1. Michigan’s Merit Curriculum World Language Requirement Emily Spinelli American Associated of Teachers of Spanish and Portuguese Anne Nerenz Eastern Michigan University Jackie Moase-Burke Oakland (MI) Schools Emily Spinelli American Associated of Teachers of Spanish and Portuguese Anne Nerenz Eastern Michigan University Jackie Moase-Burke Oakland (MI) Schools

2. Merit Curriculum Initiative To prepare Michigan’s students with the skills and knowledge needed for the jobs of the 21st century global economy, the state of Michigan has enacted a rigorous new set of statewide graduation requirements.

3. Michigan Graduation Requirements… Beginning with the graduating class of 2011, students will be required to meet the new Michigan High School Graduation Requirements  4 credits of Mathematics  4 credits of English Language Arts  3 credits of Science  3 credits of Social Studies  1 credit physical education/health  1 credit visual, performing, applied arts  An online experience Beginning with the graduating class of 2011, students will be required to meet the new Michigan High School Graduation Requirements  4 credits of Mathematics  4 credits of English Language Arts  3 credits of Science  3 credits of Social Studies  1 credit physical education/health  1 credit visual, performing, applied arts  An online experience

4. Michigan Merit Curriculum Graduation Requirements include a World Language requirement Beginning with the class of 2016 (5th graders in 2008-09), students will need to complete two credits of a World Language in grades 9 - 12 OR have an equivalent learning experience in grades K-12 Beginning with the class of 2016 (5th graders in 2008-09), students will need to complete two credits of a World Language in grades 9 - 12 OR have an equivalent learning experience in grades K-12

5. Working Group  No State Supervisor of World Languages since 1991  Forming a World Languages Working Group  American sign language, Anishinaabe, French, German, Japanese, Spanish  Levels  Elementary, middle school, high school, community college, university, regional educational agencies, administrators  Geographic representation  No State Supervisor of World Languages since 1991  Forming a World Languages Working Group  American sign language, Anishinaabe, French, German, Japanese, Spanish  Levels  Elementary, middle school, high school, community college, university, regional educational agencies, administrators  Geographic representation

6. Key Point #1: New Documents Michigan Merit Curriculum Credit/Experience Guidelines World Language Standards and Benchmarks Michigan Merit Curriculum Credit/Experience Guidelines World Language Standards and Benchmarks

7. The Michigan Guidelines for World Languages

8. The Michigan World Language Standards and Benchmarks

9. Key Point #2: Changing What and How Students Learn  Conducted primarily in the target language  Incorporate appropriate technology to facilitate learning  Focus on concepts of language and culture that have value beyond the classroom  Emphasize the development of all four language skills - listening, speaking, reading, writing, within the interpersonal, interpretive, and presentational modes of communication  Conducted primarily in the target language  Incorporate appropriate technology to facilitate learning  Focus on concepts of language and culture that have value beyond the classroom  Emphasize the development of all four language skills - listening, speaking, reading, writing, within the interpersonal, interpretive, and presentational modes of communication

10. National and State Standards  Organized around the 5 Cs  Communication  Culture  Connections  Comparisons  Communities  Benchmark expectations in all 5 areas  Organized around the 5 Cs  Communication  Culture  Connections  Comparisons  Communities  Benchmark expectations in all 5 areas

12. Standard 1.1 Interpersonal Communication  Speaking/Listening or Signed  Exempt = no longer spoken  1.1 S. a - d Socializing  1.1.S. d - g Identifying and describing  1.1.S. g - i Exchanging information  1.1.S. i - k Exchanging opinions  Reading/Writing  Exempt =not written  1.1.RW. a - d Socializing  1.1.RW. d - g Identifying and describing  1.1.RW. g - i Exchanging information  1.1.RW. i - k Exchanging opinions  Speaking/Listening or Signed  Exempt = no longer spoken  1.1 S. a - d Socializing  1.1.S. d - g Identifying and describing  1.1.S. g - i Exchanging information  1.1.S. i - k Exchanging opinions  Reading/Writing  Exempt =not written  1.1.RW. a - d Socializing  1.1.RW. d - g Identifying and describing  1.1.RW. g - i Exchanging information  1.1.RW. i - k Exchanging opinions

