1. DPI Update & Essential Standards Overview 46th Annual FLANC Conference October 12, 2012
Round 1: Friday, Oct. 12, 9:00 – 10:00 a.m. in Terrace 2
This NC Department of Public Instruction information session will focus on state issues, policies, and resources, including the World Language Essential Standards with the accompanying professional development materials and support documents, the 3 versions of LinguaFolio (paper, electronic, online) and online training modules, classroom resources and professional development materials.
Helga Fasciano, NCDPI
Ann Marie Gunter, NCDPI

2. Session Agenda
NCDPI READY & Race to the Top Initiatives Common Core State Standards & NC Essential Standards
WLES: Instructional Support Tools
PD, LinguaFolio, Proficiency 101 Project
Teacher Evaluation
Legislation & Policy
Wrap-up & Questions
DPI Update & Essential Standards Overview
Round 1: Friday, Oct. 12, 9:00 – 10:00 a.m. in Terrace 2
This NC Department of Public Instruction information session will focus on state issues, policies, and resources, including the World Language Essential Standards with the accompanying professional development materials and support documents, the 3 versions of LinguaFolio (paper, electronic, online) and online training modules, classroom resources and professional development materials.
Helga Fasciano, NCDPI
Ann Marie Gunter, NCDPI

3. Standard Course of Study (SCS)
Common Core State Standards English Language Arts * Literacy Standards for History/Social Studies, Science, and Technical Subjects Mathematics
North Carolina Essential Standards Arts Education *English Language Development *Guidance Healthful Living *Information and Technology Science Social Studies World Languages
Here is the list of the Common Core State Standards and North Carolina Essential Standards, which comprise the new Standard Courses of Study (SCoS) for all areas.. Each set of standards has similarities in goals, structure and in limitations, but the focus is on what teachers need to know to improve student outcomes.
Keep in mind that Common Core Literacy Standards, English Language Development, Guidance, and Information and Technology Essential Standards must be delivered through ALL content areas. It is also the responsibility of ALL teachers to ensure that they are working with AIG, EC, and ESL teachers to deliver the appropriate services and standards for students.
* Common Core Literacy Standards, English Language Development, Guidance, and Information & Technology Essential Standards are delivered through ALL content areas.

4. North Carolina World Language Essential Standards
K-12 Classical Languages
Ancient Greek, Latin, etc., along with classical studies
K-12 Dual & Heritage Languages
Dual Language/ Immersion Programs
Heritage Language Courses I-II
K-12 Modern Languages
Alphabetic
Logographic
Visual
Statewide implementation in
The North Carolina World Language Essential Standards are proficiency-based and are comprised of three K-12 programs: Classical Languages, Dual & Heritage Languages, and Modern Languages.
Classical Language programs involve the study of languages like Latin and Ancient Greek, which are sometimes called “dead” languages, since they are no longer a native or first language for any population. The study of Classical Languages builds skills in reading, writing, reciting, and translating. There is no conversation component to Classical Languages, because they are not being used in an everyday way by a society, so Interpersonal Communication is not a focus of study.
Dual & Heritage Language programs include dual language/immersion programs where students are taught academic content in two languages, English and the target language, as well as Spanish for Native Speaker or other heritage languages taught to native speakers. In dual language/immersion programs, students are learning math, science, social studies, etc., in two languages and become bilingual and biliterate as a result. For heritage language speakers, such as those who speak Spanish or some other language besides English at home, heritage language programs help build literacy skills in reading and writing, so that they can bridge into advanced language courses.
Modern Language programs involve the study of languages that are a first or native language for a population somewhere in the world. These programs are the most common and are often what comes to mind when world language or foreign language classes are mentioned. In North Carolina, the following languages are studied as modern languages: American Sign Language (ASL), Arabic, Cherokee, French, German, Greek, Hebrew, Hindi, Italian, Japanese, Mandarin Chinese, Russian and Spanish. Additional modern languages could be added to this list at any time and would use the same set of Essential Standards, Clarifying Objectives, and Assessment Examples.

