World Language RESA Training Spring 2012 Ann Marie Gunter, World Language Consultant or

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

Comfort & Considerations Refreshments Restrooms Wireless Network (Login and password information posted on wall) Electronic Gadgets Switch phones, computers, etc. to silent, mute or vibrate Power Strips & Extension Cords 3

Housekeeping Lunch Information Parking Lot Please use post-its to share questions and concerns WLES wiki ( has today’s materials posted on the Spring RESA Sessions page 4

Today’s Agenda Welcome & Introductions Been There, Done That, What’s Next? Being 21 st Century Educators Introducing the Proficiency 101 Project DPI Update Planning Wrap-up

Group Norms Teamwork Begin and end on time Listen to and respect opinions of others Know when to step up and when to step back Work together! Individual Work Take care of own needs Limit sidebar conversations Use the Parking Lot Be actively involved in your learning Have FUN!

21 st Century Professionals North Carolina State Board of Education Guiding Mission & 5 Goals NC public schools will be led by 21 st Century professionals.

Introductions With the room, please share: –Your name and district – 2 of your 21 st Century Strengths

Gauging the Past (Been There.) Present (Done That!) Future (What’s Next?)

Where are we? Been There. BINGO Individually, what have you done to prepare yourself to plan and lead local PD? Done That! Think-Pair-Share DISCUSSION In your district or school, what PD have you already provided to teachers? How effective was it? What’s Next? Chalk Talk WALK Where are you in the process of implementing the new standards? What plans do you have for future PD?

BINGO

Been There. BINGO 2011 Summer Institutes Asheville Hickory Kinston Moore Pasquotank Stokes Online Modules Call for Change Understanding the Standards Revised Bloom’s Taxonomy NC FALCON Designing Local Curricula for the 21 st Century Learner NC Professional Teaching Standards

Been There. BINGO RttT & Statewide Work IIS Focus Groups MSL Work OWI System Quarterly Webinars Use of Facilitator’s Guide or its CD Content-specific Work State Professional Association Conference Coordinators’ Meeting Curriculum Workshops Wiki Familiarity with: –Standards –Crosswalk(s) –Graphic Organizers

Done That! Discussion

Done That! DISCUSSION Think – Pair – Share 1.On your own, answer the following questions, which are also on the back of your BINGO sheet. 2.When time is called, discuss your responses with an elbow partner or two. 3. Be ready to share with the group.

Done That! Thinking Questions In your district or school... 1.What PD have you provided to teachers? Note the topics, timeframes, activities, follow-up meetings, PLC assignments, etc. 2.How effective do you feel the PD was? 3.What additional PD offerings are you already planning?

What’s next?

What’s Next? WALK Grab your marker and add your thoughts to the What’s Next? Chalk Talk Wall (now and throughout the day) WALK through and peruse others’ writings and continue to add your own

Being 21 st Century Educators

21 st Century Skills (a.k.a. P21 Skills) are important! Let’s watch NADSFL’s YouTube video on 21 st Century Educators

Then & Now Activity In the past (Then), being a World Language Educator was very different than what’s expected today (Now). 1.Review the Then & Now Cloze Chart and fill in the gaps based on your experiences and expectations. 2.Work individually or with a partner. 3.Be ready to share your thoughts.

21 st Century Skills Map for World Languages

Introducing the Proficiency 101 Project Goals & Tasks

Proficiency 101 Project 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

The goals of the Proficiency 101 Project will be accomplished via: –Ongoing technical assistance and consultation with the Proficiency 101 Team –Virtual book study starting with –Use of a wiki (Google site) for discussions and drafting of materials for review

Timeline for the Proficiency 101 Project Dates & Locations Agenda & Tasks Nov. 7-8, 2011 Face-to-Face 1 st 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 Nov. 9, 2011 – Feb. 14, 2012 Virtual with times TBD by team Virtual Book Study The Keys to Assessing Language Performance, including ACTFL K- 12 Performance & Proficiency Guidelines 21 st Century Skills Map for World Languages WIDA Consortium Proficiency Standards and Model Performance Indicators World Language Essential Standards and Assessment Prototypes

