1. World Language Essential Standards Curriculum Workshop – Regions 1 & 2
Vernon James Center Plymouth, NC Tuesday, March 24, 2012
Ann Marie Gunter, World Language Consultant
Beth Edwards & Dianne Meiggs, PD Leads – Region 1
North Carolina Department of Public Instruction (NCDPI)

2. 21st Century Professional Strengths Analysis
Complete the activity on the back of the agenda using the Performance Rating Scale from the NC Teacher Evaluation Process
NC Teacher Evaluation Process:

3. 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 Position strategically and share access

4. Housekeeping
Lunch Information Parking Lot Please use post-its to share questions and concerns WLES wiki ( has today’s materials posted under Curriculum Workshops on the Regions 1 & 2 page

5. Today’s Goals
Dig deeper into the WLES and its supporting documents to plan classroom curriculum
Continue to build a collection of PD materials, strategies and activities for local use
Share ideas, questions, brainstorming, etc. related to PD with the new standards

6. Introductions At your tables, please share:
Your name, district and school(s)
Up to 3 of your 21st Century strengths at the Accomplished or Distinguished Level
Evidence to support assessed level
Current teaching assignment

7. Please fill in your information on the sign-in sheet as we do this!
Introductions
With the room, please share:
Your name, district and school(s)
1 of your 21st Century strengths and its evidence
Please fill in your information on the sign-in sheet as we do this!

8. Today’s Agenda Tuesday morning, April 24th
8:30-9:00 a.m. Check-in & Preview
21st Century Professional Strengths Analysis
9:00-9:30 a.m. Welcome & Introductions
9:30-10:00 a.m. Accessing WLES Resources & Visualizing the CBAS
10:00-11:00 a.m. Analysis of the WLES Student Proficiency Outcomes Course Proficiency Outcomes
11:00-11:55 a.m. Focus on Supporting Proficiency-Based Instruction
Learning Trajectory with Graphic Organizers on Family
11:55 a.m.-12:00 p.m. Plus/Delta Feedback
12:00-1:00 p.m. Lunch

9. Today’s Agenda Tuesday afternoon, April 24th
1:00-3:00 p.m. Using the WLES Instructional Toolkit
Curriculum Mapping Activity
3:00-3:45 p.m. Planning for Local PD Presentations PD Pick & Present
3:45-4:00 p.m. Wrap-up & Next Steps Online evaluations completed by May 8th
Classical Languages
Dual & Heritage Languages
Modern Languages
Level I
Level II
Level III
Level IV
Level IV-V

10. Breaks are incorporated into activity times!
Where are the break times?
Breaks are incorporated into activity times!

11. Use post-it notes or write directly on it!
Parking Lot Available
Use post-it notes or write directly on it!

12. Accessing WLES Resources and Update on WLES Instructional Toolkit Components

13. Resources to Implement the WLES http://wlnces.ncdpi.wikispaces.net/
WL Webinar Series
Content Sessions
Curriculum Workshops
PD Materials
Proficiency 101 Project
Resources
Standards Documents: Published & Review Drafts
In the next few slides, we’re going to show you how to access the following resources for implementing the World Language Essential Standards, which are organized on the WLES wiki in this order:
WL Webinar Series
Content Sessions
Curriculum Workshops
PD Materials
Proficiency 101 Project
Resources
Standards Documents: Published & Review Drafts

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

15. 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

16. 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

17. Curriculum Workshops
Focus: Classroom Curriculum Planning with the World Language Essential Standards
Past and future workshops:
December 5th: Region 5
February 2nd & 3rd: Region 7 & Regions 6 & 8
March 21st: Region 1 in Williamston, NC
April 24th: Regions 1 & 2 in Plymouth, NC
Contact your region’s PD Lead(s) for more information:

18. Summer Institutes Content-Specific Sessions 2011: Introduction to WLES
2012: Proficiency 101
Understanding proficiency levels
Teaching to build proficiency
Assessing proficiency in the classroom
2013: TBD based on feedback and needs

