1 Introduction to the World Languages Toolkit SY

2 By the end of the workshop you will Understand the system of standards Understand World Languages as a content area and the World Languages content and performance standards; and Know how to use the world Languages Toolkit

3 Vision of a Hawaii High School Graduate Our graduates will:  Realize their goals and aspirations.  Contribute positively and compete in a global society.  Exercise their rights and responsibilities of citizenship.  Pursue post-secondary education and/or careers without need for remediation.

4 General Learner Outcomes Self-directed learner Community Contributor Complex thinker Quality producer Effective communicator Effective and ethical user of technology K-12 essential overarching goals for all content areas Supported by HCPS II – all content areas

5 Board of Education Policy 2015 “To ensure high academic expectations for all students, the Department of Education shall implement the Content and Performance Standards.” Adopted in October, 1994

6 Strategic Implementation Plan Provide a standards-based education for every child Sustain comprehensive support for all students Deliver coordinated, systemic support for staff and schools Achieve and sustain continuous improvement of all student performance, and professional, school, and system quality

7 The System of Standards Content Standards Benchmarks Grade Level Performance Indicators Performance Standards Define what all students should know, be able to do and care about Describe reasonable expectations at specified intervals Describe student work resulting from quality instruction Define “how good is good enough” = performance indicators + student work + commentary

8 Organization of World Languages Standards Strands Communication, Cultures, Comparisons, Communities and Connections Stages I—Beginning II— Continuing III— Advanced Levels— secondary courses Levels 1,2,3,4 Advanced.

9 NOVICE

10 The Communication Standards Interpersonal—face-to-face conversations Interpretive—one-way listening and reading Presentational —one-way reading and writing See WLCurriculum Framework Section 2

11 Cultures Standards Interrelationships among Products –tangible (paintings, buildings, literature etc., or –intangible (oral tale, dance, system of education) Practices - patterns of social interactions -“What to do when and where” Perspectives Meanings, attitudes, values, ideas

12 Comparisons (incorporated into Communication Standards ) The nature of language Comparing own to another language

13 Communities and Connections (incorporated into Communication Standards ) The context for using language Application Connecting to other settings Using language to obtain information

14 Components of the Toolkit Grade Level Performance Indicator Progression Scope and Sequence Instructional Guide Curriculum Framework

15 Grade Level Performance Indicator Progression Grade Level Performance Indicators Refine benchmarks Describe student work resulting from quality instruction Are not the only indicators Must use multiple forms of assessment to validate knowledge, skills, abilities.

16 “Seeing” the Performance Indicators… Benchmark Use greetings, leave-takings, and simple courtesy expressions. Indicators— Grade K—repeat it Grade 1—greet another, express gratitude, respond at different times of day Grade 2—exchange greetings, use appropriate courtesies Grade 3—independently extend and respond to simple greetings and leave-takings.

17 Classroom Example Context: Introduce the book—answering and explaining about Japanese books.Which is the front cover? How can you tell? Where is the title? Which way does it read? Introduce key words. Read the story to students while showing pictures. Have students fill out an assessment sheet with either words or pictures about something they remember. Read the story again without showing the pictures. Have students number the four squares in sequential order. Have students tell the story in English.

18 GLPI- student work samples With a partner, 1) Use the GLPI progression to find –Standard –Benchmark –Indicators 2) Share observations with large group and a key point of your discussion

19 About the benchmarks… The Benchmarks for the Secondary Levels (Levels 1 through Advanced) reflect the most common program model—most students begin their study of a language in high school. STAGE I = Beginners at any age—Novice Proficiency E.g., Secondary Students—Levels 1 & 2 Elementary Students—Grades K-5 Middle School Students—Grades 6-8 –

20 Stage II - Continuing learners, intermediate proficiency e.g., –Middle school students in grades 6-8 who are continuing from a K-5 program –High School students who have completed two or more years in high school Stage III—Advanced learners, intermediate high proficiency/advanced low proficiency –High school students who have had more than 4 years of secondary courses (up to grade 12) –High school students who have been in a K-10 sequence

21 Some Uses Used by… Teachers Administrators Curriculum leaders To… Design units, lessons, activities Look at student work Use as examples Discuss standards based curriculum, instruction and assessment Map curriculum Improve grade cluster alignment Let parents know what is expected of students

22 Instructional Guide A direct link between HCPS and classroom practice Elements Grade Level Performance Indicators Sample Classroom Assessment Tasks Sample Classroom Instructional Strategies

23 The tasks and strategies Provides consistency among teachers Encourages equity across classrooms Helps to provide clarity to grade level teachers about results they can expect from students Help to give concrete examples of classroom practices that are linked directly to standards.

24 Instructional Guide for World Languages Grades K-8 Grade 6 pg. 35 Option A - in a K-6 elementary school Same as grade 5- expanded topics and contexts. Option B- Middle School (pg. 41) 1) Exploratory/Introductory Cultures and Level 1 2) Sequence leading to competency –Level 1, map over grades 6,7,8

25 Instructional Guide for World Languages Secondary: Level 1- Advanced

26 Scope and Sequence 1. Two displays : Elementary and Secondary a) condensed version of GLPIs -consise overview b) list of topics elementary list by grade level secondary list by Levels

27 Curriculum Framework Explanation of Stages of Learning Legal Authority of Language Program Student Samples Criteria for rubrics Language Learning Resources

28 Instructional Support World Languages Standards Implementation Projects and Resources

29 Teleschool Courses K-6 (began broadcast on Oct 20, 2003; continuing through school year) Japanese - Moshi Moshi Spanish - Hola Hola

30 Handouts.. Resources for Supporting World Languages Education “Years of Foreign Language Study” Resolution Moshi Moshi/Hola Hola Scope and Sequence Resources for World Languages Program Support Copies of ACTFL K-12 Guidelines

31 Questions to Pursue Multiple entry points….. Model complex - how can several schools in the complex plan for an articulated sequence ? Model school - how can an individual school provide a K-6 sequence? Technology solutions - how can schools can televised programs into their own time schedule? Awareness models- How can we offer valuable exploratory experiences?

32 On Diversity… The experience of developing insight into the language and culture of others provides an opportunity for students to reflect on their own language and culture, thus strengthening their understanding of their native language and how the cultural perspectives in this country are similar and different from those they are learning about. Report of the NASBE Study Group on the Lost Curriculum, October 21003

33 Global competence.. Developing global competence is a long-term undertaking and must begin at an early age, especially for foreign language acquisition. American Council on Education, 2002 Policy Paper Beyond September 11: A Comprehensive National Policy on International Education. While English competency should always be the priority and should be a language of instruction for all students from the beginning of school, foreign languages can and should be integrated into curriculum from the earliest grades possibly, for as many students as possible from all backgrounds. Secretary of Education, Rod Page, Foreign Language Annals, Volume 36, pages , 2003

34 “A direct impact on All students through learning other languages is to give them new ways of knowing, seeing, comprehending, and expressing. This benefit is evident even without becoming independently fluent in a language other than one’s native language.” Paul Sandrock, Wisconsin DPI 2003

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