World Language RESA Training Spring 2012

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

21st 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

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

Today’s Agenda Welcome & Introductions
Been There, Done That, What’s Next? Being 21st Century Educators Introducing the Proficiency 101 Project DPI Update Planning Wrap-up Agenda 8:30–9:00 a.m. Greetings, Sign-in, Networking & Preview Activity Activity: 21st Century Professional Strengths Analysis 9:00 – 9:15 a.m. Welcome & Introductions Introductions, Agenda, Group Norms, Parking Lot, etc. 9:15 – 9:45 a.m. Gauging the Past, Present & Future Activity: Been There. Bingo - Done That! Discussion - What’s Next? Chalk Talk Walk 9:45 – 10:15 a.m. Being 21st Century Educators Video: 21st Century Educators on the NADSFL YouTube channel Activity: Then & Now Cloze Chart 10:15 – 10:45 a.m. Introducing the Proficiency 101 Project (P101) Resource: 21st Century Skills Map for World Languages (Posted on the WLES wiki from the Partnership for 21st Century Skills “Tools & Resources” page for Educators as a PDF: 10:45 –11:55 a.m. P101: Building an Understanding of Proficiency Levels Activity: Scaling the Proficiency Assessment Range (SPAR) 11:55 a.m.–12:00 p.m. Plus/Delta Feedback 12:00 – 1:00 p.m. Lunch 1:00 – 1:45 p.m. DPI Update 1:45 – 2:45 p.m. Planning for P101 at the Local Level 2:45 – 3:00 p.m. Wrap-up & Next Steps Today’s evaluation survey will be ed and needs to be completed by Monday, April 2, 2012.

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

21st Century Professionals
North Carolina State Board of Education Guiding Mission & 5 Goals NC public schools will be led by 21st Century professionals. NC State Board of Education Goals are online at FUTURE-READY STUDENTS for the 21st Century The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century. Goal: NC public schools will be led by 21st Century professionals. Every teacher will have the skills to deliver 21st Century content in a 21st Century context with 21st Century tools and technology that guarantees student learning. Every teacher and administrator will use a 21st Century assessment system to inform instruction and measure 21st Century knowledge, skills, performance, and dispositions. Every education professional will receive preparation in the interconnectedness of the world with knowledge and skills, including language study. Every education professional will have 21st Century preparation and access to ongoing high quality professional development aligned with State Board of Education priorities. Every educational professional uses data to inform decisions.

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

Gauging the Past (Been There. ) Present (Done That
Gauging the Past (Been There.) Present (Done That!) Future (What’s Next?) Facilitator has audience use Been There Bingo, Done That Discussion questions and What’s Next? Walk to formatively assess extent of individual PD, depth of local PD given and planned, and next steps for future PD work and today’s agenda

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 Participants will use RESA’s pieces or a writing instrument to mark their BINGO cards every time they match one of the terms related to the Essential Standards that they have participated in.

Been There. BINGO 2011 Summer Institutes Online Modules Asheville
Hickory Kinston Moore Pasquotank Stokes Call for Change Understanding the Standards Revised Bloom’s Taxonomy NC FALCON Designing Local Curricula for the 21st Century Learner NC Professional Teaching Standards Been There. BINGO Individually, what have you done to prepare yourself to plan and lead local PD?

Been There. BINGO RttT & Statewide Work Content-specific Work
IIS Focus Groups MSL Work OWI System Quarterly Webinars Use of Facilitator’s Guide or its CD State Professional Association Conference Coordinators’ Meeting Curriculum Workshops Wiki Familiarity with: Standards Crosswalk(s) Graphic Organizers Been There. BINGO Individually, what have you done to prepare yourself to plan and lead local PD?

Done That! Discussion

Done That! DISCUSSION Think – Pair – Share
On your own, answer the following questions, which are also on the back of your BINGO sheet. When time is called, discuss your responses with an elbow partner or two. Be ready to share with the group. Done That! Think-Pair-Share DISCUSSION In your district or school, what PD have you already provided to teachers? How effective was it?