19. Follow-up to 2011 Summer Institutes
Content Sessions
Follow-up to 2011 Summer Institutes
Spring RESA Meetings
Focus: Preview of Proficiency 101
World Language Representative(s) from district teams and colleagues working with them to plan local PD
World Language leaders will receive continued training on the NC World Language Essential Standards (WLES), designed to provide more in-depth implementation strategies in preparation for full implementation of the standards in the school year.
The focus of the RESA sessions will be on Proficiency 101 or the sharing of information, resources, and activities that can be used locally to help educators teach and assess for proficiency in the classroom. Research-based presentation materials, WLES Instructional Toolkit components such as the Graphic Organizers, online training resources, and assessment tools will be discussed, and program-specific adaptations will be explored. There will also be opportunities for collaboration and sharing of implementation strategies and plans.

20. Spring RESA Meetings February 16th in Region 4
March 8th in Region 5 March 19th in Region 2
March 9th in Region 7 March 20th in Region 1
March 12th in Region 6 March 26th in Region 8
March 14th in Region 3
Spring RESA Meetings for World Language Content Session PD Leads & Colleagues

21. 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
2012 Summer Institute Locations and Dates:
NCDPI is gearing up for the second year of Summer Institute training for each local PD Leadership team.  We are excited to announce the location and dates of the 2012 Institutes to mark your calendars and to begin thinking about summer planning in preparation for your teams to attend. 
Please note that this is a SAVE THE DATE and further details are forthcoming.  Additionally, this is a collaborative effort on the part of the agency, so representation from every district and RttT Charter School is critical.  Information on Data Literacy, the NC Standard Course of Study, Information and Technology Standards, and the NC Educator Evaluation System will be featured at these trainings.  Registration information will launch in February.
Locations and dates are shown.
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

22. Proficiency 101 Project NC’s collaboration with ACTFL through . . .
Ongoing technical assistance and consultation with the Proficiency 101 Team
Virtual book study starting with
Use of a wiki (Google site)
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 needs to be initiated, which would be 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 would be 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 would consist 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 would provide feedback on initial drafts and other work, would be designated so that revisions could take place prior to external reviews.

23. Resources Facilitator’s Guide
6 Online Modules at NC Education ( + 7 LinguaFolio modules
Research Bibliography
Website Links
World Language Resource Links

24. North Carolina World Language Essential Standards
K-12 Classical Languages
Ancient Greek, Latin, and classical studies
K-12 Dual & Heritage Languages
Dual Language/Immersion Programs
Heritage Language Courses I-II
K-12 Modern Languages
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.
Statewide implementation in

25. WLES Crosswalk = Old/Current vs.
WLES Crosswalk = Old/Current vs.
How are the World Language Essential Standards new, better and different?
A crosswalk is a comparison of the old or current standards vs. the new.

26. 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
The purpose of the Unpacking Standards document is to provide a document that can be used in professional development to:
1) Create district and school pacing guides, and
2) Plan classroom curriculum to reach student proficiency outcomes.
Because it may be the primary document that teachers access, repetition has been built in so that information about the structure of the World Language Essential Standards and proficiency-based organization is readily available.

27. 8 Graphic Organizers http://wlnces. ncdpi. wikispaces
Advanced Low – Current Events in the Media Advanced Mid – Family
Novice Low – Greetings
Novice Mid – Technology
Novice High – Family
Intermediate Low – Travel
Intermediate Mid – Literature
Intermediate High – Family
The purpose of the Unpacking Standards document is to provide a document that can be used in professional development to:
1) Create district and school pacing guides, and
2) Plan classroom curriculum to reach student proficiency outcomes.
Because it may be the primary document that teachers access, repetition has been built in so that information about the structure of the World Language Essential Standards and proficiency-based organization is readily available.

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

29. Scheduled for review/sharing in 2011-2012
Glossary of Terms – Reviewed through March 30th (information/input sent to
Assessment Examples from TOPS partnership
2012 Summer Institute Proficiency 101 PD materials and/or activities

30. Visualizing the Comprehensive Balanced Assessment System

31. 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.

