CAST Module for World Languages

CAST Module for World Languages
Counselor Advising and Scheduling Tips (CAST) Module for K – 12 World Languages Cynthia Floyd, School Counseling Consultant Ann Marie Gunter, World Languages Consultant

NC Standard Course of Study
Common Core State Standards North Carolina Essential Standards English Language Arts * Literacy Standards for History/Social Studies, Science, and Technical Subjects Mathematics Arts Education English Language Development Guidance Healthful Living Information and Technology Science Social Studies World Languages Standards in violet must be delivered through ALL content areas. This CAST Module focuses on World Languages!

K – 12 World Language Programs
CAST Module K – 12 World Language Programs

North Carolina World Language Essential Standards (WLES)
K-12 Classical Languages HS: Levels I-VI Latin Other Classical Language such as Ancient Greek MS: HS credit, Beginning, Continuing, Exploratory ES: FLES or Exploratory K-12 Dual & Heritage Languages K-12: Dual Language/Immersion HS: Heritage Language courses, Levels I-II K-12 Modern Languages HS: Levels I-VIII Alphabetic Logographic Visual When the charge was issued to overhaul the current Standard Course of Study using the Essential Standards framework, the call went out to the field for educators who wanted to be involved in this writing process. Over 70 individuals submitted their information for consideration. Teams were formed so that all five language programs were represented by teachers, coordinators, instructors, and university teacher educators with experience along the K-20 continuum. Care was taken to ensure that different regions and languages were represented on the teams, as well as during the review and feedback periods. At the first meeting in August 2009, the Essential Standards writing groups decided that two major changes were needed. First, the more inclusive term of world languages should be used instead of second languages. The old moniker frequently got our content area confused with the English as a Second Language or ESL programs. The second change involved grouping of the programs. The K-5 Dual Language/Immersion group knew that the Spanish for Native Speakers or SNS standards were sometimes used in middle school immersion continuation courses, and the SNS group was aware that their standards could be adapted for other home or heritage languages, resulting in French for Native Speakers or Chinese for Native Speakers courses. In order to honor these realities, the two groups joined forces and became K-12 Dual and Heritage Languages. The Latin group also wanted to be K-12, because there are elementary Latin programs, and more inclusive so that languages like Ancient Greek, which has been taught in North Carolina’s public schools, would fall under the umbrella of K-12 Classical Languages. Finally, the ASL group noted that American Sign Language is a modern language, as defined in state legislation and standards. Thus, they became part of K-12 Modern Languages, which added visual languages to the list that already included alphabetic and logographic languages.

WLES High School (HS) Program and Course Options
K-12 Classical Languages HS: Levels I-VI Latin Other Classical Language such as Ancient Greek K-12 Dual & Heritage Languages K-12: Dual Language/Immersion HS: Heritage Language courses, Levels I-II K-12 Modern Languages HS: Levels I-VIII Alphabetic Logographic Visual

K-12 Modern Languages HS: Levels I-VIII Alphabetic Logographic Visual Alphabetic Languages Arabic French Italian Greek (Modern) Spanish Other Modern Language (ex. Hindi) currently without a language-specific course code set Logographic Languages Chinese (Mandarin) Japanese Visual Language American Sign Language Cherokee Hebrew German Russian

K-12 Dual & Heritage Languages K-12: Dual Language/Immersion HS: Heritage Language courses, Levels I-II High School Immersion Continuation courses usually scheduled as Modern Languages Level III or higher Heritage Language courses, formerly known as Spanish for Native Speakers (SNS) courses, develop literacy skills and bridge into advanced Modern Language courses for Alphabetic Languages & Logographic Languages

K-12 Classical Languages HS: Levels I-VI Latin Other Classical Language such as Ancient Greek or Sanskrit Classical Languages Latin Ancient Greek Other Classical Language Include classical studies Sometimes called “dead” or “immortal” languages since they are no longer any population’s first language in the world

K-12 Classical Languages HS: Levels I-VI Latin Other Classical Language such as Ancient Greek K-12 Dual & Heritage Languages K-12: Dual Language/Immersion HS: Heritage Language courses, Levels I-II K-12 Modern Languages HS: Levels I-VIII Alphabetic Logographic Visual ?4U – Respond to this section’s first reflection question on your CAST Module for World Languages sheet.

Inherently Advanced Courses
Honors Level Courses at Level III and above in World Languages: State Board of Education Policy GCS-L-004 states that courses eligible for weights include higher-level high school courses that fall into one of the following categories: 4.2. Pre-calculus, non-AP/IB calculus, mathematics courses beyond the level of calculus, and world language courses beyond the second-year level are considered inherently advanced and are assigned Honors-level weighting in accordance with section above. Please see the State Board of Education Policy Manual online at for more information.

Inherently Advanced Classical Language Courses
Latin Other Classical Language Latin III Honors Latin IV Honors Latin V Honors Latin VI Honors Oth Classical Lang III Honors Oth Classical Lang IV Honors Oth Classical Lang V Honors Oth Classical Lang VI Honors Later in this CAST Module, details about course codes for these courses (and others) will be shared.

Inherently Advanced Heritage Language Courses
Heritage II Honors Arabic Heritage II Honors Cherokee Heritage II Honors Chinese Heritage II Honors French Heritage II Honors German Heritage II Honors Greek Heritage II Honors Hebrew Heritage II Honors Italian Heritage II Honors Japanese Heritage II Honors Russian Heritage II Honors Spanish Heritage II Honors Oth Modern Lang Heritage II Honors A Heritage Language II course is the equivalent of a Modern Language Level III course Therefore, Heritage II courses are also inherently advanced and earn honors weight.