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

WALK through and peruse others’ writings and continue to add your own
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 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? NSRF Chalk Talk protocol: Chart paper sections: Where is your LEA/charter with implementing the new standards and creating items like pacing guides or curriculum maps? Where are you with your understanding of the proficiency levels in the WLES? (Likert scale – Developing – Proficient – Accomplished - Distinguished) Why? What are your goals for your teachers in their work with preparing to implement the new standards? What is your LEA/charter doing with common assessments? In what areas would you like more support from DPI? What should this support look like?

Being 21st Century Educators
Audience watches 21st Century Educators video (5:08) from NADSFL YouTube channel and completes “Then & Now” cloze activity from 21st Century Skills Map for World Languages, followed by discussion and reveal

21st Century Skills (a.k.a. P21 Skills) are important!
Let’s watch NADSFL’s YouTube video on 21st Century Educators Watch the video 21st Century Educators on the NADSFL channel at YouTube Embed link:

Then & Now Activity In the past (Then), being a World Language Educator was very different than what’s expected today (Now). Review the Then & Now Cloze Chart and fill in the gaps based on your experiences and expectations. Work individually or with a partner. Be ready to share your thoughts. From page 4 of the 21st Century Skills Map for World Languages: Then and Now The language classroom in the U.S. has been transformed in the last 20 years to reflect an increasing emphasis on developing students’ communicative competence. Unlike the classroom of yesteryear that required students to know a great deal of information about the language but did not have an expectation of language use, today’s classroom is about teaching languages so that students use them to communicate with native speakers of the language. This is what prepares them to use their language learning as a 21st Century Skill. Here is a cloze chart comparing how language classrooms looked in the past compared to today.

21st Century Skills Map for World Languages
The 21st Century Skills Map for World Languages is available online at and will be posted as a handout.

Introducing the Proficiency 101 Project Goals & Tasks
Audience receives update on Proficiency 101 Project goals and 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 To meet the professional development and implementation needs associated with the North Carolina World Language Essential Standards and the English Language Development Standards, as well as the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, the Proficiency 101 Project has been initiated, which is a collaboration between NCDPI and the American Council on the Teaching of Foreign Languages (ACTFL) informed by other organizations working in language and literacy development. The Proficiency 101 Project is led by a team charged with the following: Building a foundation of resources for use by NC educators that address how language proficiency and literacy skills are built over time in K-12 education; Creating content for use in PD that will focus on understanding and assessing proficiency in the classroom, which could be packaged as an online module and/or used in blended PD. The Proficiency 101 Team consists of representatives from all eight regions, charter schools, the college and university system and internal personnel involved with implementing language and literacy standards. In addition, reviewers, who provide feedback on initial drafts and other work, will be designated so that revisions could take place prior to external reviews.

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 The Keys to Assessing Language Performance, including ACTFL K-12 Performance & Proficiency Guidelines

Timeline for the Proficiency 101 Project
Dates & Locations Agenda & Tasks Nov. 7-8, 2011 Face-to-Face 1st 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 21st 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 2nd 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 3rd 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 2012 Summer Institutes Co-presenting on Proficiency 101 content materials at your district’s/school’s regional site

21st Century Skills Map for World Languages
The 21st Century Skills Map for World Languages is available online at and will be posted as a handout.

WLES Standards and Strands
Interpersonal Interpretive Presentational 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

21st Century Skills Statement
21st Century Skills List:

Skill Definition

Learner Outcomes (by Proficiency Ranges)
Similar to the Learning Trajectories (handout)

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
Audience drills deeper into Skills Map and examines Student Examples for each skill organized by proficiency range, using Learning Trajectories handout as reference guide on 8 proficiency levels of WLES. After an overview of AEs and evaluation component, participants will work in small groups to complete the “Scaling the Proficiency Assessment Range” (SPAR) activity in which they revise Student Examples as AEs in the proficiency sublevels, provide an evaluation/assessment outline, and match their work with 1-3 COs from the WLES.