Timeline for the Proficiency 101 Project Dates & Locations Agenda & Tasks Feb , 2012 Face-to-Face 2 nd 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 Feb. – 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

Dates & Locations Agenda & Tasks April 3-4, 2012 Face-to-Face 3 rd 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 April – early June, 2012 Virtual Virtual Work Revise and publish Proficiency 101 content materials and prepare for 2012 Summer Institute presentations mid-June - July 2012 Face-to-Face 2012 Summer Institutes Co-presenting on Proficiency 101 content materials at your district’s/school’s regional site

21 st Century Skills Map for World Languages

WLES Standards and Strands STANDARDS 1.Interpersonal 2.Interpretive 3.Presentational 4.Culture STRANDS CLL COD CMT

What about “technology”? Communication Collaboration Critical Thinking & Problem Solving Creativity & Innovation Information Literacy Media Literacy Technology Literacy Flexibility & Adaptability Initiative & Self-Direction Social & Cross-Cultural Skills Productivity & Accountability Leadership & Responsibility

The P21 Map Elements

21 st Century Skills Statement

Skill Definition

Learner Outcomes (by Proficiency Ranges)

Student Examples

Modes of Communication

Interdisciplinary Themes

3 – 2 – 1 Activity Explore the 21st Century Skills Map for World Languages and note: 3 ideas that stand out in your mind 2 things that surprise or please you 1 question that surfaces for you

P101: Building an Understanding of Proficiency Levels

Student Examples    Assessment Examples Prototypical performance assessments –Tasks and/or activities for classroom use –Adapted for 3 different programs, K-12 Proficiency-based [ranges vs. levels] Evaluation parameters

Possible Assessments Formative Assessment Questions Classroom Discussions Comprehension checks Admit and Exit Slips Feedback Conferences Student Self-Assessment LinguaFolio –Biography –Dossier –Passport/Global Profile Summative Assessment APPL, NOELLA, OPI, SOPA, STAMP, WPT DELE, DELF, DSD AP and IB exams National Language Exams EOCs, EOGs, EOYs Classroom assessments –Quizzes, unit tests, semester exams –Performance tasks –Projects

Assessing Proficiency in World Language Programs 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 NC K-12 Proficiency Expectations

Assessment Examples Intermediate Low (IL) IL.CLL.3.2. Use the language to act out and summarize poetry, lyrics, prose, and other literature from the target culture. CLASSICAL LANGUAGES DUAL & HERITAGE LANGUAGES MODERN LANGUAGES K-8 Beginning and Middle School K-2 and 3-5 Dual Language/Immersion K-5 FLES/Early Start Students read an adapted passage and act out the story with some dialogue and/or narration. Evaluate the accuracy of students’ pronunciation, inflection, and recreation of the story from the passage. Elementary students in a dual language/immersion program read a chapter book aloud as a class and act out the story using a script. Evaluate students’ recreation of the story, incorporation of original dialogue for the characters, and effective communication. Elementary students in a FLES program read a children’s book aloud as a class and act out the story. Evaluate students’ recreation of the story and incorporation of some original dialogue for the characters.

IL.CLL.3.2. Use the language to act out and summarize poetry, lyrics, prose, and other literature from the target culture. CLASSICAL LANGUAGES DUAL & HERITAGE LANGUAGES MODERN LANGUAGES Levels II – IIILevels I – IILevels II-V Students read an adapted passage and act out the story with some dialogue and/or narration. Evaluate the accuracy of students’ pronunciation, inflection, and recreation of the story from the passage. Secondary students in a heritage language program read poetry in the target language from the various cultures represented in class, and then create videos presenting the poetry in one of the following formats: poetry reading, music video, or rap. Evaluate students’ presentations based on how well: The main ideas from the original work are communicated, Props and gestures support the meaning of the text, and The oral component of the video is clear, concise, and accurate in regards to pronunciation, word choice, grammar, etc. Secondary students study the lyrics of songs from different genres: rock, country, rap, etc. and create their own music videos of their favorite song. Evaluate students’ presentations based on how well: The main ideas from the original work are communicated, Props and gestures support the meaning of the text, and The oral component of the video is clear, concise, and accurate in regards to pronunciation, word choice, grammar, etc.