Inherently Advanced Modern Language Courses
Alphabetic Logographic Arabic III – VIII Honors Cherokee III – VIII Honors French III – VIII Honors German III – VIII Honors Greek III – VIII Honors Hebrew III – VIII Honors Italian III – VIII Honors Russian III – VIII Honors Spanish III – VIII Honors Other Modern Lang III – VIII Honors Chinese III – VIII Honors Japanese III – VIII Honors ASL III – VIII Honors Visual Later in this CAST Module, details about course codes for these courses (and others) will be shared.

Inherently Advanced Modern Language Courses
Level III through Level VIII The curricula for these courses are written using proficiency-based objectives and can be traditional language and literature courses or used to teach a variety of courses linked with career and technical education, student career interests, graduation projects, or course concentrations, such as: Language for specific purpose courses (Medical Spanish, Law Enforcement Chinese, Business German, etc.), Interpreter or Translator certification courses (ASL Interpreter, Chinese Translator, Legal/Court Interpreter, etc.), Dual language courses at the secondary level for language and academic credit (Algebra I, Chemistry, World History, Photography, etc.), and Languages Across the Curriculum (LAC) mini-course series devoted to a particular topic or theme (agricultural sustainability, world health, economic policies, etc.).

Community College Courses
Community College World Language courses have been crosswalked or aligned to high school courses so that students in Early College programs, or any student who takes courses from a community college, can be scheduled appropriately into the language sequence.

Community College Classical Language Courses
Please use this chart for sequencing Latin courses and selecting the appropriate PowerSchool course code. The list of Community College World Language courses aligned to the high school sequence is posted on the World Language wiki’s Google drive at and is also downloadable from the Clarifying Objectives (COs) by Course Outcomes page on the wiki ( The complete list of Community College World Language courses crosswalked or aligned to the high school sequence is a handout and is also posted on the World Language wiki’s Google drive. Download it by clicking here or visiting the COs by Course Outcomes page on the wiki.

Community College Modern Language Courses
This is the chart showing the sequencing of Spanish courses to select the appropriate PowerSchool course code. The charts for French, German, Italian, Portuguese, and Russian are similar with a series of six courses aligned. The list of Community College World Language courses aligned to the high school sequence is posted on the World Language wiki’s Google drive at and is also downloadable from the Clarifying Objectives (COs) by Course Outcomes page on the wiki ( Please see the entire list of Community College World Language courses aligned to the high school sequence in the handout on the World Language wiki’s Google drive. Download it by clicking here or visiting the COs by Course Outcomes page on the wiki.

Community College Modern Language Courses
This is the chart showing the sequencing of American Sign Language (ASL) courses to select the appropriate PowerSchool course code. The charts for Arabic, Chinese, and Japanese are similar with a series of four courses aligned. The list of Community College World Language courses aligned to the high school sequence is posted on the World Language wiki’s Google drive at and is also downloadable from the Clarifying Objectives (COs) by Course Outcomes page on the wiki ( Please see the entire list of Community College World Language courses aligned to the high school sequence in the handout on the World Language wiki’s Google drive. Download it by clicking here or visiting the COs by Course Outcomes page on the wiki.

K-12 Classical Languages HS: Levels I-VI Latin Other Classical Language such as Ancient Greek K-12 Dual & Heritage Languages K-12: Dual Language/Immersion HS: Heritage Language courses, Levels I-II K-12 Modern Languages HS: Levels I-VIII Alphabetic Logographic Visual ?4U – Respond to this section’s second reflection question on your CAST Module for World Languages sheet.

WLES Middle School (MS) Program and Course Options
K-12 Classical Languages Middle School HS Credit Beginning Continuing Exploratory K-12 Dual & Heritage Languages K-12: Dual Language/Immersion Middle School: HS Credit Heritage Language courses, Levels I-II K-12 Modern Languages

K-12 Modern Languages Middle School High School Credit Beginning Continuing Exploratory High School Credit Courses Proficiency-based courses that meet the high school level standards and student outcomes (May be offered in block or traditional schedules with flexibility to complete the course in one academic year or over two academic years as Part A and Part B) Beginning Courses Proficiency-based courses that are 1-semester or year-long Continuing Courses Proficiency-based courses following a year-long course Exploratory Language Courses Short duration courses less than 1 semester (ex. 6-weeks or 9-weeks) which lay the foundation for future study of one or more languages and may be part of a “wheel” rotation

K-12 Dual & Heritage Languages K-12: Dual Language/Immersion HS: Heritage Language courses, Levels I-II MS Immersion Continuation Courses Proficiency-based classes for students from a K-5 dual language/immersion program that function as the Language Arts class in the target language, such as Spanish Language Arts, or can be scheduled as high school credit courses [Heritage Language Levels I – II or Modern Languages Levels II – III] HS Credit Heritage Language Courses Proficiency-based courses that meet the high school level standards and student outcomes (May be offered in block or traditional schedules with flexibility to complete the course in one academic year or over two academic years as Part A and Part B)

K-12 Classical Languages HS: Levels I-VI Latin Other Classical Language such as Ancient Greek K-12 Dual & Heritage Languages K-12: Dual Language/Immersion HS: Heritage Language courses, Levels I-II K-12 Modern Languages HS: Levels I-VIII Alphabetic Logographic Visual ?4U – Respond to this section’s first reflection question on your CAST Module for World Languages sheet.

High School Credit Courses for Middle School (MS) Students
Course for Credit Policy for MS Students Taking High School Credit World Language Courses State Board of Education Policy GCS-M-001 states: 3. Students in grades 6-8 who pass English I and/or mathematics, science, social studies, or world language courses that are described in and aligned to the North Carolina Standard Course of Study for grades 9-12 may use the course(s) to meet high school graduation requirements. Such course(s) shall count toward meeting graduation requirements and the number of credits required to graduate, and shall appear on the high school transcript. These courses shall not be included in the calculation of students’ high school Grade Point Average (GPA). Student GPA shall be computed only with courses taken during high school. Please see the State Board of Education Policy Manual online at for more information.

