AE Revisioning Group November 2012 Work Broadcast: November 2, 2012

Agenda World Language Assessment Examples (AEs) Overview & Timeline Parameters of an AE PICK 1 Activity Next Steps & Questions During this meeting, we will be discussing the work to be accomplished and the project timeline.  We will also be determining the exact process to be used, so be thinking about how you work best and the strengths that you bring to this group in regards to assessment, proficiency-based instruction, and experience as an educator.

Overview Revise 22 AEs Create complete set of 96 AEs Apply and test AE parameters Work individually or with a partner Post to AE Revisioning Group page http://wlnces.ncdpi.wikispaces.net/ AE+Revisioning+Group Create complete set of 96 AEs Expand to approximately 250 AEs

Timeline Date Tasks to be completed Fri., Nov. 2 AE Revising Group webinar to launch work Thurs., Nov. 15 Total of 10 AEs revised and posted Wed., Nov. 28 Total of 22 AEs revised and posted Fri., Nov. 30 Submit Independent Work Record Forms for contact hour certificates Mon.-Tues., Dec. 3-4 Share complete set of 96 with Proficiency 201 Team during face-to-face meeting for expansion suggestions, PD development and sample student work collection Spring 2013 Continue with project and expand to 200+ AEs so that all program areas have examples

Parameters of an AE

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.

Assessment Examples (AEs) are: Prototypical performance assessments that allow students to . . . demonstrate what they know and can do with the language Identified for 1 proficiency level Focused on 1 Essential Standard (ES) Addressing one or more Clarifying Objectives (COs)

Assessment Examples (AEs) are: Attached to scoring guidelines that center on the . . . Quality of language production Use of the target language Used flexibly in the classroom, department, school, district, etc. Adapted and scored locally by teachers IF used summatively

22 AEs are ready and waiting to be revised on the wiki’s AE Revisioning Group page http://wlnces.ncdpi.wikispaces.net/ AE+Revisioning+Group

Activity: Pick 1 – Ponder Questions to consider: Which ES & CO is this AE written to at this moment? What issues need to be addressed in this AE? What does the public feedback about this AE indicate? Look through the list of AEs on the AE Revisioning Group wiki page (http://wlnces.ncdpi.wikispaces.net/ AE+Revisioning+Group) and download 1 RevisewFeedback document to PONDER using these questions

Activity: pIck 1 – Initiate revisions How is the proficiency level evident in the AE? How does the AE task allow a student to demonstrate what they can do with the language? What adjustments are critical so that this AE is clear and can be adapted? Look at your AE document and INITIATE revisions using these questions

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 Novice – Word Level Communicate minimally with formulaic and rote utterances, lists and phrases

ACTFL Proficiency Levels Advanced (Storyteller) 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)

Learning Trajectories ← NL and NM IH, AL, AM → Novice High (NH) Intermediate Low (IL) Intermediate Mid (IM)

Learning Trajectories ← NL and NM IH, AL, AM → Novice High (NH) Intermediate Low (IL) Intermediate Mid (IM) Simple phrases and short sentences Familiar topics without visuals Short interactions / messages Simple texts / descriptions / questions

Learning Trajectories ← NL and NM IH, AL, AM → Novice High (NH) Intermediate Low (IL) Intermediate Mid (IM) Simple phrases and short sentences Familiar topics without visuals Short interactions / messages Simple texts / descriptions / questions 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

Learning Trajectories ← NL and NM IH, AL, AM → Novice High (NH) Intermediate Low (IL) Intermediate Mid (IM) Simple phrases and short sentences Familiar topics without visuals Short interactions / messages Simple texts / descriptions / questions 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 topics with many details Unfamiliar topics with some details Personal opinions Uncomplicated settings where communication is straightforward Series of connected sentences Simple factual presentations Unfamiliar academic vocabulary Spontaneous conversations

Activity: piCk 1 – Consider all Look at your AE revision and CONSIDER all 3 World Language Programs using the following charts and the Learning Trajectory from he WLES Crosswalk