32. 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

33. Proficiency 101 Project & Team
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 needs to be initiated, which would be 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 would be 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 would consist 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 would provide feedback on initial drafts and other work, would be designated so that revisions could take place prior to external reviews.

34. 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.

35. 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

36. 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 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,

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

38. LinguaFolio in North Carolina
3 options available
PDF
Microsoft Word
Online (e-LinguaFolio)
NCDPI World Languages
LinguaFolio information linked under Resources tab

39. LinguaFolio ALL LinguaFolio materials online at . . .
Checklists for ESL and, possibly, Dual & Heritage programs at
LinguaFolio Jr. materials online at . . .
The LinguaFolio is made up of 3 main parts, the Biography, the Dossier and the Passport.
LinguaFolio was first piloted in in North Carolina and four other states. Feedback from teachers was used to revise LinguaFolio and it has been adopted nationally by the National Council of State Supervisors for Languages (NCSSFL). Thanks to the standardization of this formative assessment tool, language learners have a way to begin to explore their proficiency level that is consistent with language programs around the globe.
This is a uniform way for North Carolina World Language educators to develop a common understanding of what each proficiency sub-level means in their particular program or language.
LinguaFolio is also a model formative assessment tool that other content areas could replicate using their own ‘can do’ statements to make the learning of that content transparent, as LinguaFolio has done.
Explain the history of LinguaFolio and reference these organizations as they appear on the grid that we’ve just worked with.
The following organizations have all played a role in creating, developing, or informing LinguaFolio. (Please elaborate)
ACTFL : American Council on Teaching of Foreign Languages
ACTFL Proficiency & Performance Guidelines
European Council
Common Scale of Reference
European Language Portfolio (ELP): The European Language Portfolio debuted in 2001 during the European Year of Languages, and was piloted by 15 Council of Europe nations.
NCSSFL: National Council for State Supervisors for Languages
TESOL: Teachers of English to Speakers of Other Languages

40. e-LinguaFolio http://www.elinguafolio.com/
The e-LinguaFolio is made up of 3 main parts, the Biography, the Dossier and the Global Profile or Passport.
e-LinguaFolio was piloted in in North Carolina with over 100 teachers K-20. Feedback from the group was used to revise e-LinguaFolio and it is now available statewide for FREE. Thanks to the standardization of this formative assessment tool, language learners have a way to begin to explore their proficiency levels that is consistent with language programs around the globe and aligns to our new World Language Essential Standards.
Using LinguaFolio as a professional tool is also a way for North Carolina World Language educators to develop a common understanding of what each proficiency sub-level means in their particular program or language.
LinguaFolio is also a model formative assessment tool that other content areas could replicate using their own ‘can do’ statements to make the learning of that content transparent, as LinguaFolio has done.

41. LinguaFolio Training Modules Content-specific modules with NC FALCON
7 free modules posted online at
Features experienced LinguaFolio users in all types of language learning programs
Administrators
Teachers
Students
These modules were designed to be LinguaFolio training for use in professional learning communities (PLCs), district and school workshops, and on an individual basis. They can also be combined with face-to-face LinguaFolio training for a hybrid approach, or used to review aspects of previous LinguaFolio training.
They are the first content-specific modules with the NC FALCON system.
NC FALCON-North Carolina’s Formative Assessment Learning Community’s Online Network (  

42. Analysis of the WLES Student Proficiency Outcomes for Classroom Curriculum Planning

43. Activity: Course Proficiency Outcomes
Part 1: On your own . . .
Use the Course Proficiency Outcomes handout
Select one course you currently teach
Read the ‘Students can’ statements in each row
Circle the ‘Students can’ statement that best represents where your students are at the end of the course
Review your program’s introduction contained in the World Language Essential Standards (pages 6-14)

