information . . . Instructional Improvement System (IIS) Writing Instruction System (WIS) now NC Online Writing Instruction (OWI) with content-specific assignments Comprehensive Balanced Assessment System North Carolina State Board of Education’s Task Force on Global Education Teacher Working Groups to Develop Measures for Non-Tested Areas

Wrap-up & Next Steps Don’t Forget! Finale Don’t Forget! Today’s online evaluation survey will be emailed and needs to be completed by December 15th

Curriculum & Instruction World Languages Helga Fasciano Section Chief of K-12 Program Areas Helga.Fasciano@dpi.nc.gov 919-807-3864 Ann Marie Gunter World Language Consultant Ann.Gunter@dpi.nc.gov 919-807-3865 NCDPI World Languages website http://seclang.ncwiseowl.org/