Student Examples  Assessment Examples (AEs) SPAR Activity: Scaling the Proficiency Assessment Range... and creating new AEs for NC

SPAR Activity Google Doc at 1.Choose a Student Example to adapt and indicate its 21 st Century skills and themes 2.Determine the proficiency level 3.Specify COs from the WLES 4.Note the program(s) that could use it 5.Write it as an Assessment Example

SPAR Activity Google Doc at STUDENT EXAMPLE: Students listen to authentic audio clips featuring native speakers describing an event, and can match the oral description to a picture, or put pictures in the order of the sequence of events as described.

SPAR Activity Google Doc at

SPAR Activity Google Doc at

SPAR Activity Google Doc at WLESES #1ES #2ES #3ES #4 CLL1 COD CMT

SPAR Activity Google Doc at > 1 program can be noted

SPAR Activity Google Doc at 5. Write it as an Assessment Example Don’t forget the evaluation piece...

SPAR Activity Google Doc at 1.Choose a Student Example to adapt and indicate its 21 st Century skills and themes 2.Determine the proficiency level 3.Specify COs from the WLES 4.Note the program(s) that could use it 5.Write it as an Assessment Example

SPAR Activity Google Doc at Submitting your new AE online means:

SPAR Activity Google Doc at See the SPAR Activity results (new AEs) from across the state online at

Plus/Delta Feedback What worked well? Suggestions for improvement!

DPI Update

Task Force on Global Education North Carolina State Board of Education (NCSBE) FUTURE-READY STUDENTS for the 21st Century The guiding mission of the NCSBE is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21 st Century. Goal: NC public schools will produce globally competitive students.

NC Online Writing Instruction (OWI) Formerly: Writing Instruction System (WIS) Now: NC Online Writing Instruction (OWI) Content-specific assignments available soon for grades 3 – 12 on the OWI webpage: For more information, contact Jim Kroening, Lead Educational Testing/Accountability Consultant, at

Measures of Student Learning (MSL) Design Groups World Language Groups met on Oct : –Classical Languages (Novice Low – Advanced Mid) –Dual & Heritage Languages (Novice Low – Advanced Mid) –Modern Languages Novice Low – High Intermediate Low – High Advanced Low – Mid For more information, contact Jenn Preston, RttT Project Coordinator for Teacher and Leader Effectiveness, at

MSL Item Types Discussed Selected Response (SR) Short Answer (SA) Extended Response (ER) Performance Task (PT) Portfolio (PF)

What MSLs Are Measures of what students know and are able to do after completing a course or grade Tightly linked to the instruction that a teacher delivers One part of how North Carolina will evaluate the effectiveness of its teachers Similar to the common summative assessments that many districts already have in place

What MSLs Are NOT Multiple-choice standardized exams for all areas of the Standard Course of Study Assessments that need to be delivered with the same level of security as EOCs and EOGs Designed without teacher input The only source of data used to make decisions about a teacher’s effectiveness Part of the school accountability model

MSL Next Steps: March 2012: Design groups begin to return to vet items created by vendor April/May 2012: Design groups return to design rubrics, administration instructions, and guidance on grading the MSLs Late Spring/Early Fall: Pilot-test MSLs

World Language Curriculum Workshops –Focus: Classroom Curriculum Planning –Past and future workshops: December 5 th : Region 5 February 2 nd & 3 rd : Region 7 & Regions 6 & 8 March 21 st : Region 1 in Williamston, NC –Contact your PD Lead for more information