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

A 21st Century Assessment System Must Include Both Formative and Summative Assessment
The 21st century will usher in a new era for how teachers utilize assessment systems. The new model will include both summative and formative assessment. In contrast to summative assessment, formative assessment is more focused on collaboration in the classroom and identifying learning gaps that can be addressed before the end-of-year assessments. This section of the NCDPI website ( has been developed in an effort to provide North Carolina teachers with a basic understanding of formative assessment and illustrate the role it could play in a comprehensive, balanced assessment system. The tools and strategies contained on these web pages are intended to serve as a primer for teachers wishing to learn more about how formative assessment could impact their instruction and help their students achieve targeted learning goals. A comprehensive balanced assessment system includes classroom assessments, interim/benchmark assessments, and statewide assessments that are aligned to state standards. Each component is important and should be valued for what it contributes. Formative Assessment A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to help students improve their achievement of intended instructional outcomes. Formative Assessment includes: Questioning Discussions Learning Activities Feedback Conferences Interviews Student Reflections Formative assessment is found at the classroom level and happens minute-to-minute or in short cycles. Formative assessment is not graded or used in accountability systems. The feedback involved in formative assessment is descriptive in nature so that students know what they need to do next to improve learning. Summative Assessment A measure of achievement to provide evidence of student competence or program effectiveness. Summative Assessment includes: Selected Response Items Multiple-Choice True/False Matching Short Answer Fill in the Blank 1-2 Sentence Response Extended Written Response Performance Assessment Summative assessments are found at the classroom, district and state level and can be graded and used in accountability systems. The information gathered from summative assessments is evaluative and is used to categorize students so performance among students can be compared.

Possible Assessments Formative Assessment Summative 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. Intermediate Low Example Aes from handout

DUAL & HERITAGE LANGUAGES
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 – III Levels I – II Levels 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. Intermediate Low Example AEs from handout

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

SPAR Activity Google Doc at http://tinyurl.com/SPARactivity
Choose a Student Example to adapt and indicate its 21st Century skills and themes Determine the proficiency level Specify COs from the WLES Note the program(s) that could use it Write it as an Assessment Example

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. Novice – gold sheets Communication Interpretive – Listening

WLES ES #1 ES #2 ES #3 ES #4 CLL 1 COD CMT

> 1 program can be noted

5. Write it as an Assessment Example Don’t forget the evaluation piece . . .

Choose a Student Example to adapt and indicate its 21st Century skills and themes Determine the proficiency level Specify COs from the WLES Note the program(s) that could use it Write it as an Assessment Example

Submitting your new AE online means:

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

Plus/Delta Feedback What worked well? Suggestions for improvement!
Participants provide feedback using post-it notes on the Plus/Delta chart and Parking Lot

DPI Update

FUTURE-READY STUDENTS for the 21st Century
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 21st Century. Goal: NC public schools will produce globally competitive students. The Task Force on Global Education met in October and December. The next meetings are scheduled for February 21st and 22nd and March 13th and 14th. Following the last discovery meetings, a report will be written and then shared with the entire State Board of Education.

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: The Online Writing Instruction (OWI) is new for and is taking the place of the Writing Instruction System (WIS) that was used in and OWI is not an assessment but a formative tool that is meant to be used for instructional purposes and as a resource to evaluate student writing and adjust instruction accordingly. LEAs and charter schools are strongly encouraged to use OWI as an instructional tool because writing is integral to the Common Core State Standards for ELA and other NC Essential Standards. The Online Writing Instruction website, has been updated to reflect the changes for , and more information will be posted to this site as it becomes available. Online Writing Instruction The following modifications for Online Writing Instruction will be in place for The on-demand tasks are removed from the system. The number of content-specific assignment opportunities offered to registered students will range from two to twenty. This feature will be available for grades three through twelve. The NCDPI consultants in the K-12 Curriculum and Instruction Division are developing sample content-specific assignments for grades four and seven, and sample content-specific assignments for grades three, five, six, eight, nine, ten, eleven, and twelve (ready by the end of first semester). Content-specific assignments align to the Standards for Literacy in History/Social Studies, Science, and Technical Subjects, 6-12, as well as each specific content area’s NC Essential Standards or the Common Core State Standards for Mathematics or English Language Arts. Online Writing Instruction rubrics have been modified to align with the above documents. LEAs and Schools have the opportunity to use Online Writing Instruction for entering student work , evaluating student work, providing feedback, and managing student writing portfolios. 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 Measures of Student Learning Design Groups Meet in Chapel Hill More than 700 teachers came together in Chapel Hill the week of Oct. 24th to discuss meaningful assessment in currently non-tested grades and subjects. Educators met together in content groups ranging from the arts to world languages to science. Teachers first received training on assessment design, including reliability and validity of measures of student growth. Then they provided feedback on content standards, including recommendations for the best methods for assessment for their standards and qualitative feedback on assessment for their content area. The teachers’ feedback will be used to generate assessment items (including constructed response questions) that the teachers will review when they meet again in the spring. Student growth is the focus of the new sixth standard of the teacher evaluation system. This will inform teachers' ratings in these new measures of student learning. MORE INFO: Jennifer Preston,