5. Connecting to Serve ALL
How do World Languages prepare students to be future ready?
How do World Languages connect to other content areas?
What are the implications for meeting the needs of all learners as related to World Languages?
Discuss the three questions on the slide with a partner from the perspective of your World Language program: Classical Languages, Dual & Heritage Languages, Modern Languages.

6. ACTFL Proficiency Levels
Superior-Distinguished-Native
Advanced
Intermediate
Novice
Advanced – Paragraph Level
Narrate and describe in past, present and future and deal effectively with an unanticipated complication
Intermediate – Sentence Level
Create with language, initiate, maintain and bring to a close simple conversations by asking and responding to simple questions
From Building Proficiency Levels Needed to be Globally Competitive for Work
Why is this an inverted pyramid? Turn to a partner and say what you think
Share a few answers – be sure to
talk about depth/breadth/complexity and amount increasing with each level, and time from one level to the next
Novice – Word Level
Communicate minimally with formulaic and rote utterances, lists and phrases

7. ACTFL Proficiency Levels
Advanced
(Storyteller)
What are the levels/WLES based on them
Use Parrot – Survivor – Storyteller metaphor
Activity: Discuss this slide and distribute posters for review. Then go through next slide(s) and ask participants to share observations.
Clipart from Word
Intermediate
(Survivor)
Novice
(Parrot)

8. 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

9. Proficiency Expectations Modern Languages
Alphabetic
Languages
Novice
Intermediate
Advanced
Interpersonal
Levels I, II
Levels III, IV, V
Levels VI, VII, VIII
Interpretive
Presentational
Levels I, II , III
Levels IV, V, VI
Levels VII, VIII
Levels VI, VII, VIII
What are the levels/WLES based on them
Use Parrot – Survivor – Storyteller metaphor
Make these charts into posters too? Quiz at end with prize a set of laminated posters to take home?
Make sets for prizes and conference presentations?
Clipart from Word

10. Proficiency Expectations Modern Languages
Logographic
Languages
Novice
Intermediate
Advanced
Interpersonal
Levels I, II
Levels III, IV, V
Levels VI, VII, VIII
Interpretive
Levels I, II, III
Levels IV, V, VI
Levels VII, VIII
Presentational
Levels I, II, III, IV, V
Levels V, VI, VII, VIII
What are the levels/WLES based on them
Use Parrot – Survivor – Storyteller metaphor
Clipart from Word

11. Proficiency Expectations Modern Languages
Visual
Language
Novice
Intermediate
Advanced
Interpersonal
Levels I, II
Levels III, IV, V, VI
Levels VII, VIII
Interpretive:
Receptive & Fingerspelling
Level I
Levels III - VII
Levels II, III, IV, V
Level VIII
Levels VI, VII, VIII
Presentational
Expressive & Glossing
Levels I, II, III
Levels IV, V, VI
HO: Building Proficiency for the World of Work
What are the levels/WLES based on them
Use Parrot – Survivor – Storyteller metaphor
Clipart from Word

12. Building Proficiency to be Globally Competitive for Work
When does a Future-Ready student develop a level of proficiency to use in the global marketplace?
See the handout, Building Proficiency Levels to be Globally Competitive for Work, and discuss with a partner
Clipart from Word

13. Assessing Proficiency in the Classroom

14. 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.

15. Formative Assessment: Do you NC FALCON or LF?
The list of Formative Assessment modules from NC FALCON will open in another window – you may have to exit the power point to show the PDF that pops up. Link embedded:
The LinguaFolio modules table of contents link is and is also embedded.

16. Looking at Assessment Examples
Questions to consider:
What does IL.CLL.3.2 mean?
How would this AE for your students look in your classroom?
How might you modify this AE to make it even better for your students?
Read through the Intermediate Low Assessment Examples (AEs) for:
IL.CLL.3.2. Use the language to act out and summarize poetry, lyrics, prose, and other literature from the target culture.

17. What other resources are there for the WLES?

18. SI 2012 World Language Essential Standards & Toolkit
Crosswalk
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
8 Graphic Organizers
21st Century Skills Map for World Languages
SI World Language Essential Standards & Toolkit
A crosswalk is a comparison of the old or current standards vs. the new.
Hot link WLES button to LiveBinder version:

19. The 8 Graphic Organizers are . . .
Proficiency-based
Thematic
Done in English (our common language!)
Just examples to build on, modify and adapt
Full of AEs for all 3 programs!