Proficiency Expectations Classical Languages Novice Intermediate Advanced Interpretive Listening Reading Levels I, II Level I Levels III, IV, V, VI Levels II, III, IV Levels V, VI Presentational Speaking Writing Levels I - VI Classical Language programs involve the study of Latin and Ancient Greek, languages that are no longer a native or first language for any population. However, both languages are accessible to 21st Century students through literature and have a significant impact on learning in other disciplines, such as modern languages, art, law, government, medicine, and so on. The primary focus in Classical Language learning is the development of Interpretive Reading skills. Interpretive Listening, as well as Presentational Speaking and Writing, are ancillary skills that support language learning. These modalities are of particular value for students with different learning styles and of various ages.   Since the focus of Classical Languages is on the written and not the spoken word, the following differences appear in the way the exit proficiency expectations are written: Classics students will spend little time on Presentational Speaking beyond the Novice Level. While it is important that students appreciate the fact that Classical Languages were once used to communicate orally, there is little point in becoming proficient in speaking a Classical Language. An increased use of oral techniques appears in the Intermediate Levels in the study of poetry and oratory, where sound adds to the meaning of the literature. Since the primary focus is Interpretive Reading, students progress more quickly in their reading skills, and, if they continue to study the language, they will be able to read original authors such as Caesar, Vergil, Ovid, Catullus and others.

Proficiency Expectations Dual & Heritage Languages: DLI Alphabetic Languages Novice Intermediate Advanced Interpersonal End of 2nd grade End of 5th grade (Low – Mid sublevels) End of 8th grade (Mid – High sublevels) End of 12th grade Interpretive Presentational The focus of dual language/immersion programs is to help students become proficient in a target language, in addition to English. These students master subject content from other disciplines, using the target language or both languages.   Research shows: All students develop high levels of proficiency in the target language and English. Academic performance of students is at or above grade level. Students demonstrate positive cross-cultural attitudes and behaviors. Four different models of dual language/immersion programs exist in North Carolina for students to become bilingual, biliterate, and bicultural. Specific program models vary, based on how instruction is scheduled between the target language and English, with varying levels of proficiency upon completion of the program(s): Two-Way programs group native speakers of English with native speakers of the target language. The mix is approximately 50% of each group. Content is delivered in the target language and in English. Full Immersion programs primarily serve native speakers of English in an environment where the target language is used exclusively. Content is delivered in the target language. English Language Arts is typically introduced around grade 2. Partial Immersion programs primarily serve native speakers of English in an environment where the target language is used for some portion of the day. Content is delivered in the target language and in English. Developmental Bilingual programs are designed to help non-English speakers learn English, as well as to maintain and improve their native or heritage language skills. Content is delivered in English and in the heritage language. Please go to http://seclang.ncwiseowl.org/resources/dual_language__immersion_programs/ for more information about these models. Proficiency expectations are presented as ranges to accommodate the different models of dual language/immersion programs and the varying amounts of time spent learning content in the target language. Proficiency would be assessed at the end of each gradespan. Clipart from Word http://www.cbs.com/shows/survivor/

Proficiency Expectations Dual & Heritage Languages: HL I & II Alphabetic Languages Novice Intermediate Advanced Interpersonal Level I (IL) Level II (IM) Interpretive Reading: Level I Listening: Levels I & II (IL & IM) Reading: Level II Presentational Speaking: Level I Writing: Level I & II (NM & NH) Speaking: Level II 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 Dual & Heritage Languages: HL I & II Logographic Languages Novice Intermediate Advanced Interpersonal Level I Level II Interpretive Listening: Level I Reading: Levels I & II (NL - NM & NH) Listening: Level II Presentational Speaking: Level I Writing: Levels I & II (NL - NM & NM - NH) Speaking: Level II Use Parrot – Survivor – Storyteller metaphor Clipart from Word http://www.cbs.com/shows/survivor/

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 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 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 Use Parrot – Survivor – Storyteller metaphor Clipart from Word http://www.cbs.com/shows/survivor/

Activity: picK 1 – Kick it back! Save your revised AE and replace the RevisewFeedback in the file name with Revised Upload your revised AE Repeat PICK 1 as needed Finalize your AE revision and KICK it back to the AE Revisioning Group wiki page (http://wlnces.ncdpi.wikispaces.net/ AE+Revisioning+Group) using the instructions

Next Steps & Questions Revisions for AEs Independent Work Record Forms for Revisers

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