MSL Item Types Discussed
Selected Response (SR) Short Answer (SA) Extended Response (ER) Performance Task (PT) Portfolio (PF) Guiding Principles North Carolina’s experienced teachers know their students and their content They are the best-qualified to provide input on meaningful assessment of currently non-tested grades and subjects Valid measures of what students know and are able to do will likely exceed traditional multiple-choice assessment

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 5th: Region 5 February 2nd & 3rd: Region 7 & Regions 6 & 8 March 21st: 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 READY is the new identity brand for North Carolina’s new Standard Course of Study (Essential Standards and Common Core), new accountability model, and all the technology and professional development support being developed and provided to educators across the state. READY Regional Outreach Meetings for Principals, Teachers Beginning Feb. 28 and throughout most of March, READY Regional Outreach meetings will be conducted by NCDPI leaders with principals and a teacher representative from each school in all eight regions of our state. The focus of our meetings will be around illustrating how all these components fit together to support educators as they work to promote academic achievement for all public school students.

Planned for Graphic Organizers – Revised posted Feb. 20th Terminologies – Posted for review at Assessment Examples with TOPS partnership March→ April 3 new online modules

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 21st 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 modules Locally-tested agendas shared on the wiki under PD Materials PD Materials from all presentations since June on the WLES wiki to use and adapt

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

2011 – 2012 World Language Webinars
DPI Update 7:00 – 8:00 p.m. November 10, 2011 January 12, 2012 May 10, 2012 IHE & LEA/District Coordinators 9:00-10:00 a.m. December 9, 2011 February 10, 2012 June 15, 2012 IHE=Institutes of Higher Education or all community college, college and university World Language educators, including adjunct and continuing education instructors

Questions as we move forward?

Planning for P101 at the Local Level

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!
Finale Don’t Forget! Today’s online evaluation survey will be ed and needs to be completed by April 2, 2012

Next Steps Resources: Explore what’s available on the WLES wiki
Content Session Materials & Curriculum Workshops PD Materials & Resources Standards Documents Webinars ( Register for webinars with topics of interest to you View/share the materials in the archives Feedback Opportunities 2012 Summer Institutes WLES Resources handout

WLES Wiki http://wlnces.ncdpi.wikispaces.net/
Re-oranized navigation bar!

West Stokes High School Stokes County Summer Institute 2
July 12-13, 2012 West Stokes High School Stokes County Summer Institute 2 July 10-11, 2012 Maiden High School Catawba County Schools 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 4 July 17-18, 2012 Croatan High School Carteret County Summer Institute 6 July 24-25, 2012 SanLee Middle School Lee County 2012 Common Core and Essential Standards Summer Institutes North Carolina Department of Public Instruction

World Language Essential Standards Summer Institutes 2012 Locations & Dates
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 6 SanLee Middle School 2309 Tramway Rd. Sanford, NC (Lee County) Tuesday, July 24-Wednesday, July 25 These are the dates and locations for next summer’s Institutes for Essential Standards training. These are designed to be delivered to the same people who were on the LEA team that attended the 2011 Summer Institute. Check with your LEA Race to the Top coordinator to see who attends these. (Folks from Regions 3 and 6 may choose which one they would like to attend.)

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

World Language RESA Training Spring 2012

Similar presentations

Presentation on theme: "World Language RESA Training Spring 2012"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

World Language RESA Training Spring 2012

Similar presentations

Presentation on theme: "World Language RESA Training Spring 2012"— Presentation transcript:

Similar presentations

About project

Feedback