DPI Update & Essential Standards Overview 46th Annual FLANC Conference October 12, 2012 Round 1: Friday, Oct. 12, 9:00 – 10:00 a.m. in Terrace 2 This NC Department of Public Instruction information session will focus on state issues, policies, and resources, including the World Language Essential Standards with the accompanying professional development materials and support documents, the 3 versions of LinguaFolio (paper, electronic, online) and online training modules, classroom resources and professional development materials. Helga Fasciano, NCDPI Ann Marie Gunter, NCDPI

Session Agenda NCDPI READY & Race to the Top Initiatives Common Core State Standards & NC Essential Standards WLES: Instructional Support Tools PD, LinguaFolio, Proficiency 101 Project Teacher Evaluation Legislation & Policy Wrap-up & Questions DPI Update & Essential Standards Overview Round 1: Friday, Oct. 12, 9:00 – 10:00 a.m. in Terrace 2 This NC Department of Public Instruction information session will focus on state issues, policies, and resources, including the World Language Essential Standards with the accompanying professional development materials and support documents, the 3 versions of LinguaFolio (paper, electronic, online) and online training modules, classroom resources and professional development materials. Helga Fasciano, NCDPI Ann Marie Gunter, NCDPI

Standard Course of Study (SCS) Common Core State Standards English Language Arts * Literacy Standards for History/Social Studies, Science, and Technical Subjects Mathematics North Carolina Essential Standards Arts Education *English Language Development *Guidance Healthful Living *Information and Technology Science Social Studies World Languages Here is the list of the Common Core State Standards and North Carolina Essential Standards, which comprise the new Standard Courses of Study (SCoS) for all areas.. Each set of standards has similarities in goals, structure and in limitations, but the focus is on what teachers need to know to improve student outcomes. Keep in mind that Common Core Literacy Standards, English Language Development, Guidance, and Information and Technology Essential Standards must be delivered through ALL content areas. It is also the responsibility of ALL teachers to ensure that they are working with AIG, EC, and ESL teachers to deliver the appropriate services and standards for students. * Common Core Literacy Standards, English Language Development, Guidance, and Information & Technology Essential Standards are delivered through ALL content areas.

North Carolina World Language Essential Standards K-12 Classical Languages Ancient Greek, Latin, etc., along with classical studies K-12 Dual & Heritage Languages Dual Language/ Immersion Programs Heritage Language Courses I-II K-12 Modern Languages Alphabetic Logographic Visual Statewide implementation in 2012-2013 The North Carolina World Language Essential Standards are proficiency-based and are comprised of three K-12 programs: Classical Languages, Dual & Heritage Languages, and Modern Languages. Classical Language programs involve the study of languages like Latin and Ancient Greek, which are sometimes called “dead” languages, since they are no longer a native or first language for any population. The study of Classical Languages builds skills in reading, writing, reciting, and translating. There is no conversation component to Classical Languages, because they are not being used in an everyday way by a society, so Interpersonal Communication is not a focus of study.   Dual & Heritage Language programs include dual language/immersion programs where students are taught academic content in two languages, English and the target language, as well as Spanish for Native Speaker or other heritage languages taught to native speakers. In dual language/immersion programs, students are learning math, science, social studies, etc., in two languages and become bilingual and biliterate as a result. For heritage language speakers, such as those who speak Spanish or some other language besides English at home, heritage language programs help build literacy skills in reading and writing, so that they can bridge into advanced language courses. Modern Language programs involve the study of languages that are a first or native language for a population somewhere in the world. These programs are the most common and are often what comes to mind when world language or foreign language classes are mentioned. In North Carolina, the following languages are studied as modern languages: American Sign Language (ASL), Arabic, Cherokee, French, German, Greek, Hebrew, Hindi, Italian, Japanese, Mandarin Chinese, Russian and Spanish. Additional modern languages could be added to this list at any time and would use the same set of Essential Standards, Clarifying Objectives, and Assessment Examples.

Connecting to Serve ALL How do World Languages prepare students to be future ready? How do World Languages connect to other content areas? What are the implications for meeting the needs of all learners as related to World Languages? Discuss the three questions on the slide with a partner from the perspective of your World Language program: Classical Languages, Dual & Heritage Languages, Modern Languages.