13. Standard II Culture  2.1 Cultural Practices and Perspectives  Exempt = none  2.1. H. a - hImpact of historic events and governmental systems  2.1. F. a - eRole of family and community  2.1. E. a - cEducation, employment and economy  2.2 Cultural Products and Perspectives  Exempt = none  2.2. G. a - dImpact of geography and natural resources  2.2. C. a - bImportance of cultural and creative heritage  2.2. F. a - DArtifacts associated with family and community (daily routines, basic needs, native products, leisure, holidays and celebrations)  2.2. E. a - DArtifacts associated with education, employment, and the economy ( facilities, materials, resources, products, services,currency)  2.1 Cultural Practices and Perspectives  Exempt = none  2.1. H. a - hImpact of historic events and governmental systems  2.1. F. a - eRole of family and community  2.1. E. a - cEducation, employment and economy  2.2 Cultural Products and Perspectives  Exempt = none  2.2. G. a - dImpact of geography and natural resources  2.2. C. a - bImportance of cultural and creative heritage  2.2. F. a - DArtifacts associated with family and community (daily routines, basic needs, native products, leisure, holidays and celebrations)  2.2. E. a - DArtifacts associated with education, employment, and the economy ( facilities, materials, resources, products, services,currency)

14. Standard V Communities  5.1 Use of Language  Exempt = none  5.1. a Exchange information in the language locally and around the world  5.1. bUse the language to provide service to others  5.2 Personal enrichment  Exempt = none  5.2. aWilling use and seek out opportunities to use the language  5.2. bUse authentic materials to explore topics of personal interest and enjoyment  5.2. cIdentify and investigate careers, and volunteer in a setting, that requires use of another language or cross-cultural understanding  5.1 Use of Language  Exempt = none  5.1. a Exchange information in the language locally and around the world  5.1. bUse the language to provide service to others  5.2 Personal enrichment  Exempt = none  5.2. aWilling use and seek out opportunities to use the language  5.2. bUse authentic materials to explore topics of personal interest and enjoyment  5.2. cIdentify and investigate careers, and volunteer in a setting, that requires use of another language or cross-cultural understanding

15. Key Point #3: To whom should the requirement apply?  ALL students  Some individual educational plans (IEP) may allow for exemptions.  ALL students  Some individual educational plans (IEP) may allow for exemptions.

16. Key Point #4: Which Languages  Languages currently taught within the school curriculum  Languages that are not currently not offered with the context of the school curriculum  Languages that are not written  Languages that are no longer spoken  Languages that are signed  Home and/or heritage languages  Languages currently taught within the school curriculum  Languages that are not currently not offered with the context of the school curriculum  Languages that are not written  Languages that are no longer spoken  Languages that are signed  Home and/or heritage languages

17. Key Point #5: SAME World Language Two credits must be earned in the same language Extended sequences of study lead to functional language proficiency and cultural competence. Two credits must be earned in the same language Extended sequences of study lead to functional language proficiency and cultural competence.

18. Key Point #6: Required Level of Proficiency Minimum level to meet the graduation requirement = Novice High

19. What exactly can Novice High students do?  Communicate with learned or memorized materials and begins to create with language in short conversations  Use words, phrases and simple sentences to ask and answer questions  Function in basic, daily situations involving home, family, school and community  Communicate with learned or memorized materials and begins to create with language in short conversations  Use words, phrases and simple sentences to ask and answer questions  Function in basic, daily situations involving home, family, school and community

20. Proficiency Levels Beyond the Requirement Benchmarks were prepared for two additional levels — Intermediate Low - Intermediate Mid reflecting continued study beyond the two required credits — Pre-advanced (Intermediate High and beyond) reflecting extended sequences of study (AP) Benchmarks were prepared for two additional levels — Intermediate Low - Intermediate Mid reflecting continued study beyond the two required credits — Pre-advanced (Intermediate High and beyond) reflecting extended sequences of study (AP)