High School Credit Courses for Middle School (MS) Students
Levels I, II and/or III of Classical and Modern Languages, as well as Levels I and II Heritage Languages, can be offered for high school credit to middle school students Course coding in the 6th digit shows that the course is offered to middle school students Course coding in the 7th digit shows if the course is offered in one academic year or over two academic years as Part A and Part B Later in this CAST Module, details about course codes for these courses (and others) will be shared.

K-12 Classical Languages Middle School HS Credit Beginning Continuing Exploratory K-12 Dual & Heritage Languages K-12: Dual Language/Immersion Middle School: HS Credit Heritage Language courses, Levels I-II K-12 Modern Languages ?4U – Respond to this section’s second reflection question on your CAST Module for World Languages sheet.

WLES Elementary School (ES) Program and Course Options
K-12 Classical Languages Elementary FLES Exploratory K-12 Dual & Heritage Languages K-12: Dual Language/Immersion K-12 Modern Languages

K-12 Modern Languages Elementary FLES Exploratory Foreign Language in the Elementary School (FLES) Proficiency-based courses with a minimum of 90 minutes per week of instructional time Exploratory Language Courses Courses that have less than 90 minutes per week of instructional time or are short duration courses (ex. 6-weeks or 9-weeks) which focus on basic vocabulary and culture and lay the foundation for future study of one or more languages K-12 Classical Languages Elementary FLES Exploratory

K-12 Dual & Heritage Languages K-12: Dual Language/Immersion Dual Language/Immersion Programs K-5 programs where students are taught academic content (NC Standard Course of Study) in two languages, English and the target language, so that they become bilingual and biliterate 4 models are in use and the program, school, or district selects the model based on the population served: Developmental Bilingual – heritage or home language speakers of the target language Full Immersion – primarily native speakers of English Partial Immersion – primarily native speakers of English or secondary immersion continuation Two-Way – 50% native speakers of English and 50% native speakers of the target language

K-12 Classical Languages Elementary FLES Exploratory K-12 Dual & Heritage Languages K-12: Dual Language/Immersion K-12 Modern Languages ?4U – Respond to this section’s first reflection question on your CAST Module for World Languages sheet.

K-12 Dual Language/Immersion
Preparing Students for the World: Final Report of the State Board of Education’s Task Force on Global Education Task Force Recommendations – Commitment 2: Leading-edge Language Instruction 2.1 Institute a plan for statewide access to dual language/immersion opportunities beginning in elementary school and continuing through high school. Please see the final report noted above and other information about Global Education online at

K-12 Dual Language/Immersion
Course codes for K-8 Dual Language/Immersion (DLI) Literacy or language arts courses in the target language have been added as of 2015 – 2016 to help track enrollment growth statewide The first four digits of the course code are unique to the target language DLI program Course coding in the 6th digit shows whether the course is offered to elementary or middle school students Course coding in the 7th digit shows what grade level the students are in Later in this CAST Module, details about course codes for these courses (and others) will be shared.

K-12 Classical Languages Elementary FLES Exploratory K-12 Dual & Heritage Languages K-12: Dual Language/Immersion K-12 Modern Languages ?4U – Respond to this section’s second reflection question on your CAST Module for World Languages sheet.

World Language Course Codes
CAST Module World Language Course Codes

State course codes are 7 digits in length The first four digits of World Language course codes indicate the language and level of the course The 5th digit is the academic level or weight The 6th digit is the gradespan of the student The 7th digit is usually 0 and is sometimes used to indicate course sequence information The 8th, 9th, and 10th digits can be used locally by districts and schools to indicate a variety of details. Course codes are made up of seven digits from the state perspective. Districts and schools can use 8th, 9th, and 10th digits locally to indicate a variety of details related to a course being offered. Some districts and charter schools may have local course code guidance for the final characters of each course code.

1st – 4th digits for the course 5th digit 6th digit 7th digit 110_ French 112_ Chinese 114_ Spanish 116_ German 118_ Japanese 120_ Russian 122_ Arabic 124_ Latin 125_ Other Classical Lang 126_ Cherokee 128_ ASL 130_ Other Modern Lang 132_ Greek 134_ Hebrew 136_ Italian 0 - K-8 1 – Level I 2 – Level II 3 – Level III 4 – Level IV 5 – Level V 6 – Level VI 7 – Level VII 8 – Level VIII 9 – Heritage I 10 – Heritage II 11 – DLI Literacy Let’s look at the first four digits and focus on how the language and the level of the course are indicated. The first three digits are tied to a specific language, so French is 110, Chinese is 112, Spanish is 114, German is 116, Japanese is 118, and Latin is Recently, we had added 120 for Russian, 122 for Arabic, 126 for Cherokee, and 128 for American Sign Language or ASL. Starting in , we also have language-specific codes for Modern Greek with 132, Hebrew with 134, and Italian with We still have 130 for but now it is abbreviated OML or Other Modern Language, so, if you teach a modern language that is not on this list, you will use Languages like Hindi and Portuguese that only have one or two programs in the state use course code If you teach a classical language other than Latin, such as Ancient Greek, there is now the Other Classical Language or OCL course code of 125. Having language-specific codes allows us to better track enrollment across the state, and, in the future, we may expand this list to include more language codes. The fourth digit of a course code indicates what the level of the course or class is. A 0 as the fourth digit is for a K – 8 course that meets often enough or for a long enough duration to build proficiency. For example, an elementary Spanish class that meets three times a week for 35 minutes each time, or 105 minutes per week total, would use course code The same course code would be used for a middle school Spanish class that meets every day for 30 minutes during the year. The 6th digit is used to distinguish between 1140 at the elementary versus the middle school, and additional adjustments have been made to the 7th digit for K-8 courses, which will be discussed shortly. In the fourth digit, a 1 is for Level I, so ASL I is 1281; a 2 is for Level II, so ASL II is 1282, and so on. For modern languages, there are course levels through Level VIII. For classical languages, course levels are I – VI. When the North Carolina World Language Essential Standards were drafted, reviewed, and revised, feedback from focus groups and from hundreds of teachers across the state pointed to the course levels needed for different languages. For heritage language courses, there are two levels of courses, which help students to bridge into advanced modern language courses. Heritage Level I has a 9 in the fourth digit, so French Heritage I has 1109 for a course code. Heritage Level II has a 10 in the fourth digit, which means that French Heritage II is When we use 10 in the fourth digit, instead of a single number like 9, we are adding to the specific language code so that, for French, we increase the 110 to 111 resulting in 1110 for French Heritage II. For K – 8 Dual Language/Immersion courses, 11 as a fourth digit has been added, which we will discuss a little later. Secondary level students in immersion continuation programs often get placed into high school credit courses for modern languages. Please take a moment to think about what the first four digits of your course codes should be, based on this information.