44. Let’s look at the student proficiency outcome expectations for World Language Programs

45. Novice High – Intermediate Low
High School Credit Courses Student Proficiency Expectations
Classical Languages
Level and 
total hours
I or
hours
II or
hours
III or
hours
IV or
V or
hours
VI or
hours
MODE & Skill
INTERPRETIVE
Listening
Novice
Low - Mid
Mid - High
Intermediate
Low-Mid
Reading
Novice High – Intermediate Low
Low
Mid
High
Advanced Mid
PRESENTATIONAL
Speaking
Writing
Intermediate Low
The writers and reviewers of the World Language Essential Standards, as well as the stakeholders who provided feedback on the drafts, agreed that K-12 World Language program proficiency expectations should extend through Advanced Mid (AM). Program proficiency expectations, or student outcomes, for the programs and courses are designed to be challenging, yet reasonable, goals for the K-12 group of language learners, with the knowledge that some students will go beyond those expectations or outcomes.
The program proficiency expectations contained in this document were compiled based on the best information available in order to establish measurable outcomes for students who are continuing in a dual language/immersion environment. Using multiple measures of proficiency within a comprehensive, balanced assessment system enables students, teachers, administrators, parents, and other stakeholders to use this information to show annual student progress in world language programs. However, as the World Language Essential Standards are implemented and program outcome data is collected, the proficiency expectations may need to be adjusted in future revisions.

46. Heritage Language – Level I & Level II Student Proficiency Expectations
Alphabetic Languages
Level and 
total hours
Level I or hours
Level II or hours
MODE & Skill
INTERPRETIVE
Listening
Intermediate Low
Intermediate Mid
Reading
Novice Mid-High
INTERPERSONAL
Person-to-Person
PRESENTATIONAL
Speaking
Writing
Novice Mid
Novice High
The writers and reviewers of the World Language Essential Standards, as well as the stakeholders who provided feedback on the drafts, agreed that K-12 World Language program proficiency expectations should extend through Advanced Mid (AM). Program proficiency expectations, or student outcomes, for the programs and courses are designed to be challenging, yet reasonable, goals for the K-12 group of language learners, with the knowledge that some students will go beyond those expectations or outcomes.
The program proficiency expectations contained in this document were compiled based on the best information available in order to establish measurable outcomes for students who are coming from a heritage language environment, either from home or an immersion program. Using multiple measures of proficiency within a comprehensive, balanced assessment system enables students, teachers, administrators, parents, and other stakeholders to use this information to show annual student progress in world language programs. However, as the World Language Essential Standards are implemented and program outcome data is collected, the proficiency expectations may need to be adjusted in future revisions.

47. Modern Languages: Alphabetic
High School Credit Courses Student Proficiency Expectations
Modern Languages: Alphabetic
Level and 
total hours
I or
hours
II or
hours
III or
hours
IV or
hours
V or
hours
VI or
hours
VII or
hours
VIII or
hours
MODE & Skill
INTERPRETIVE
Listening
Novice
Mid
Novice High
Int. Low
Int. Mid
Int. High
Adv. Low
Advanced Mid
Reading
INTERPERSONAL
Person to Person
PRESENTATIONAL
Speaking
Low
Adv. Mid
Writing
The writers and reviewers of the World Language Essential Standards, as well as the stakeholders who provided feedback on the drafts, agreed that K-12 World Language program proficiency expectations should extend through Advanced Mid (AM). Program proficiency expectations, or student outcomes, for the programs and courses are designed to be challenging, yet reasonable, goals for the K-12 group of language learners, with the knowledge that some students will go beyond those expectations or outcomes.
The program proficiency expectations contained in this document were compiled based on the best information available in order to establish measurable outcomes for students who are continuing in a dual language/immersion environment. Using multiple measures of proficiency within a comprehensive, balanced assessment system enables students, teachers, administrators, parents, and other stakeholders to use this information to show annual student progress in world language programs. However, as the World Language Essential Standards are implemented and program outcome data is collected, the proficiency expectations may need to be adjusted in future revisions.