ACTFL Proficiency Levels Superior-Distinguished-Native Advanced Intermediate Novice Advanced – Paragraph Level Narrate and describe in past, present and future and deal effectively with an unanticipated complication Intermediate – Sentence Level Create with language, initiate, maintain and bring to a close simple conversations by asking and responding to simple questions From Building Proficiency Levels Needed to be Globally Competitive for Work Why is this an inverted pyramid? Turn to a partner and say what you think Share a few answers – be sure to talk about depth/breadth/complexity and amount increasing with each level, and time from one level to the next Novice – Word Level Communicate minimally with formulaic and rote utterances, lists and phrases

ACTFL Proficiency Levels Advanced (Storyteller) What are the levels/WLES based on them Use Parrot – Survivor – Storyteller metaphor Activity: Discuss this slide and distribute posters for review. Then go through next slide(s) and ask participants to share observations. Clipart from Word http://www.cbs.com/shows/survivor/ Intermediate (Survivor) Novice (Parrot)

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

Proficiency Expectations Modern Languages Alphabetic Languages Novice Intermediate Advanced Interpersonal Levels I, II Levels III, IV, V Levels VI, VII, VIII Interpretive Presentational Levels I, II , III Levels IV, V, VI Levels VII, VIII Levels VI, VII, VIII What are the levels/WLES based on them Use Parrot – Survivor – Storyteller metaphor Make these charts into posters too? Quiz at end with prize a set of laminated posters to take home? Make 20-25 sets for prizes and conference presentations? Clipart from Word http://www.cbs.com/shows/survivor/

Proficiency Expectations Modern Languages Logographic Languages Novice Intermediate Advanced Interpersonal Levels I, II Levels III, IV, V Levels VI, VII, VIII Interpretive Levels I, II, III Levels IV, V, VI Levels VII, VIII Presentational Levels I, II, III, IV, V Levels V, VI, VII, VIII What are the levels/WLES based on them Use Parrot – Survivor – Storyteller metaphor Clipart from Word http://www.cbs.com/shows/survivor/

Proficiency Expectations Modern Languages Visual Language Novice Intermediate Advanced Interpersonal Levels I, II Levels III, IV, V, VI Levels VII, VIII Interpretive: Receptive & Fingerspelling Level I Levels III - VII Levels II, III, IV, V Level VIII Levels VI, VII, VIII Presentational Expressive & Glossing Levels I, II, III Levels IV, V, VI HO: Building Proficiency for the World of Work What are the levels/WLES based on them Use Parrot – Survivor – Storyteller metaphor Clipart from Word http://www.cbs.com/shows/survivor/

Building Proficiency to be Globally Competitive for Work When does a Future-Ready student develop a level of proficiency to use in the global marketplace? See the handout, Building Proficiency Levels to be Globally Competitive for Work, and discuss with a partner Clipart from Word http://www.cbs.com/shows/survivor/

Assessing Proficiency in the Classroom

A 21st Century Assessment System Must Include Both Formative and Summative Assessment The 21st century will usher in a new era for how teachers utilize assessment systems. The new model will include both summative and formative assessment. In contrast to summative assessment, formative assessment is more focused on collaboration in the classroom and identifying learning gaps that can be addressed before the end-of-year assessments. This section of the NCDPI website (http://www.ncpublicschools.org/accountability/educators/vision/) has been developed in an effort to provide North Carolina teachers with a basic understanding of formative assessment and illustrate the role it could play in a comprehensive, balanced assessment system. The tools and strategies contained on these web pages are intended to serve as a primer for teachers wishing to learn more about how formative assessment could impact their instruction and help their students achieve targeted learning goals. A comprehensive balanced assessment system includes classroom assessments, interim/benchmark assessments, and statewide assessments that are aligned to state standards. Each component is important and should be valued for what it contributes. Formative assessment is found at the classroom level and happens minute-to-minute or in short cycles. Formative assessment is not graded or used in accountability systems. The feedback involved in formative assessment is descriptive in nature so that students know what they need to do next to improve learning. Summative assessments are found at the classroom, district and state level and can be graded and used in accountability systems. The information gathered from summative assessments is evaluative and is used to categorize students so performance among students can be compared.

Formative Assessment: Do you NC FALCON or LF? The list of Formative Assessment modules from NC FALCON will open in another window – you may have to exit the power point to show the PDF that pops up. Link embedded: https://center.ncsu.edu/nc/pluginfile.php/1371231/block_html/content/NC_FALCON_ModulesOverview.pdf The LinguaFolio modules table of contents link is http://www.learnnc.org/lp/editions/linguafolio/contents and is also embedded.