1st – 4th digits for the course 5th digit 6th digit 7th digit 110_ French 112_ Chinese 114_ Spanish 116_ German 118_ Japanese 120_ Russian 122_ Arabic 124_ Latin 125_ Other Classical Lang 126_ Cherokee 1275 Exploratory Language 128_ ASL 130_ Other Modern Lang 132_ Greek 134_ Hebrew 136_ Italian 1275 Exploratory Language < 90 minutes per week at K – 5 Short duration course at middle school Same course code for one language (Exploratory…ex. Spanish) OR multiple languages (Exploratory…ex. 2+ languages) Course codes are made up of seven digits. The first four digits reveal a lot of information about the course. The language of instruction is indicated in the first three digits, with one exception. The exception is course code 1275, which is the Exploratory Language course code for K – 8 programs. This course code needs to be used at the K – 5 or elementary level if the instructional time with each class does not add up to 90 minutes per week. A minimum of 90 minutes of instruction per week is needed for young learners to build proficiency in a language. If you have less than 90 minutes per week for a class, you need to use course code 1275 so that you can access Novice Low Clarifying Objectives for a Timelapse Artifact if this class is chosen by the ASW Online Platform. Likewise, if you teach a middle school class to 6th, 7th, and/or 8th grade students, you would need to use course code 1275 if the class time per week is less than 90 minutes total or if the class is for a short duration. For example, if the class runs for a semester or less, use course code Across the state, we have middle school classes that are scheduled for only 6 weeks or 9 weeks. Such classes may focus on one particular language as a way to expose students to it, or they may introduce students to two or more languages as a way to help them decide which language to take in high school. You need to use course code 1275 for these middle school classes that last for a semester or less so that you can access Novice Low Clarifying Objectives for a Timelapse Artifact if this class is chosen by the ASW Online Platform. The PowerSchool course title associated with 1275 is Exploratory Language, although your school may use a variation on this title.

1st – 4th digits for the course 5th digit 6th digit 7th digit 110_ French 112_ Chinese 114_ Spanish 116_ German 118_ Japanese 120_ Russian 122_ Arabic 124_ Latin 125_ Other Classical Lang 126_ Cherokee 128_ ASL 130_ Other Modern Lang 132_ Greek 134_ Hebrew 136_ Italian 0 - K-8 1 – Level I 2 – Level II 3 – Level III 4 – Level IV 5 – Level V 6 – Level VI 7 – Level VII 8 – Level VIII 9 – Heritage I 10 – Heritage II 11 – DLI Literacy What courses do these course codes represent? 1121 1164 1225 1302 1150 Let’s test our knowledge so far on course codes. What courses do these five course codes represent? 1121 1164 1225 1302 1150

1st – 4th digits for the course 5th digit 6th digit 7th digit 110_ French 112_ Chinese 114_ Spanish 116_ German 118_ Japanese 120_ Russian 122_ Arabic 124_ Latin 125_ Other Classical Lang 126_ Cherokee 128_ ASL 130_ Other Modern Lang 132_ Greek 134_ Hebrew 136_ Italian 0 - K-8 1 – Level I 2 – Level II 3 – Level III 4 – Level IV 5 – Level V 6 – Level VI 7 – Level VII 8 – Level VIII 9 – Heritage I 10 – Heritage II 11 – DLI Literacy What courses do these course codes represent? 1121 Chinese I 1164 German IV 1225 Arabic V 1302 Other Modern Lang II 1150 Spanish Heritage II Explanations in slide notes What courses do these five course codes represent? 1121 is Chinese I because it has 112 for Chinese and then a 1 for Level I. 1164 is German IV with 116 for German and the 4 for Level IV. (Inherently Advanced and receives honors weight) 1225 is Arabic V because 122 is for Arabic and the 5 is for Level V. 1302 is Other Modern Language II, for a language that doesn’t yet have a language-specific code, such as Hindi, and a 2 for Level II. 1150 is Spanish Heritage II or what used to be called Spanish for Native Speakers (SNS) II. If the course code had been 1149, the 114 would be Spanish and then the 9 would have indicated Heritage Level I. If we want Heritage Level II, we would use 10 in place of the 9, which would increase the 114 to 115 and result in 1150 for Spanish Heritage II.