22. Key point #7: Meeting the Requirement Two credits of a world language in grades 9 -1 2 Demonstrated equivalent proficiency acquired K-8 or in other settings — Equivalent experiences in a K-8 program — Other equivalent experiences Two credits of a world language in grades 9 -1 2 Demonstrated equivalent proficiency acquired K-8 or in other settings — Equivalent experiences in a K-8 program — Other equivalent experiences

23. A. Study in a High School Setting  Curriculum must address all 5 Cs  Curriculum must be aligned with the Michigan World Languages Benchmarks  Assessments must be aligned with the Michigan World Languages Benchmarks at the minimum level  Credit will be measured in seat time with an expectation of exit proficiency equivalent to Novice High  Curriculum must address all 5 Cs  Curriculum must be aligned with the Michigan World Languages Benchmarks  Assessments must be aligned with the Michigan World Languages Benchmarks at the minimum level  Credit will be measured in seat time with an expectation of exit proficiency equivalent to Novice High

24. B. Possible Equivalent Experiences in a K-8 Setting Page 14-15

26. C. Other Equivalent Experiences  Home and heritage languages  Schooling abroad  Other life experiences  Home and heritage languages  Schooling abroad  Other life experiences

27. Key Point #8: Verification of Proficiency Integrative proficiency-based assessments using authentic print, video, and audio materials

28.  Grades 9-12  Successful completion of two credits in the same language at the high school level  Grades 9-12  Successful completion of two credits in the same language at the high school level

29.  Equivalent Experience  first year summative exam demonstrating proficiency at the Novice Mid level or second year summative exam demonstrating proficiency at the Novice High level  Novice Mid (rating of 2) or Novice High (rating of 3) on the STAMP in reading, writing and speaking  Score equivalent to Level I or Level II on a nationally-approved language exam, i.e. proficiency-based sections of the AATSP national Spanish exam  Score equivalent to European level A1 or A2  Equivalent Experience  first year summative exam demonstrating proficiency at the Novice Mid level or second year summative exam demonstrating proficiency at the Novice High level  Novice Mid (rating of 2) or Novice High (rating of 3) on the STAMP in reading, writing and speaking  Score equivalent to Level I or Level II on a nationally-approved language exam, i.e. proficiency-based sections of the AATSP national Spanish exam  Score equivalent to European level A1 or A2

30.  Official school transcripts documenting continuous school experience (one semester = 1 credit; second semester = second credit)  Successful completion of a combination of district assessments and commercially-prepared assessments at the Novice-Mid level — ELLOPA— SOPI— SCPI — SOPA— OPI  Official school transcripts documenting continuous school experience (one semester = 1 credit; second semester = second credit)  Successful completion of a combination of district assessments and commercially-prepared assessments at the Novice-Mid level — ELLOPA— SOPI— SCPI — SOPA— OPI

31. New Ways to Assess  Incorporate performance-based assessments that are varied and have application beyond the classroom  Assessments must allow students to demonstrate the 5Cs  Incorporate performance-based assessments that are varied and have application beyond the classroom  Assessments must allow students to demonstrate the 5Cs

32. For Discussion… CURRICULUM How can we go about designing a standards-based program? INSTRUCTION What do we need to do to meet the needs of all learners so that all children will be able to satisfy this graduation requirement? ASSESSMENT What standards-based assessments are already available? What assessments need to be developed? INSTRUCTIONAL RESOURCES What materials and resources do we already have? What will we need? CURRICULUM How can we go about designing a standards-based program? INSTRUCTION What do we need to do to meet the needs of all learners so that all children will be able to satisfy this graduation requirement? ASSESSMENT What standards-based assessments are already available? What assessments need to be developed? INSTRUCTIONAL RESOURCES What materials and resources do we already have? What will we need?

33. For additional information…  Emily Spinelli, AATSP espinelli@aatsp.org  Anne Nerenz, Eastern Michigan University anerenz@emich.edu  Jackie Moase-Burke, Oakland (MI) Schools jackie.moaseburke@oakland.k12.mi.us  Emily Spinelli, AATSP espinelli@aatsp.org  Anne Nerenz, Eastern Michigan University anerenz@emich.edu  Jackie Moase-Burke, Oakland (MI) Schools jackie.moaseburke@oakland.k12.mi.us