1. Proficiency 101 for the Essential Standards FLANC Spring Fling April 21, 2012

2. WLES Wiki http://wlnces.ncdpi.wikispaces.net/ http://wlnces.ncdpi.wikispaces.net/ The WLES wiki has today’s materials posted on the FLANC Spring Fling page under Content Sessions

3. Today’s Agenda Tools for Implementing the World Language Essential Standards Assessing Proficiency in the Classroom Next Steps

4. Tools for Implementing the new Standard Course of Study Beginning in Fall 2012

6. WLES Crosswalk = Old/Current vs. How are the World Language Essential Standards new, better and different? http://www.ncpublicschools.org/acre/standards/support-tools/

7. WLES Crosswalk = Old/Current vs. Comparison Charts (2004 vs. 2010) Alignment with National Standards Sample Assessment Prototypes now known as Assessment Examples (AEs) Learning Trajectories Research & Resources http://www.ncpublicschools.org/acre/standards/support-tools/

8. 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 http://www.ncpublicschools.org/acre/standards/support-tools/

9. Unpacking Standards Documents Table of Contents Information on the proficiency-based WLES Outline of program(s) and teaching notes Unpacking for each Essential Standard by gradespan, course and/or language type http://www.ncpublicschools.org/acre/standards/support-tools/

10. 8 Graphic Organizers, NL - AM: Thematic with mini-lesson and sample AEs –Greetings (*Novice Low) –Technology (*Novice Mid) –Family (*Novice High, Intermediate High, Advanced Mid) –Travel (Intermediate Low) –Literature (Intermediate Mid) –Current Events in the Media (Advanced Low) http://www.ncpublicschools.org/acre/standards/support-tools/

11. Graphic Organizers for the World Language Essential Standards (WLES)

12. Graphic Organizers on theWLES Wiki http://wlnces.ncdpi.wikispaces.net/Graphic+Organizers http://wlnces.ncdpi.wikispaces.net/Graphic+Organizers

13. Tools for Implementing the new Standard Course of Study Beginning in Fall 2012

14. Professional Development Face – to – Face 2011 Summer Institutes IHE Institutes FLANC Conference MSL Design Groups Spring RESA Sessions Curriculum Workshops 2012 Summer Institutes Online & Blended NC Education 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 WL Webinar Series Various state/local collaborations

15. Professional Development (PD) Proficiency 101 Project

16. 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

17. 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

18. Proficiency 101 Project If you would like to hear more about the Proficiency 101 Project, go to this afternoon’s session: #7 Getting Involved with the Proficiency 101 Project This session focuses on how classroom teachers and other educators can get involved in the work of the Proficiency 101 Project. A summary of the project’s goals and progress will be provided and information will be shared about how to submit samples of proficiency-based teaching for the Proficiency 101 Project.

19. Tools for Implementing the new Standard Course of Study Beginning in Fall 2012

20. WLES Wiki http://wlnces.ncdpi.wikispaces.net/ http://wlnces.ncdpi.wikispaces.net/ Navigation bar is being redesigned in preparation for SI 2012

21. Assessing Proficiency in the World Language Classroom 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

23. Classroom Assessments Ongoing or continuous during instruction NOT graded Process Descriptive feedback Assessment FOR learning to gauge students’ progress towards learning goals Periodic or after the end of instruction Graded Product Evaluative feedback Assessment OF learning to assess students’ achievement of learning goals

24. Formative Assessments Description Ongoing or continuous during instruction NOT graded Process Descriptive feedback Assessment FOR learning to gauge students’ progress towards learning goals World Language Examples Questions & Discussions Comprehension checks Admit and Exit Slips Individual Feedback Conferences Student Self-Assessment LinguaFolio ® –Biography –Dossier –Passport/Global Profile

25. Summative Assessments Description Periodic or after the end of instruction Graded Product Evaluative feedback Assessment OF learning to assess students’ achievement of learning goals World Language Examples Classroom assessments –Quizzes, unit tests, final exams –Performance tasks or projects Commercial assessments like AAPPL, SLPI, SOPA, STAMP Exams from other countries: DELE, DELF, DSD, HSK Non-profits: AP, IB, SAT II tests National Language Exams from professional organizations

26. Summative Assessment Options World Language Examples Classroom assessments –Quizzes, unit tests, final exams –Performance tasks or projects Commercial assessments like AAPPL, SLPI, SOPA, STAMP Exams from other countries: DELE, DELF, DSD, HSK Non-profits: AP, IB, SAT II National Language Exams from professional organizations In progress...