1st – 4th digits for the course 5th digit Academic level or weight 6th digit Gradespan of student 7th digit 110_ French 112_ Chinese 114_ Spanish 116_ German 118_ Japanese 120_ Russian 122_ Arabic 124_ Latin 125_ Other Classical Lang 126_ Cherokee 128_ ASL 130_ Other Modern Lang 132_ Greek 134_ Hebrew 136_ Italian 0 - K-8 1 – Level I 2 – Level II 3 – Level III 4 – Level IV 5 – Level V 6 – Level VI 7 – Level VII 8 – Level VIII 9 – Heritage I 10 – Heritage II 11 – DLI Literacy 2 Standard 5 Honors X High School Y Middle School Z Elementary (Usually a zero unless being used for course sequence information) The 5th digit is for the academic level. K-8 courses and Levels I and II high school credit courses are standard weight and have a 2 in the 5th digit. Levels III – VIII are inherently honors courses, as is Heritage Level II, and have a 5 in the 5th digit. The 6th digit is for the gradespan of the students, regardless of the first four digits of the class they are taking. An X is for high school students, a Y is for middle school students, and a Z is for elementary students. The 7th digit is usually a zero unless it’s being used to show course sequence information.

World Language 7th Digit for
World Language 7th Digit for High School Credit Courses at the Middle School 1st – 4th digits for the course 5th digit 6th digit 7th digit course sequence information 110_ French 112_ Chinese 114_ Spanish 116_ German 118_ Japanese 120_ Russian 122_ Arabic 124_ Latin 125_ Other Classical Lang 126_ Cherokee 128_ ASL 130_ Other Modern Lang 132_ Greek 134_ Hebrew 136_ Italian 1 – Level I 2 – Level II 3 – Level III 9 – Heritage I 10 – Heritage II 2 Standard Y Middle School Usually a 0 A 1st part of HS credit course taught at middle school B 2nd part of HS credit course Spanish IA: 11412YA The 7th digit is for course sequence information and is usually a 0. In World Languages, letters in the 7th digit are used to distinguish a high school credit course being taught at the middle school in two different parts. For example, if Spanish I was split so that students took the first part in 7th grade and the 2nd part in 8th grade, then the 7th digit would show this. In that situation, the course code for the class with 7th graders would be 1141, for Spanish Level I, followed by a 2 in the 5th digit for standard level, then a Y in the 6th digit for middle school students, and finally an A for the 1st part of the course. Likewise, the course code for the class of Spanish I with 8th graders would be 11412YB. Spanish IB: 11412YB

World Language 7th Digit for . . . MS Beginning & Continuing Courses
1st – 4th digits for the course 5th digit 6th digit 7th digit course sequence information 110_ French 112_ Chinese 114_ Spanish 116_ German 118_ Japanese 120_ Russian 122_ Arabic 124_ Latin 125_ Other Classical Lang 126_ Cherokee 128_ ASL 130_ Other Modern Lang 132_ Greek 134_ Hebrew 136_ Italian K-8 2 Standard Y Middle School < 1 year of study 1 1 year of study 2 years of study 3 3 years of study German examples 11602Y0 – 6th or 7th semester 11602Y1 – 6th or 8th year-long Explanations are in slide notes In World Languages, numbers in the 7th digit are used to indicate how many years of study middle school classes have had when they are courses that meet 90 minutes per week or more for at least one semester, but do not earn high school credit. A 0 in the 7th digit is for middle school classes that are at least one semester long and are comprised of students who are taking the language for the first time, regardless of grade level. For example: A grades German program would use this code for the semester-long 6th grade class(es), and a grades program would use it for the 7th grade class(es). Alternatively for this example, the middle school could offer the first part (Part A) of a Level I High School credit class to the 6th graders or the 7th graders, in which case the first four digits would be 1161 followed by the corresponding 5th, 6th, and 7th digits. A 1 in the 7th digit is for middle school classes that are comprised of students who will have completed 1 year of study of this language by the end of this class or year. Examples: A grades program would use this code for the year-long 6th grade class(es), and a grades program that offers one semester per year would use it for the 8th grade class(es). Alternatively for this example, the middle school could offer a Level I High School credit class to the 6th graders, or the second part (Part B) of a Level I High School credit class to the 8th graders. Note: Middle school courses that do not meet the 90 minutes per week minimum or are of short duration, such as 6-week or 9-week rotations, are actually Exploratory Language courses that use the 12752Y0 course code.

World Language 7th Digit for . . . Elementary FLES Courses
1st – 4th digits for the course 5th digit 6th digit 7th digit course sequence information 110_ French 112_ Chinese 114_ Spanish 116_ German 118_ Japanese 120_ Russian 122_ Arabic 124_ Latin 125_ Other Classical Lang 126_ Cherokee 128_ ASL 130_ Other Modern Lang 132_ Greek 134_ Hebrew 136_ Italian K-8 2 Standard Z Elementary School < 1 year of study 1 1 year of study 2 years of study 3 3 years of study 4 4 years of study 5 5 years of study 6 6 years of study French examples 11002Z0 – K or 3rd 11002Z1 – 1st or 4th 11002Z2 – 2nd or 5th Explanations are in slide notes In World Languages, numbers in the 7th digit are used to indicate how many years of study elementary classes have had when they are courses that meet 90 minutes per week or more throughout the year. A 0 in the 7th digit is for elementary classes of students who are taking the language for the first time, regardless of grade level. For example: A K-5 program would use this code for the Kindergarten classes, and a grades program would use it for the 3rd grade classes. A 1 in the 7th digit is for elementary classes of students who will have completed 1 year of study of a language by the end of the class or year. For example: A K-5 program would use this code for the 1st grade classes, and a grades program would use it for the 4th grade classes. A 2 in the 7th digit is for elementary classes of students who will have completed 2 years of study of a language by the end of the class or year. Examples: A K-5 program would use this code for the 2nd grade classes, and a grades program would use it for the 5th grade classes. Note: Elementary courses that do not meet the 90 minutes per week minimum are actually Exploratory Language courses that use the 12752Z0 course code.

