1. World Language Essential Standards Content Session – Region 5
Extraordinary Ventures Chapel Hill, NC
Monday, December 5, 2011
Ann Marie Gunter, World Language Consultant
Fran Harris-Burke, PD Lead – Region 5
North Carolina Department of Public Instruction (NCDPI)

2. 21st Century Professional Strengths Analysis
Complete the activity on the back of the agenda for use during Introductions

3. Comfort & Considerations
Restrooms – back hallway under the clock
Wireless Network: extraordinary1 Password: extraordinary8910
Cell phones, electronic gadgets, computers, etc. Please switch to silent/mute or vibrate

4. Curriculum Planning Session-Region 5
Housekeeping
Lunch is 12:00 – 1:15 p.m.
Parking Lot
World Language Essential Standards (WLES) wiki
Curriculum Planning Session-Region 5

5. Today’s Agenda Monday morning, December 5th
8:30-9:00 a.m. Check-in & Preview (Affinity Charts!)
21st Century Professional Strengths Analysis
9:00-9:15 a.m. Welcome & Introductions
9:15-10:00 a.m. Overview of the WLES Crosswalk PD Pick & Present
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 DRAFTS of Graphic Organizers
11:55 a.m.-12:00 p.m. Plus/Delta Feedback
12:00-1:15 p.m. Lunch

6. Today’s Agenda Monday afternoon, December 5th
1:15-3:00 p.m. Using the WLES Instructional Toolkit
Curriculum Mapping Activity
3:00-3:30 p.m. Accessing WLES Resources & Providing Input
3:30-4:00 p.m. Visualizing the CBAS Proficiency 101 & LinguaFolio
4:00-4:15 p.m. Wrap-up & Next Steps Online evaluations completed by December 15th
Classical Languages
Modern Languages
Level I
Level II
Level III
Level IV
Level IV-V

7. Today’s Goals
Explore the WLES further for the purpose of classroom curriculum planning
Continue to build a collection of professional development (PD) strategies and activities for your use(s)
Share ideas, questions, brainstorming, etc. related to PD with the new standards

8. Be listening for potential activity partners!
Introductions
Please share:
Your name, district and school(s)
Role(s) with WLES (PD Lead, Department Head, Teacher, etc.)
Educational experience (15 seconds or less)
Programs & language(s)
Current teaching assignment
Be listening for potential activity partners!

9. 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

10. Alpha trainers will lead the slides for this portion up to the 4 Corners Activity.
This portion of the training is designed to develop an understanding of the structure and the new proficiency-based organization of the NC WLES and what that means in your World Language programs.
Overview of the North Carolina World Language Essential Standards Crosswalk

11. 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.

12. WLES Crosswalk Comparison Charts (2004 vs. 2010) Alignment Analyses
Overview
Program Specific
Alignment Analyses
National Standards
21st Century Skills Framework
Revised Bloom’s Taxonomy (RBT)
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.

13. WLES Crosswalk Preview of Assessment Prototypes (APs)
Proficiency-Based Organization
Learning Trajectories
Research & Resources
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.

14. Activity: PD Pick & Present
Reflect on your knowledge of the . . .
World Language Essential Standards
World Language Essential Standards Crosswalk
On your own OR with a partner:
PD: Think of a PD audience (actual or potential)
Pick:1 - 3 concepts, sections or pages from the WLES documents or other resources
Present: Share how you would present this information in under 10 minutes to your audience

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

16. 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
Retrieve a copy of your program’s introduction from the WLES (pages 6-14)
Bobby

17. Let’s look at the student proficiency outcome expectations for Classical & Modern Language Programs

18. 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.

19. 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.

20. Proficiency Outcomes by Program
NC World Language Essential Standards
Classical Languages, Levels I - VI
Dual & Heritage Languages
K-12 Dual Language/Immersion
Heritage Language Programs, Levels I & 2
Modern Languages
FLES/Early Start & Middle School, end of 2nd – 6th year of study
High School Credit Courses, Levels I - VIII
Alphabetic
Logographic
Visual

21. Activity: Course Proficiency Outcomes
Part 2: On your own or with a partner . . .
Use your Course Proficiency Outcomes handout 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

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

23. Cake analogy-all types of assessment should be involved

24. 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.

