1. Proficiency 101 for the Essential Standards
Birch at 10:30 a.m.-12:00 p.m.
Ann Marie Gunter, NCDPI
This session is an update on the implementation of the proficiency-based World Language Essential Standards. Professional development resources and opportunities will be shared for teaching with the standards and understanding how to assess proficiency in the classroom, including program-specific examples for Classical Languages, Dual & Heritage Languages, and Modern Languages.
Focus: All languages
Intended Audience: All levels, elementary, middle and secondary
Language of Presentation: English
FLANC Spring Fling April 21, 2012

2. WLES Wiki 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
#3 Proficiency 101 for the Essential Standards
Birch at 10:30 a.m.-12:00 p.m.
Ann Marie Gunter, NCDPI
This session is an update on the implementation of the proficiency-based World Language Essential Standards. Professional development resources and opportunities will be shared for teaching with the standards and understanding how to assess proficiency in the classroom, including program-specific examples for Classical Languages, Dual & Heritage Languages, and Modern Languages.
Focus: All languages
Intended Audience: All levels, elementary, middle and secondary
Language of Presentation: English

4. Tools for Implementing the new Standard Course of Study Beginning in Fall 2012
World Language Essential Standards
Instructional Support Tools
Professional Development
WLES Wiki

5. Tools for Implementing the new Standard Course of Study Beginning in Fall 2012
World Language Essential Standards
Instructional Support Tools
Professional Development
WLES Wiki

6. WLES Crosswalk = Old/Current vs.
WLES Crosswalk = Old/Current vs.
How are the World Language Essential Standards new, better and different?
The WLES Crosswalk begins with a comparison of the 2004 K-12 Second Language Standard Course of Study and the 2010 North Carolina World Language Essential Standards. An overview of this comparison is available as a narrative with bullets and a chart. Program-specific information for all three programs follows, including an analysis of alignment with national standards (ACTFL and ACL & APA), information about the 21st Century Skills Framework, and a quick summary of RBT verbs used in the WLES. The example COs that show the 21st Century Skills Framework are illustrative of how 21st Century skills are integrated throughout the WLES.

7. WLES Crosswalk = Old/Current vs.
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
The WLES Crosswalk begins with a comparison of the 2004 K-12 Second Language Standard Course of Study and the 2010 North Carolina World Language Essential Standards. An overview of this comparison is available as a narrative with bullets and a chart. Program-specific information for all three programs follows, including an analysis of alignment with national standards (ACTFL and ACL & APA), information about the 21st Century Skills Framework, and a quick summary of RBT verbs used in the WLES. The example COs that show the 21st Century Skills Framework are illustrative of how 21st Century skills are integrated throughout the WLES.
The World Language Essential Standards Crosswalk also contains a preview of classroom level Assessment Prototypes (APs) for different programs, which were shared with the State Board of Education. Additional APs and information will be published in the future.
Information about the proficiency-based organization of the WLES is repeated in the Crosswalk, as well as other Instructional Support documents, so that educators have these details regardless of which document they are are using.
Learning Trajectories for all eight levels of proficiency in the WLES are included. Learning Trajectories are brief descriptions of what a student can do with the language. These descriptions are used in the COs.
The research and resources that were used to establish the proficiency-based organization of the WLES are also in the Crosswalk.

8. 5 Unpacking Standards Documents:
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

9. Unpacking Standards Documents
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

10. 8 Graphic Organizers, NL - AM:
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)
Graphic Organizers Posted for Use NCDPI has released sample graphic organizers for schools to use as part of their instructional toolkit. Research supports the utilization of graphic organizers as a contributing factor in improving student performance. The examples provided are to model varied organizers and their use in provoking student engagement, organization and understanding, thus equipping teachers with the knowledge to develop and use such tools effectively with the new standards. All of the graphic organizers are located at
MORE INFO: Maria Pitre-Martin, or Tracey Greggs, or
The World Language Graphic Organizers are posted on the WLES wiki at in various formats (PDF, Word, PowerPoint) for use and adaptation.