27. Summative Assessment Options In progress... Integrated Performance Assessments (IPA) using proficiency-based rubrics Proficiency 101 Materials Measures of Student Learning (MSL) Assessment Examples (AE) –Drafted during WLES writing with work ongoing –NC State TOPS partnership –SPAR activity from Spring RESA Sessions

28. P101: Building an Understanding of Proficiency Levels

29. 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.

30. 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.

31. Assessment Examples Prototypical performance assessments –Tasks and/or activities for classroom use –Available for all 3 World Language programs Adapted for developmental level, K-12 Tailored to program approach and language type Proficiency-based and linked to COs Evaluation parameters

32. 21 st Century Skills Map for World Languages

33. The P21 Map Elements

34. Student Examples

35. Modes of Communication

36. Interdisciplinary Themes

37. 21 st Century Skills Statement

38. Skill Definition

39. Learner Outcomes (by Proficiency Ranges)

40. Student Examples

41. Student Examples    Assessment Examples Prototypical performance assessments –Tasks and/or activities for classroom use –Available for all 3 World Language programs Adapted for developmental level, K-12Adapted for developmental level, K-12 Tailored to program approach and language typeTailored to program approach and language type and linked to COsProficiency-based and linked to COs Evaluation parametersEvaluation parameters

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

43. SPAR Activity Google Doc at http://tinyurl.com/SPARactivityhttp://tinyurl.com/SPARactivity 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

44. SPAR Activity Google Doc at http://tinyurl.com/SPARactivityhttp://tinyurl.com/SPARactivity 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.

45. SPAR Activity Google Doc at http://tinyurl.com/SPARactivity http://tinyurl.com/SPARactivity

46. SPAR Activity Google Doc at http://tinyurl.com/SPARactivityhttp://tinyurl.com/SPARactivity

47. SPAR Activity Google Doc at http://tinyurl.com/SPARactivityhttp://tinyurl.com/SPARactivity WLESES #1ES #2ES #3ES #4 CLL1 COD CMT

48. SPAR Activity Google Doc at http://tinyurl.com/SPARactivityhttp://tinyurl.com/SPARactivity > 1 program can be noted

49. SPAR Activity Google Doc at http://tinyurl.com/SPARactivityhttp://tinyurl.com/SPARactivity 5. Write it as an Assessment Example Don’t forget the evaluation piece...

50. SPAR Activity Google Doc at http://tinyurl.com/SPARactivityhttp://tinyurl.com/SPARactivity 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

51. SPAR Activity Google Doc at http://tinyurl.com/SPARactivityhttp://tinyurl.com/SPARactivity Submitting your new AE online means:

52. SPAR Activity Google Doc at http://tinyurl.com/SPARactivityhttp://tinyurl.com/SPARactivity See the SPAR Activity results (new AEs) from across the state online at http://tinyurl.com/SPARactivityAEs

53. SPAR Activity Options Low Tech with paper handout Choose a range: Novice Intermediate Advanced High Tech with Google Doc Form Go to http://tinyurl.com /SPARactivity http://tinyurl.com /SPARactivity

54. SPAR Activity Post your SPAR Activity results (new AEs) online at http://tinyurl.com/SPARactivity by May 15 th if you want HW credit http://tinyurl.com/SPARactivity See the SPAR AEs at http://tinyurl.com/SPARactivityAEs

55. Next Steps

56. 1.Explore the resources on the wiki and share what you’re doing (http://wlnces.ncdpi.wikispaces.net/)http://wlnces.ncdpi.wikispaces.net/ –PD Materials to use and/or adapt –Local agendas, pacing guides, resource links, etc. –Standards & Instructional Toolkit components 2.Check out the 2011-2012 WL Webinar archives and brainstorm ideas for the 2012-2013 series 3.Find out who your K-12 World Languages representative is for the 2012 Summer Institutes

57. 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

58. 2011 – 2012 World Language Webinars DPI Update 7:00 – 8:00 p.m. November 10, 2011 January 12, 2012 May 10, 2012 change to May 24, 2012 58 IHE & LEA/District Coordinators 9:00-10:00 a.m. December 9, 2011 February 10, 2012 June 15, 2012

59. 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, 2012 59

60. WLES Wiki http://wlnces.ncdpi.wikispaces.net/ http://wlnces.ncdpi.wikispaces.net/ Navigation bar is being redesigned in preparation for SI 2012

61. Task Force on Global Education North Carolina State Board of Education (NCSBE) FUTURE-READY STUDENTS for the 21st Century Goal: NC public schools will produce globally competitive students. Go to http://www.ncpublicschools.org/stateboard/task-force/ to see the Task Force on Global Education webpage with all of the information: dates, agendas, and materialshttp://www.ncpublicschools.org/stateboard/task-force/

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

63. Questions as we move forward? 63