25. Building Proficiency Communicative Contexts for Transfer
Whole-language approach (Adair-Hauck and Cumo-Johanssen, 1997)
Natural conversation focus (Toth, 2004)
Thematic center to support comprehension (Curtain and Dahlberg, 2004)
Real world, ambiguous challenges (Wiggins and McTighe, 2005)
The whole language approach helps students acquire a language for purposeful communication rather than a grammar approach which supports learning about a language for comparison purposes and memorizing useful words and phrases for transfer of knowledge.
In order to process language for understanding, use of natural conversation instead of a focus on grammar helps build this capacity.
Thematic centers provide a context for student involvement in using the language which scaffolds comprehension.
When a learner can cope with real world challenges that do not follow a prescribed dialogue, then this is a demonstration of real understanding. Relegating all learning to a single cue elicits a single response does not lead to advanced proficiencies.

26. Building Proficiency Supporting Communication Skills
Difficulty comes from learning tasks, not textbook (Terry, 1998)
Use of authentic texts and other media (Villegas Rogers and Medley, 1988; and Shrum and Glisan, 2005)
More comprehension with authentic texts rather than simplified ones (Young, 1993 and 1999; Vigil, 1987)
Viewing helps students learn grammar, advanced-level proficiency skills and cultural information (Ramsay, 1991; Rifkin, 2000; Herron, Corrie, Cole, & Dubreil, 1999)
Building proficiency means developing and supporting communication skills. Learning tasks should be challenging to students so that they stretch to meet the expectations. Scaffolding like this comes from the difficulty of the tasks, not a textbook. Textbooks are resources only. With the access that technology gives us to authentic texts, realia like current newspapers and music, and other media, there are many resources that can be used in world language programs that weren’t even available five years ago.
Research has shown the benefits of this approach, and, especially with authentic texts and media from cultures that use the target language, a greater level of comprehension is achievable than if a student works with simplified materials. Viewing realia in our multimedia world also helps students learn grammar contextually, provides them with cultural information and, ultimately, leads to advanced level proficiency skills.

27. Learning Trajectories
Novice Low (NL)
Intermediate Low (IL)
Advanced Low (AL)
Single words and simple memorized phrases
Simple exchanges
Memorized, content-related vocabulary
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 and unfamiliar topics
Lengthy conversations/discussions
Texts on unfamiliar topics
Clear, organized texts
Discipline-specific ideas with unfamiliar academic topics
Modify for some specific audiences
Subtleties of text on familiar topics and information from texts on unfamiliar topics
Let’s explore the Learning Trajectories to get a better handle on proficiency levels for all modes. This slide shows descriptors from the World Language Essential Standards at the low sub-levels across the proficiency scale. Read through the descriptors and make some notes about how things change.
Note: This is a warm-up exercise to the activity that follows.
Discussion will follow where participants’ reactions are shared and the following points may come out:
There is more to do as a learner reaches higher levels of proficiency, which means more time is needed to broaden skills.
Topics expand to include a more global perspective, which impacts what local curricula should outline for units and pacing guides.
Etc.

28. 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 handout
Share some observations with a neighbor
Learning Trajectory Handout
Let’s explore the Learning Trajectories to get a better handle on proficiency levels

29. 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.

30. DRAFTS of Graphic Organizers

31. DRAFTS of Graphic Organizers are . . .
Proficiency-based
Thematic
Done in English (for now)
Just examples to build on
Going to be posted soon for public feedback

32. DRAFTS of 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

33. Activity-Part 1: Graphic Organizers
Let’s look at the “Family” series of NH-IH-AM and make some observations

34. Activity-Part 2: Graphic Organizers
On your own or with a partner, choose an option:
Provide feedback on 1 or more of the GO drafts
Select a draft to adapt for your program, course, language, etc.
Create a draft for a different theme
Focus in on APs and construct a rubric for the student product or create additional APs
Other ideas?

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

36. Using the WLES Instructional Toolkit for Classroom Curriculum Planning

37. 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

38. Purpose
Provide a document that can be used in professional development to:
Create district and school pacing guides
Plan classroom curriculum to reach student proficiency outcomes
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.