20. Planned for 2012 – 2013 More AEs . . . TOPS at NC State drafts
OWI system
WLES wiki
NCWORLDLANG social bookmark
More AEs . . .
TOPS at NC State drafts (Technical Outreach to Public Schools)
OWI system (Online Writing Instruction)
WLES wiki
NCWORLDLANG social bookmark (Delicious bookmark)

21. Assessment Examples (AEs) are:
Prototypical performance assessments that allow students to demonstrate what they know and can do with the language
Identified for a proficiency level, 1 or more ES, and CO(s)
Attached to basic evaluation criteria
Used in the classroom, department, school, district, etc.
Adapted and scored locally by teachers IF used summatively

22. WLES Wiki for Sharing http://wlnces.ncdpi.wikispaces.net

23. 2012 – 2013 World Language Webinar Series
DPI Update
7:00 – 8:00 p.m.
January 2013
April 2013
Note: The DPI Update from Round 1 of FLANC 2012 will be recorded and posted on the webinar page.

24. 2012 – 2013 World Language Webinar Series
Topical Webinars
Various times and dates TBD
LinguaFolio Thursday, November 1, :30 – 4:30 p.m.
Proficiency-based Rubrics February 2013
Sharing Local PD on the WLES wiki May 2013
Race to the Top Summer Institute Group Quarterly Webinars
Thursdays at 3:30-4:30 p.m.
September 20, 2012
December 13, 2012
March 7, 2013
June 6, 2013
Discuss registration system and distribute handout on World Language Webinar Series with WLES Resources on back

25. World Language Program–specific Upcoming PD Opportunities
Classical Languages: Latin Workshop Being planned for National Latin Teacher Recruitment Week, March 4 – 8, 2013
Dual & Heritage Languages: DL Concentration Continuation of FLAP grant work to create 2 courses as part of a Dual Language Concentration
Modern Languages: ASL Workshop Launch of a network of Visual Language programs with the possibility of developing online courses

26. Spring RESA Meetings
February 5th – Region 1 February 12th – Region 2 February 19th – Region 4 February 26th – Region 3 March 5th – Region 5 March 12th – Region 6 March 19th – Region 8 March 21st – Region 7
Spring RESA Meetings for World Language Content Session PD Leads & Colleagues

27. For additional program-specific information on the WLES Graphic Organizers and AEs, or the CCSS from a World Language perspective, please plan to attend one or more of the following sessions here at the FLANC Conference

28. Essential Standards for Classical Languages
Round 2 at10:15-11:15 a.m.
Ayers
Essential Standards for Dual & Heritage Languages
Round 3 at 2:10-3:10 p.m.
Terrace 1
The New K-12 WLES: Overview & Implications for Institutes of Higher Education in NC
Round 6 at 10:10-11:10 a.m.
Stratford 2
Exploring the Common Core from a World Language Perspective
Round 4 at 4:10-5:10 p.m.
Round 6 at 10:10-11:10 a.m.
Gaines Ballroom II

29. Stay Connected with Listservs
FLTeachers PreK-13 instructors in public, charter and independent schools IHEcontacts Post-secondary educators at institutes of higher education (community college, college and university levels) LinguaFolio PreK-20 instructors in public, charter and independent schools, as well as IHEs, who are using or planning to use LF

30. Stay Connected with Listservs
DLI Educators working in or planning dual language/immersion programs SNS Educators working in or planning heritage language programs

31. Teacher Effectiveness and Support for Growth
Using meaningful evaluation to increase effectiveness of teachers and leaders

32. Overview Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs▲
The central focus of READY is improving student learning ...
by enabling and ensuring great teaching.

33. What is our goal? Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs▲
Before Teaching and Leading
Develop effective teachers and leaders in preparation programs
Great Teachers and Leaders An effective teacher in every classroom and leader in every school
Student Readiness
Achievement and growth for all students
During Teaching and Leading
Use meaningful evaluation and professional development to increase effectiveness of teachers and leaders

34. Measures of Effective Teaching Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs▲
This research suggests:
Multiple measures are important.
Including student growth improves objectivity of evaluation.