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

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

13. Tools for Implementing the new Standard Course of Study Beginning in Fall 2012
World Language Essential Standards
Instructional Support Tools
Professional Development
WLES Wiki

14. Professional Development
Face – to – Face
Online & Blended
2011 Summer Institutes
IHE Institutes
FLANC Conference
MSL Design Groups
Spring RESA Sessions
Curriculum Workshops
2012 Summer Institutes
NC Education Modules
Call for Change
Understanding the Standards
Revised Bloom’s Taxonomy
NC FALCON
Designing Local Curricula for the 21st Century Learner
NC Professional Teaching Standards
WL Webinar Series
Various state/local collaborations

15. Professional Development (PD) Proficiency 101 Project
Audience receives update on Proficiency 101 Project goals and tasks.

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
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.

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

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.
#7 Getting Involved with the Proficiency 101 Project
Proficiency 101 Team
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.
Focus: All languages
Intended Audience: All levels, elementary, middle and secondary
Language of Presentation: English

19. Tools for Implementing the new Standard Course of Study Beginning in Fall 2012
World Language Essential Standards
Instructional Support Tools
Professional Development
WLES Wiki

20. WLES Wiki 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

22. 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 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 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.

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

25. Summative Assessments
Description
World Language Examples
Periodic or after the end of instruction
Graded
Product
Evaluative feedback
Assessment OF learning to assess students’ achievement of learning goals
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
ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL)
Sign Language Proficiency Interview (SLPI)
Student Oral Proficiency Assessment (SOPA)
Standards-Based Measurement of Proficiency (STAMP)
European and Asian tests based on the CEFR available through the consulates:
DELE : Diploma de Español como Lengua Extranjera
DELF : Diplôme d'études en langue française
DSD : Das Deutsche Sprachdiplom
HSK : Chinese Proficiency Test
Advanced Placement (AP) World Language Exams from College Board/ETS
International Baccalaureate exams
SAT II Subject tests
National Spanish Exam from AATSP
National French Contest (Le Grand Concours) from AATF
National Latin Exam

26. Summative Assessment Options
World Language Examples
In progress . . .
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
ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL)
Sign Language Proficiency Interview (SLPI)
Student Oral Proficiency Assessment (SOPA)
Standards-Based Measurement of Proficiency (STAMP)
European and Asian tests based on the CEFR available through the consulates:
DELE : Diploma de Español como Lengua Extranjera
DELF : Diplôme d'études en langue française
DSD : Das Deutsche Sprachdiplom
HSK : Chinese Proficiency Test
Advanced Placement (AP) World Language Exams from College Board/ETS
International Baccalaureate exams
SAT II Subject tests
National Spanish Exam from AATSP
National French Contest (Le Grand Concours) from AATF
National Latin Exam

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
Assessment Examples (AE)
Drafted during WLES writing with work ongoing for more
TOPS partnership
SPAR activity
Integrated Performance Assessments (IPA) using proficiency-based rubrics
Proficiency 101 Project
Measures of Student Learning (MSL)

28. 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.

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.
Intermediate Low Example AEs from handout

30. 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

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. 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.

33. The P21 Map Elements

34. Student Examples

35. Modes of Communication

36. Interdisciplinary Themes

37. 21st Century Skills Statement
21st Century Skills List:

38. Skill Definition

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

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-12
Tailored to program approach and language type
Proficiency-based and linked to COs
Evaluation 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/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

44. SPAR Activity Google Doc at http://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.
Novice – gold sheets
Communication
Interpretive – Listening

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

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

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

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

49. SPAR Activity Google Doc at http://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/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

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

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

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

54. SPAR Activity See the SPAR AEs at http://tinyurl.com/SPARactivityAEs
Post your SPAR Activity results (new AEs) online at
See the SPAR AEs at

55. Next Steps
Audience receives update on Proficiency 101 Project goals and tasks.

56. Next Steps
Explore the resources on the wiki and share what you’re doing (
PD Materials to use and/or adapt
Local agendas, pacing guides, resource links, etc.
Standards & Instructional Toolkit components
Check out the WL Webinar archives and brainstorm ideas for the series
Find out who your K-12 World Languages representative is for the 2012 Summer Institutes

57. 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

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
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

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

60. WLES Wiki 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 to see the Task Force on Global Education webpage with all of the information: dates, agendas, and materials

62. Curriculum & Instruction World Languages
Helga Fasciano Section Chief of K-12 Program Areas
Ann Marie Gunter World Language Consultant
NCDPI World Languages website
Be patient! I try to return s as soon as I can, but I’ve been involved in a number of meetings recently and on the road.

63. Questions as we move forward?