39. Table of Contents for Classical Languages:
Purpose, definition and review of WLES structure
Information on proficiency-based organization with specific notes on the goals of Classical Language Programs
Comments on K-12 Classical Language programming options
Articulation remarks about AP and IB programs
Notes for Grades K-5, 6-8, and 9-12 (with course descriptions)
Unpacking for each Essential Standard by course level

40. Notes for Classical Language Programs:
High School, 9-12
Purposes
Literacy Skills
Vocabulary Expansion
Acquisition of Other Languages
Links to Other Cultures
Role of Grammar
Role of Grammar
Communication
Understanding 1st Language
Talking about Language
Translation
Textbooks & Technology
Course Descriptions

41. Table of Contents for Modern Languages, I-VIII:
Purpose, definition and review of WLES structure
Information on proficiency-based organization
Charts for student outcome expectations
Outline of language types and articulation with other programs (AP, IB, language for specific purposes courses, etc.)
Notes for Secondary Courses & course descriptions
Unpacking for each Essential Standard by course and language type

42. Notes for Secondary Courses:
Content
AP and IB programs
Instructional Strategies
Resources & Materials
Placement of Students with previous language experience
Scheduling
Course Descriptions

43. Activity: Curriculum Mapping
Part 1: On your own or with a language/level partner . . .
Choose 2 Curriculum Maps and complete #1
Record your thoughts for #2 very briefly
Part 2: With a language/level partner or group . . .
Complete #2 and #3 for your Curriculum Maps OR
Work with the series that matches your teaching assignment
Use the Curriculum Maps to address a need you have

44. Accessing WLES Resources and Input on Needed Support Documents

45. Resources for Implementing the WLES
Future Instructional Support Tools
Summer Institutes and Ongoing PD Support
Webinars for many groups/needs
World Language Essential Standards wiki
Providing Input on Needed Support
In the next few slides, we’re going to show you how to access the following resources for implementing the World Language Essential Standards:
Future Instructional Support Tools
Summer Institutes and Ongoing PD Support
World Language Essential Standards wiki
Webinars for many groups/needs

46.
Planned for
Graphic Organizers
Learning Maps
Assessment Exemplars
Terminologies

47. Summer Institutes & PD Support
Race to the Top Summer Institutes
District teams
Train the Trainer model to plan for local PD

48. Summer Institutes & PD Support
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

49. PD Planning Materials Facilitator’s Guide Online Modules
Locally-tested materials shared on the wiki under PD Resources
Proficiency 101

50. 2011 – 2012 World Language Webinars for ALL
DPI Update
7:00 – 8:00 p.m.
November 10, 2011
January 12, 2012
May 10, 2012

51. Other 2011 – 2012 World Language Webinars
Race to the Top Summer Institute
3:30-4:30 p.m.
October 6, 2011
December 8, 2011
February 9, 2012
April 12, 2012
LEA/District Coordinator & IHE/Post-Secondary
9:00-10:00 a.m.
December 9, 2011
February 10, 2012
June 15, 2012
Discuss registration system and distribute handout on World Language Webinars.
IHE=Institutes of Higher Education or all community college, college and university World Language educators, including adjunct and continuing education instructors

52. WLES Wiki http://wlnces.ncdpi.wikispaces.net/

53. 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)

54. 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)

55. Visualizing the Comprehensive Balanced Assessment System

56. The goal of the Proficiency 101 Team is to:
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.

57. 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
November 9, 2011 – January 24, 2012
Virtual with times TBD by team
Virtual Book Study
The Keys to Assessing Language Performance, including ACTFL K-12 Performance & Proficiency Guidelines
Selected CEFR Framework materials
21st Century Skills Map for World Languages
WIDA Consortium Proficiency Standards and Model Performance Indicators
World Language Essential Standards and Assessment Prototypes
See handout on timeline

58. Timeline for the Proficiency 101 Project
Dates & Locations
Agenda & Tasks
Late January – early February, 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
Mid-February – 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

59. Timeline for the Proficiency 101 Project
Dates & Locations
Agenda & Tasks
Late March – early April, 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
Mid-April – early June, 2012
Virtual
Virtual Work
Revise and publish Proficiency 101 content materials and prepare for 2012 Summer Institute presentations
July 2012
2012 Summer Institutes
Co-presenting on Proficiency 101 content materials at your district’s/school’s regional site

60. The tasks of the Proficiency 101 Team will be accomplished via:
NC’s collaboration with ACTFL through . . .
Ongoing technical assistance and consultation with the Proficiency 101 Team
Virtual book study starting with
Use of a private 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.

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

62. 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

63. 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.

64. 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 (  

65. Questions?

66. Some Additional Information . . .
Instructional Improvement System (IIS)
Writing Instruction System (WIS) now NC Online Writing Instruction (OWI) with content-specific assignments
Comprehensive Balanced Assessment System
North Carolina State Board of Education’s Task Force on Global Education
Teacher Working Groups to Develop Measures for Non-Tested Areas

67. 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 December 15th

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