World Language 7th Digit for . . . Elementary DLI Literacy Courses
1st – 4th digits for the course 5th digit 6th digit grade span of student 7th digit course sequence information 1111 French DLI Literacy 1131 Chinese DLI Literacy 1151 Spanish DLI Literacy 1171 German DLI Literacy 1191 Japanese DLI Literacy 1271 Cherokee DLI Literacy 1331 Greek DLI Literacy 2 Standard Z Elementary School Kindergarten 1 1st grade 2nd grade 3 3rd grade 4 4th grade 5 5th grade In World Languages, numbers in the 7th digit are also used to indicate the grade level of elementary dual language/immersion classes where students are learning the North Carolina Standard Course of Study in English and a target language. The first four digits indicate the language of the dual language/immersion program. French dual language/immersion programs use 1111, Chinese 1131, Spanish 1151, German 1171, Japanese 1191, Cherokee 1271, and Greek These are the seven languages that dual language/immersion programs use in North Carolina, and these course codes are for the language and literacy development of the target language, such as Chinese Language Arts classes. A 0 in the 7th digit is for kindergarten Chinese dual language/immersion classes whether they are in a developmental bilingual, full immersion, partial immersion or two-way program. A 1 in the 7th digit is for 1st grade Chinese dual language/immersion classes whether they are in a developmental bilingual, full immersion, partial immersion or two-way program. A 2 in the 7th digit is for 2nd grade Chinese dual language/immersion classes whether they are in a developmental bilingual, full immersion, partial immersion or two-way program. This sequence would then continue up through 5th grade. Course codes are made up of seven digits from the state perspective, and these DLI Literacy course codes are only used for language and literacy development classes. Other content area course codes, such as those in math and science, should also continue to be used as usual in dual language/immersion programs. The DLI Literacy course codes are linked to corresponding Clarifying Objectives and proficiency outcomes as outlined in the North Carolina World Language Essential Standards. Chinese examples 11312Z0 – Kindergarten 11312Z1 – 1st grade 11312Z2 – 2nd grade Explanations are in slide notes

World Language 7th Digit for . . . Middle School DLI Literacy Courses
1st – 4th digits 5th digit 6th digit 7th digit course sequence information 1111 French DLI Literacy 1131 Chinese DLI Literacy 1151 Spanish DLI Literacy 1171 German DLI Literacy 1191 Japanese DLI Literacy 1271 Cherokee DLI Literacy 1331 Greek DLI Literacy 2 Standard Y Middle School 6 6th grade 7 7th grade 8 8th grade Spanish examples 11512Y6 – 6th grade 11512Y7 – 7th grade 11512Y8 – 8th grade Explanations are in slide notes In World Languages, numbers in the 7th digit are also used to indicate the grade level of middle school dual language/immersion classes where students are learning the North Carolina Standard Course of Study in English and a target language. The first four digits indicate the language of the dual language/immersion program. French dual language/immersion programs use 1111, Chinese 1131, Spanish 1151, German 1171, Japanese 1191, Cherokee 1271, and Greek These are the seven languages that dual language/immersion programs use in North Carolina, and these course codes are for the language and literacy development of the target language, such as Spanish Language Arts classes that decide NOT to use the Spanish Heritage courses in their Spanish immersion continuation program for middle school students. A 6 in the 7th digit is for 6th grade dual language/immersion classes whether they are in a developmental bilingual, full immersion, partial immersion or two-way programs. Note: Most secondary immersion continuation programs are partial immersion. A 7 in the 7th digit is for 7th grade dual language/immersion classes whether they are in a developmental bilingual, full immersion, partial immersion or two-way program. An 8 in the 7th digit is for 8th grade dual language/immersion classes whether they are in a developmental bilingual, full immersion, partial immersion or two-way program. Course codes are made up of seven digits from the state perspective, and these DLI Literacy course codes are only used for language and literacy development classes. Other content area course codes, such as those in math and science, should also continue to be used as usual in dual language/immersion programs, and, as noted, some middle school immersion continuation programs choose to offer heritage language courses for high school credit. The DLI Literacy course codes are linked to corresponding Clarifying Objectives and proficiency outcomes as outlined in the North Carolina World Language Essential Standards.

Advanced Placement (AP) Course Codes
AP courses do not use the North Carolina Essential Standards. For an AP course code, there will be: A in the 2nd digit and 7 in the 5th digit Also, courses that lead to an AP course should not be coded as AP. For example, if there is a Level V course in the fall prior to the spring AP course, the fall course code would have a 5 in the 5th digit because it is a course from the North Carolina World Language Essential Standards. Advanced Placement (AP) 1A027X0 - AP Chinese 1A037X0 - AP French 1A047X0 - AP German 1A057X0 - AP Italian 1A067X0 - AP Japanese 1A077X0 - AP Latin 1A087X0 - AP Spanish Language 1A097X0 - AP Spanish Literature Please note that AP and IB courses do not use the North Carolina Essential Standards. If you teach an AP course, there will be an A in the 2nd digit and a 7 in the 5th digit of the course code. If you teach an IB course, there will be an I in the 2nd digit and an 8 in the 7th digit of the course code. Also, remember that courses that lead to an AP course should not be coded as AP. For example, if you teach a Level V course in the fall prior to the spring AP course, the course code would have a 5 in the 5th digit because it is a course from the North Carolina World Language Essential Standards.