48. Activity: Course Proficiency Outcomes
Part 2: On your own or with a partner . . .
Use your Course Proficiency Outcomes information from Part 1
Reread the ‘Students can’ statements in each row
Highlight the ‘Students can’ statements that match where students are at the end of the course according to the proficiency outcome charts in the program introduction
On the back, record your ideas for helping students reach the proficiency outcomes for each standard

49. Focus on Supporting Proficiency-Based Instruction with a Comprehensive Balanced Assessment System

50. Supporting/Scaffolding Learning
Focus on purposeful communication that will be relevant by being:
Cognitively engaging
Intrinsically interesting
Culturally connected
Stretch students’ language use towards next level
Learning or acquiring a new language requires development of building blocks of skills that allows the natural progression of increased language receptive and productive skills. When a young child is learning to speak, they do not require a grammatical lesson to become a proficient user of the language. They acquire language skills through purposeful communication such as learning how to negotiate for more juice or candy from their parents by using correct discourse.
Older learners, who already have a framework for their native language can use this framework to transfer skills from one language to the other, but must still have authentic communicative interactions to build usable language skills. At all times, these interactions must meet the learner demands in terms of appropriate cognitive levels, relevance, and always be connected to cultural interaction and knowledge. The instructor must know where the learner is on the proficiency continuum to properly determine the appropriate materials and experiences for the learner to expose them to that next level of proficiency.

51. Learning Trajectories Activity
Let’s look at the complete Learning Trajectories chart from the World Language Essential Standards Crosswalk
Consider 1-2 proficiency levels from your Course Proficiency Outcomes Activity
Share some observations with a neighbor
Learning Trajectory Handout
Let’s explore the Learning Trajectories to get a better handle on proficiency levels

52. Learning Trajectories
← NL and NM
IH, AL, AM →
Novice High (NH)
Intermediate Low (IL)
Intermediate Mid (IM)
Simple phrases and short sentences
Familiar topics without visuals
Short interactions / messages
Simple texts / descriptions / questions
Series of phases and sentences
Unrehearsed situations
Limited discourse
Familiar situations with some details
Familiar topics and experiences
Questions
Short conversations
Main ideas and a few details
Variety of familiar topics with many details
Unfamiliar topics with some details
Personal opinions
Uncomplicated settings where communication is straightforward
Series of connected sentences
Simple factual presentations
Unfamiliar academic vocabulary
Spontaneous conversations

53. Proficiency-Based Organization
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
N. C. K-12 Proficiency Expectations
The American Council on the Teaching of Foreign Languages or ACTFL is the national professional organization for world language educators. ACTFL has established a national proficiency scale which currently has 10 levels. This proficiency scale is used across the country in K-20 education and with other language professions such as interpreters and translators. There are four main levels: novice, intermediate, advanced, and superior. The first three levels are divided into sub-levels of low, mid and high. ACTFL is currently exploring adding two levels beyond Superior, and they are tentatively referred to as Distinguished and Native.
In the ACTFL K-12 Performance and Proficiency Guidelines, each proficiency level and sub-level has a description of what students can do with language in the four domains of listening, speaking, reading and writing.   
However, the writers and reviewers of the World Language Essential Standards, as well as the stakeholders who provided feedback on the drafts, agreed that K-12 World Language program proficiency expectations should go through Advanced Mid.
There may be students who reach the Advanced High or Superior proficiency levels, but the program proficiency expectations, or student outcomes, for the programs and courses are designed to be challenging, yet reasonable, goals for the K-12 group of language learners.