New READY Identity Brand NC Standard Course of Study - Common Core State Standards in ELA and Math - North Carolina Essential Standards in all other content areas Accountability Model Technology & Professional Development Support

Planned for –Graphic Organizers – Revised posted Feb. 20 th –Glossary of Terms – Review by March 30 th Send information/input to –Assessment Examples with TOPS partnership March→ April –3 new online modules focused on literacy

Exploring the Graphic Organizers for the World Language Essential Standards (WLES)

Graphic Organizers are... –Proficiency-based & Thematic –Done in English (for now) –Just examples to build on –Revised based on feedback collected through the end of January

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

PD Resources Facilitator’s Guide 6 Online Modules at NC Education ( + 7 LinguaFolio moduleshttp://center.ncsu.edu/nc/ Locally-tested agendas shared on the wiki under PD Materials PD Materials from all presentations since June 2011 on the WLES wiki to use and adaptWLES wiki

WLES Wiki Re-oranized navigation bar!

2011 – 2012 World Language Webinars Race to the Top Summer Institute Group 3:30-4:30 p.m. October 6, 2011 December 8, 2011 February 9, 2012 April 12,

2011 – 2012 World Language Webinars DPI Update 7:00 – 8:00 p.m. November 10, 2011 January 12, 2012 May 10, IHE & LEA/District Coordinators 9:00-10:00 a.m. December 9, 2011 February 10, 2012 June 15, 2012

Questions as we move forward?

Planning for P101 at the Local Level

Report out at 2:45 p.m. on: Agenda planning for next local PD session Brainstorming on future PD for Continued work on SPAR activity for AEs Digging into the Instructional Toolkit components Exploring the WLES wiki for ideas Other ideas???

Wrap-up & Next Steps Don’t Forget! Today’s online evaluation survey will be ed and needs to be completed by April 2, 2012

Next Steps 1.Resources: Explore what’s available on the WLES wiki –Content Session Materials & Curriculum Workshops –PD Materials & Resources –Standards Documents 2.Webinars ( –Register for webinars with topics of interest to you –View/share the materials in the archives 3.Feedback Opportunities Summer Institutes

Summer Institute 3 July 12-13, 2012 West Stokes High School Stokes County Summer Institute 5 July 19-20, 2012 JH Rose High School Pitt County Summer Institute 1 June 21-22, 2012 Enka High School Buncombe County Summer Institute 6 July 24-25, 2012 SanLee Middle School Lee County Summer Institute 4 July 17-18, 2012 Croatan High School Carteret County 2012 Common Core and Essential Standards Summer Institutes North Carolina Department of Public Instruction Summer Institute 2 July 10-11, 2012 Maiden High School Catawba County Schools

World Language Essential Standards Summer Institutes 2012 Locations & Dates LocationsDates Summer Institute 1 Enka High School 475 Enka Lake Road Candler, NC (Buncombe County) Thursday, June 21-Friday, June 22 Summer Institute 2 Maiden High School 600 West Main Street Maiden, NC (Catawba County) Tuesday, July 10-Wednesday, July 11 Summer Institute 3 West Stokes High School 1400 Priddy Road King, NC (Stokes County) Thursday, July 12-Friday, July 13 Summer Institute 4 Croatan High School 1 Cougar Lane/3355 Hwy 24 Newport, NC (Carteret County) Tuesday, July 17-Wednesday, July 18 Summer Institute 5 JH Rose High School 600 W. Arlington Blvd. Greenville, NC (Pitt County) Thursday, July 19-Friday, July 20 Summer Institute 6SanLee Middle School 2309 Tramway Rd. Sanford, NC (Lee County) Tuesday, July 24-Wednesday, July 25

Curriculum & Instruction World Languages Helga Fasciano Section Chief of K-12 Program Areas Ann Marie Gunter World Language Consultant NCDPI World Languages website