35. Standards 6 & 8 – The Basics Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs▲
Teachers 1 2 3 4 5 6
Contribute to Academic Success
Demonstrate Leadership
Establish Environment
Know Content
Facilitate Learning
Reflect on Practice
Principals (and other Administrators) 1 2 3 4 5 6 7 8
Human Resource Leadership
External Development Leadership
Micro- political Leadership
Strategic Leadership
Strategic Leadership
Instructional Leadership
Cultural Leadership
Managerial Leadership
Academic Achievement Leadership

36. Standards 6 and 8 are measures of Growth
Growth Model Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲
Teachers 6
Standards 6 and 8 are measures of Growth
Contribute to Academic Success
Principals 8
Academic Achievement Leadership
Academic Achievement Leadership

37. Growth Model Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs▲
Teachers 6
We will use Educator Value-Added Assessment System EVAAS for standards 6 & 8 when possible
Contribute to Academic Success
Principals 8
Academic Achievement Leadership
Academic Achievement Leadership

38. Teacher Ratings Categories Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs▲
Teachers 1 2 3 4 5 6
Demonstrate Leadership
Establish Environment
Know Content
Facilitate Learning
Contribute to Academic Success
Reflect on Practice
5 Rating Categories
3 Rating Categories
Not Demonstrated
Developing
Proficient
Accomplished
Distinguished
Does Not Meet Expected Growth
Meets Expected Growth
Exceeds Expected Growth

39. Ratings Status Status ▲
Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲
Ratings
Status
Teachers 6 separate ratings to help teachers grow each year
Principals 8 separate ratings to help principals grow each year
A single overall status that is determined once a principal or teacher has three years of growth data to populate 6 or 8
Categories for Status
In Need of Improvement
Effective
Highly Effective

40. Status and Standard 6 & 8
Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲
An educator receives an effectiveness status only once she has 3 years of data on standards 6 or 8
A 3-year rolling average of growth data from standards 6 or 8 is used as part of determining overall status

41. / 1 5 4 3 2 ) ) 3 Teacher Status Standards 1-5 In the year
Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲
In Need of Improvement
Effective
Highly Effective
Standards 1-5 In the year
Any rating lower than proficient
Proficient or Higher on Standards 1-5
Accomplished or Higher on Standards 1-5 1 5 4 3 2
Demonstrate Leadership
Establish Environment
Know Content
Facilitate Learning
Reflect on Practice
And/Or
And
And
Standard 6 Three-year rolling average
Does Not Meet Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth ) / ) 3
2 years ago 6
1 year ago + 6 +
This year 6

42. Courses Focused on Performance Locally Developed Courses
Growth Data for World Language Teachers ▲ A B C D
EOCs,EOGs and VoCATS
MSLs
Courses Focused on Performance
Locally Developed Courses
Guidance from DPI by on appropriate methods to gather and analyze evidence of student learning.
School administrators will examine evidence of student work in order to determine the teachers' 6th standard rating.

43. Courses Focused on Performance Locally Developed Courses
Four Buckets of Assessments for Growth Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ A B C D
EOCs,EOGs and VoCATS
MSLs
Courses Focused on Performance
Locally Developed Courses
Assessment Common Across Districts
Growth using EVAAS
Guidance from DPI with local implementation options
Growth determined by evaluator

44. Legislation and Policy
S724 – An Act To Implement Various Education Reforms
Study Graduation Requirement for Students Who Do Not Plan to Continue Education Beyond High School (3/ 2013)
Statewide Education Initiatives (9/ 2014)
Transition to new standards and assessments
Instructional Improvement System (pilot 12/2012)
Cloud Technology Infrastructure
NC Educator Evaluation System
Aligned professional development and system

45. Legislation and Policy
North Carolina State Board of Education
Literacy Plan
Global Education Task Force Report (12/ 2012)
Measures of Student Learning

46. Thomas & Collier Research
Phase I
Dual language/immersion programs close the achievement gap for ALL students, regardless of sub-groupings
Phase II
Higher reading and math scores for all, including EC and LEP students
Higher attendance because of greater interest and motivation to learn
Bilingual, biliterate and bicultural students outperform their monolingual peers!

47. Questions?

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