54. Exploring the Graphic Organizers using the theme of ‘Family’
NH – IH – AM

55. Novice High Proficiency Level in __(fill in target language)__
Who is in my family? How are they related to me?
What do my family members look like?
What are my family members’ personalities like?
What do my family members like or not like to do?
What activities do my family and I like to do together?
What are some questions I can ask to find out about other students’ families?
Family

56. Novice High Proficiency Level in __(fill in target language)__
Who is this? (name, age, where s/he lives, etc.)
How is s/he related to me?
What do s/he look like?
What does s/he like to do?
What does s/he not like to do?
What activities do we like to do together?
Family:
List 1 family member’s name and answer the questions about him/her

57. Intermediate High Proficiency Level in __(target language)__
What do my family members do at work, school and home?
What are my family members planning to do in the future?
What kind of lifestyle does my family have?
How would I describe my family’s history? Where did we come from originally?
What are my family’s main beliefs and values? Do I agree with them? Why or why not?
Family

58. Advanced Mid Proficiency Level in __(fill in target language)__
What family issues are important locally and within the culture(s) that I’m studying? (ex. childcare/daycare, childrearing, elder care, gender roles, generational characteristics, health care, inheritance, marital roles and responsibilities, marriage laws, parenting styles, etc.)
Which family issues do I have experience with either personally or through the people who are important in my life?
What is the best way to describe that experience? What other information (data, research, etc.) is needed to debate the values that are part of this family issue?
How does this experience and information link to family values expressed as public policy?
Family

59. 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

60. 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

61. Activity-Part 1: Graphic Organizers
Let’s explore the Graphic Organizer or GO packets using the theme of ‘Family’ NH-IH-AM and make some observations

62. Activity-Part 2: Graphic Organizers
On your own or with a partner, choose an option:
Select a GO packet to adapt for a lesson in your class
Create a GO packet for a different theme
Translate one (or more) GOs to post on the wiki
Create additional AE(s) for a GO packet
Adapt the GO mini-lesson format for use in your class or district
Other ideas?

63. Plus/Delta Feedback
What
worked well
Suggestions
for improvement

64. Using the WLES Instructional Toolkit for Classroom Curriculum Planning

65. PD Resource: Curriculum Maps
Evolved from the Unpacking Documents based on a PD collaboration with Region 6
Focus on:
Assessing what COs are already being addressed
Noting what resources are currently available to teach those COs
Considering what still needs to be incorporated

66. Activity: Curriculum Mapping
Part 1:
On your own or with a language/level partner . . .
Complete #1 (Highlight the Clarifying Objectives that you already address in this course) with your Curriculum Mapping document
Begin to work on #2 (Note the themes, learning tasks, activities, and resources you use to accomplish these objectives) if time remains

67. Activity: Curriculum Mapping
Part 2:
With a language/level partner or group . . .
Complete #2 and #3 for your Curriculum Mapping document OR
Work with documents for the other levels that match your teaching assignment
Plan how to use the Curriculum Mapping documents to address a need you have

68. Planning for Local Professional Development (PD) Presentations

69. Activity: PD Pick & Present
Reflect on your knowledge of the . . .
World Language Essential Standards
World Language Essential Standards Instructional Toolkit components
PD activities and ideas that you like
A specific audience or group
Your timeline or calendar

70. Activity: PD Pick & Present
With a partner or your district/school colleagues:
PD: Choose an upcoming PD opportunity
Pick: Select the concepts, activities, resources, documents, etc. to support learning about the WLES and its implementation
Present: Share how you plan to present this PD to your audience

71. Wrap-up & Next Steps Don’t Forget!
Today’s online evaluation survey will be ed and needs to be completed by May 8th

72. Next Steps Resources: Use 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
Stay Connected

73. Stay Connected/Provide Input with Listservs
Foreign Language Teachers
(K-12 instructors in public and independent schools)
IHE (Institutes of Higher Education)
(Post-secondary educators at the community college, college and university levels)
LinguaFolio
(K-20 educators interested in and/or using LinguaFolio)

74. Stay Connected/Provide Input with Listservs
DLI Educators
(Dual Language/Immersion)
SNS Educators
(Spanish for Native Speakers, and now inclusive of all heritage languages)
LEA/District Coordinators
(Administrators of K-12 World Language Programs in public and independent schools)

75. Questions as we move forward?

76. Curriculum & Instruction World Languages
Helga Fasciano
Section Chief of K-12 Programs
Ann Marie Gunter
World Language Consultant
NC World Language
Essential Standards wiki