International Baccalaureate (IB) Course Codes
IB courses do not use the North Carolina Essential Standards. For an IB course code, there will be: I in the 2nd digit and 8 in the 5th digit 1I058X0 – IB French SL 1I068X0 - IB French HL 1I078X0 - IB German SL 1I088X0 - IB German HL 1I098X0 - IB Japanese SL 1I108X0 - IB Japanese HL 1I118X0 - IB Latin SL 1I128X0 - IB Latin HL 1I138X0 - IB Mandarin SL 1I148X0 - IB Mandarin HL 1I158X0 - IB Spanish SL 1I168X0 - IB Spanish HL 1I178X0 - IB French ab initio 1I188X0 - IB German ab initio 1I198X0 - IB Japanese ab initio 1I208X0 - IB Mandarin ab initio 1I218X0 - IB Spanish ab initio 1I228X0 - IB Hebrew SL 1I238X0 - IB Russian SL 1I248X0 - IB Russian HL Please note that AP and IB courses do not use the North Carolina Essential Standards. If you teach an AP course, there will be an A in the 2nd digit and a 7 in the 5th digit of the course code. If you teach an IB course, there will be an I in the 2nd digit and an 8 in the 7th digit of the course code. Also, remember that courses that lead to an AP course should not be coded as AP. For example, if you teach a Level V course in the fall prior to the spring AP course, the course code would have a 5 in the 5th digit because it is a course from the North Carolina World Language Essential Standards.

All K-12 World Language Course Codes, along with explanations and resource documents for teachers, can be found on the World Languages Wiki at where they are organized by language. The current Course Code Master List with course codes for all content areas is posted on the Home Base Student Information System site at as a downloadable spreadsheet. All K-12 World Language Course Codes, along with explanations and resource documents for teachers, can be found on the World Languages Wiki at where they are organized by language. The current Course Code Master List with course codes for all content areas is posted on the Home Base Student Information System site at as a downloadable spreadsheet.

Scheduling Best Practices
CAST Module Scheduling Best Practices

Scheduling Best Practices: Articulated Sequences
Continuity, or an articulated sequence of language courses, is crucial for building proficiency in a language.

It is preferable for students to take each level of language sequentially in back-to-back years or semesters, especially the first two levels. For example: In a traditional schedule, a student would take German I during the freshman year and German II during the sophomore year. In a block schedule, a student would take Japanese I during the fall semester and Japanese II during the spring semester of a school year.

To facilitate student learning, the first two levels of courses should not be large classes. If possible, sections should be no larger than approximately students. For example: If 45 students request Spanish I, they could be . . . Divided into sections of 25 in 1st period and 20 in 3rd period in a traditional schedule. Divided into sections of 23 on A day Spanish I and 22 on B day in a block schedule. Asked if a few would like to take the course online through the North Carolina Virtual Public School.

In Level III and above courses, there are often fewer students enrolled and sometimes small classes get combined into one class period within a language. If that is necessary, it is better to combine upper level classes that are sequential. For example: French III and French IV together in one class period, but NOT Latin II and Latin III in the same class period and NOT Chinese I and Chinese III in the same block.

Continuity, or an articulated sequence of language courses, is crucial for building proficiency in a language. ?4U – Respond to this section’s first reflection question on your CAST Module for World Languages sheet.

Scheduling Best Practices: Reaching Higher Levels
The earlier a student starts language study, the higher they can go with proficiency in the language, which also yields benefits academically, cognitively, and professionally.

Level III – VI Classical Language courses, Level II Heritage Language courses, and Level III – VIII Modern Language courses are inherently advanced and earn honors weight. Students who can demonstrate proficiency gained in K-8 programs, such as middle school for high school credit courses or an articulated sequence over a longer time, may be able to begin at Level II or higher in high school. AP courses can be reached after a student has completed Level III or Level IV, depending on how the local sequence is structured.

The UNC Minimum Admissions Requirement (MAR) is two courses in the same language. The UNC Board of Governors has removed the suggestion that one of the two courses be taken in the senior year. The two courses do not have to be sequential. For example, if a student has taken Level II and then gains proficiency from an outside or enrichment experience, he or she could then be placed in Level IV after demonstrating their proficiency. Some colleges and universities, both within and outside the state, give preference to students with advanced levels (III and up) of language study.

Placement is a local decision, so students can be placed in the level that is most appropriate for them individually based on a variety of experiences with the language: Previous language study at any age, including enrichment programs and heritage schools; Use of the language in the home or community; Immersion in the language outside of school while living, studying or traveling abroad; and so on.

The Credit by Demonstrated Mastery (CDM) process can allow students to earn credit by demonstrating their proficiency in a language as aligned to the student outcomes for each level. These outcomes are also used to place a student directly into a class if no credit is desired or being sought through CDM.

Native speakers of a language other than English have a variety of options. They can: Enroll in any level of a course in their native language depending on the placement decision; Take a Heritage Language course or sequence and bridge into advanced courses afterwards; Choose to study another world language different from their home language and/or in addition to their first language; and so on.

Balance and long-range planning is critical when the master schedule includes many singleton courses. Students who want to reach higher level language courses also often want to take other advanced courses, such as honors or AP courses in the arts disciplines (dance, music, theatre arts, visual arts), English, math, science, social studies, etc.

The earlier a student starts language study, the higher they can go with proficiency in the language, which also yields benefits academically, cognitively, and professionally. ?4U – Respond to this section’s second reflection question on your CAST Module for World Languages sheet.