Looking at Assessment Examples Questions to consider: What does IL.CLL.3.2 mean? How would this AE for your students look in your classroom? How might you modify this AE to make it even better for your students? Read through the Intermediate Low Assessment Examples (AEs) for: IL.CLL.3.2. Use the language to act out and summarize poetry, lyrics, prose, and other literature from the target culture.

What other resources are there for the WLES?

SI 2012 World Language Essential Standards & Toolkit Crosswalk 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 8 Graphic Organizers 21st Century Skills Map for World Languages SI 2012 World Language Essential Standards & Toolkit A crosswalk is a comparison of the old or current standards vs. the new. Hot link WLES button to LiveBinder version: http://www.livebinders.com/play/play?id=428273

The 8 Graphic Organizers are . . . Proficiency-based Thematic Done in English (our common language!) Just examples to build on, modify and adapt Full of AEs for all 3 programs!

Planned for 2012 – 2013 More AEs . . . TOPS at NC State drafts OWI system WLES wiki NCWORLDLANG social bookmark More AEs . . . TOPS at NC State drafts (Technical Outreach to Public Schools) OWI system (Online Writing Instruction) WLES wiki NCWORLDLANG social bookmark (Delicious bookmark)

Assessment Examples (AEs) are: Prototypical performance assessments that allow students to demonstrate what they know and can do with the language Identified for a proficiency level, 1 or more ES, and CO(s) Attached to basic evaluation criteria Used in the classroom, department, school, district, etc. Adapted and scored locally by teachers IF used summatively

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

2012 – 2013 World Language Webinar Series DPI Update 7:00 – 8:00 p.m. January 2013 April 2013 Note: The DPI Update from Round 1 of FLANC 2012 will be recorded and posted on the webinar page.

2012 – 2013 World Language Webinar Series Topical Webinars Various times and dates TBD LinguaFolio Thursday, November 1, 2012 3:30 – 4:30 p.m. Proficiency-based Rubrics February 2013 Sharing Local PD on the WLES wiki May 2013 Race to the Top Summer Institute Group Quarterly Webinars Thursdays at 3:30-4:30 p.m. September 20, 2012 December 13, 2012 March 7, 2013 June 6, 2013 Discuss registration system and distribute handout on 2012-2013 World Language Webinar Series with WLES Resources on back

World Language Program–specific Upcoming PD Opportunities Classical Languages: Latin Workshop Being planned for National Latin Teacher Recruitment Week, March 4 – 8, 2013 Dual & Heritage Languages: DL Concentration Continuation of FLAP grant work to create 2 courses as part of a Dual Language Concentration Modern Languages: ASL Workshop Launch of a network of Visual Language programs with the possibility of developing online courses

Spring RESA Meetings February 5th – Region 1 February 12th – Region 2 February 19th – Region 4 February 26th – Region 3 March 5th – Region 5 March 12th – Region 6 March 19th – Region 8 March 21st – Region 7 Spring RESA Meetings for World Language Content Session PD Leads & Colleagues

For additional program-specific information on the WLES Graphic Organizers and AEs, or the CCSS from a World Language perspective, please plan to attend one or more of the following sessions here at the FLANC Conference

Essential Standards for Classical Languages Round 2 at10:15-11:15 a.m. Ayers Essential Standards for Dual & Heritage Languages Round 3 at 2:10-3:10 p.m. Terrace 1 The New K-12 WLES: Overview & Implications for Institutes of Higher Education in NC Round 6 at 10:10-11:10 a.m. Stratford 2 Exploring the Common Core from a World Language Perspective Round 4 at 4:10-5:10 p.m. Round 6 at 10:10-11:10 a.m. Gaines Ballroom II

Stay Connected with Listservs FLTeachers PreK-13 instructors in public, charter and independent schools IHEcontacts Post-secondary educators at institutes of higher education (community college, college and university levels) LinguaFolio PreK-20 instructors in public, charter and independent schools, as well as IHEs, who are using or planning to use LF

Stay Connected with Listservs DLI Educators working in or planning dual language/immersion programs SNS Educators working in or planning heritage language programs

Teacher Effectiveness and Support for Growth Using meaningful evaluation to increase effectiveness of teachers and leaders

Overview Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ The central focus of READY is improving student learning ... by enabling and ensuring great teaching.