Global Languages Endorsement SBE Policy GCS-L-007
At the January 2015 meeting of the State Board of Education (SBE), the Global Languages Endorsement was adopted as one of the five high school diploma endorsements that students may earn. Students have to show that they have proficiency in English and at least one other language, which helps ensure that they are College and Career Ready in an interconnected world, to earn the Global Languages Endorsement. See handout attached to World Language enrollment data

See handout attached to World Language enrollment data

For more information about the Global Languages Endorsement, see the Global Education wikipage dedicated to it at Global+Languages+Endorsement See handout attached to World Language enrollment data ?4U – Respond to this section’s reflection questions on your CAST Module for World Languages sheet.

Future Considerations
Discuss with students how language might connect to their future with these questions: How does language study impact career skills and academic achievement? What is the job market seeking in language proficiency for different careers? Will the ability to speak another language lead to increased pay or other opportunities? Does the student plan to travel, study, live and/or work abroad in the future?

Q: How does language study impact career skills and academic achievement? A: Quite positively! Research shows that studying another language leads to greater cognitive development in the areas of mental flexibility, creativity, divergent thinking and higher-order thinking skills. It also results in a broader English vocabulary, a better understanding of one’s own language and culture, and higher scores on standardized tests.

Impact of 3 or more years of World Language Study
Increasingly higher test scores on the SAT in Critical Reading, Math, and Writing correlate with 3, 4, and more than 4 years of language study. Data from Table 1: Foreign and Classical Languages of Academic Information (Course-Taking Patterns) of the 2013 College-Bound Seniors State Profile Report (North Carolina):

Q: What is the job market seeking in language proficiency for different careers? A: Employees with language proficiency at various levels starting at Intermediate Low, which is the minimum for the Global Languages Endorsement, can use their language skills in a globally competitive work world! Take a look at the chart on the next slide to see the proficiency level descriptors linked with jobs and careers, followed by the kind of instruction needed beginning at K-12 to reach those levels of proficiency. The Building Proficiency Levels to be Globally Competitive for Work chart can be downloaded and printed as a handout or poster from the wikipage where this module is posted.

Q: Will the ability to speak another language lead to increased pay or other opportunities? A: Yes! Bilingual and multilingual people earn more around the world, including in the United States, and not just in fields like interpretation and translation. Knowing another language also means knowing more about culture, your own and others. This knowledge helps people connect with each other at work and be more understanding and tolerant. Without it, the consequences can be harsh for employees, supervisors, and even leaders. Being bilingual also has benefits for the brain and delays the onset of symptoms of dementia as we age. See excerpts from articles on the next two slides for details. The links to the articles are in the slide notes.

Recent Articles . . . Ex. EMT annual salaries Monolingual $30,360
Bilingual $40,000 + $200,000 for career Facing thousands of investors, Anshu Jain knew a lot was riding on his speech at the annual meeting of Germany's largest bank. "On this day, every word matters," Jain said in German. For that reason, he said he'd continue in his mother tongue. The Indian-born British national delivered the rest of the address in English. Less than three weeks later, Jain resigned after losing the confidence of investors. Nelson, J. The Business Case for Bilingualism: Why Multilinguals Earn More. Omniglot. Retrieved from . Vogeli, J. and DeJong, D. Language Skills Crucial for Global CEOs. New Zealand Herald. Retrieved from

Recent Research . . . Delistraty, C. (17 October 2014). For a Better Brain, Learn Another Language. The Atlantic. Retrieved from . Nelson, J. The Business Case for Bilingualism: Why Multilinguals Earn More. Omniglot. Retrieved from . BBC News – Health. (2 June 2014). Learning Second Language ‘Slows Brain Ageing.’ Retrieved from .

Q: Does the student plan to travel, study, live and/or work abroad in the future? A: It’s quite likely the answer is yes. But, even if a student isn’t planning to leave our state, they still need to have language skills because North Carolina is global now. The next slide is pulled from Mapping the Nation and shows that our state has an increasing number of jobs linked to international trade and exports, along with a population that speaks many languages.

Discuss with students how language might connect to their future with these questions: How does language study impact career skills and academic achievement? What is the job market seeking in language proficiency for different careers? Will the ability to speak another language lead to increased pay or other opportunities? Does the student plan to travel, study, live and/or work abroad in the future? ?4U – Respond to this section’s reflection question on your CAST Module for World Languages sheet.

World Language Resources
CAST Module World Language Resources

Resource Web Sites NCDPI World Languages Wiki

Resource Web Sites NCDPI Global Education web site

Resource Web Sites Global Languages Endorsement Wiki Global+Languages+Endorsement

Resource Web Sites Information on all graduation endorsements

Resource Web Sites NCDPI Wiki Central with links to content areas NCDPI+WikiCentral+Page

To Register for the Live Webinar
To register, go to After registering, you will receive a confirmation containing information needed to join the webinar, so enter your address carefully. The live broadcast will be from 3:00 - 4:30 p.m. on Friday, October 2, but the virtual space is reserved for 30 minutes prior and 30 minutes after the webinar to allow extra time for potential technical issues and questions.

To Submit a Question for the Live Webinar
To submit a question, go to CAST for World Languages Participant Questions After reviewing these materials please briefly describe any questions you would like addressed during the webinar. Enter your questions under the appropriate category. Please submit any questions no later than noon on Wednesday, September 30, so that the answers can be ready for the live broadcast on October 2 from 3:00 - 4:30 PM.

CAST Module for World Languages

Similar presentations

Presentation on theme: "CAST Module for World Languages"— Presentation transcript:

Similar presentations

About project

Feedback

Войти

Auth with social network:

CAST Module for World Languages

Similar presentations

Presentation on theme: "CAST Module for World Languages"— Presentation transcript:

Similar presentations

About project

Feedback