What is our goal? Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ Before Teaching and Leading Develop effective teachers and leaders in preparation programs Great Teachers and Leaders An effective teacher in every classroom and leader in every school Student Readiness Achievement and growth for all students During Teaching and Leading Use meaningful evaluation and professional development to increase effectiveness of teachers and leaders

Measures of Effective Teaching Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ This research suggests: Multiple measures are important. Including student growth improves objectivity of evaluation.

Standards 6 & 8 – The Basics Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ Teachers 1 2 3 4 5 6 Contribute to Academic Success Demonstrate Leadership Establish Environment Know Content Facilitate Learning Reflect on Practice Principals (and other Administrators) 1 2 3 4 5 6 7 8 Human Resource Leadership External Development Leadership Micro- political Leadership Strategic Leadership Strategic Leadership Instructional Leadership Cultural Leadership Managerial Leadership Academic Achievement Leadership

Standards 6 and 8 are measures of Growth Growth Model Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ Teachers 6 Standards 6 and 8 are measures of Growth Contribute to Academic Success Principals 8 Academic Achievement Leadership Academic Achievement Leadership

Growth Model Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ Teachers 6 We will use Educator Value-Added Assessment System EVAAS for standards 6 & 8 when possible Contribute to Academic Success Principals 8 Academic Achievement Leadership Academic Achievement Leadership

Teacher Ratings Categories Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ Teachers 1 2 3 4 5 6 Demonstrate Leadership Establish Environment Know Content Facilitate Learning Contribute to Academic Success Reflect on Practice 5 Rating Categories 3 Rating Categories Not Demonstrated Developing Proficient Accomplished Distinguished Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth

Ratings Status Status ▲ Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ Ratings Status Teachers 6 separate ratings to help teachers grow each year Principals 8 separate ratings to help principals grow each year A single overall status that is determined once a principal or teacher has three years of growth data to populate 6 or 8 Categories for Status In Need of Improvement Effective Highly Effective

Status and Standard 6 & 8 Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ An educator receives an effectiveness status only once she has 3 years of data on standards 6 or 8 A 3-year rolling average of growth data from standards 6 or 8 is used as part of determining overall status

/ 1 5 4 3 2 ) ) 3 Teacher Status Standards 1-5 In the year Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ In Need of Improvement Effective Highly Effective Standards 1-5 In the year Any rating lower than proficient Proficient or Higher on Standards 1-5 Accomplished or Higher on Standards 1-5 1 5 4 3 2 Demonstrate Leadership Establish Environment Know Content Facilitate Learning Reflect on Practice And/Or And And Standard 6 Three-year rolling average Does Not Meet Expected Growth Meets or Exceeds Expected Growth Exceeds Expected Growth ) / ) 3 2 years ago 6 1 year ago + 6 + This year 6

Courses Focused on Performance Locally Developed Courses Growth Data for World Language Teachers ▲ A B C D EOCs,EOGs and VoCATS MSLs Courses Focused on Performance Locally Developed Courses Guidance from DPI by 2013- 2014 on appropriate methods to gather and analyze evidence of student learning. School administrators will examine evidence of student work in order to determine the teachers' 6th standard rating.

Courses Focused on Performance Locally Developed Courses Four Buckets of Assessments for Growth Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ A B C D EOCs,EOGs and VoCATS MSLs Courses Focused on Performance Locally Developed Courses Assessment Common Across Districts Growth using EVAAS Guidance from DPI with local implementation options Growth determined by evaluator

Legislation and Policy S724 – An Act To Implement Various Education Reforms Study Graduation Requirement for Students Who Do Not Plan to Continue Education Beyond High School (3/ 2013) Statewide Education Initiatives (9/ 2014) Transition to new standards and assessments Instructional Improvement System (pilot 12/2012) Cloud Technology Infrastructure NC Educator Evaluation System Aligned professional development and system

Legislation and Policy North Carolina State Board of Education Literacy Plan Global Education Task Force Report (12/ 2012) Measures of Student Learning

Thomas & Collier Research Phase I Dual language/immersion programs close the achievement gap for ALL students, regardless of sub-groupings Phase II Higher reading and math scores for all, including EC and LEP students Higher attendance because of greater interest and motivation to learn Bilingual, biliterate and bicultural students outperform their monolingual peers!

Questions?

Curriculum & Instruction World Languages NCDPI World Languages website http://seclang.ncwiseowl.org/ 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