1. NCDPI Webinar CAST for World Languages Counselor Advising and Scheduling Tips (CAST) Module for K – 12 World Languages Cynthia Floyd, School Counseling Consultant Ann Marie Gunter, World Languages Consultant Broadcast from 3:00 – 4:30 p.m. on October 20, 2015

2. Webinar Controls Grab Tab Audio Pane Questions Pane Please be ready to share any unanswered questions with the presenters during the Q & A portion of this broadcast.

3. Poll Question Where are you joining us from for this webinar? My office at school A computer lab at school My home Another off-site location I’m at a secret location!

4. NC Standard Course of Study 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 Standards in violet must be delivered through ALL content areas. This CAST Module focuses on World Languages!

5. K – 12 WORLD LANGUAGE PROGRAMS CAST Module

6. North Carolina World Language Essential Standards (WLES)

7. WLES High School (HS) Program and Course Options

8. Alphabetic Languages –Arabic –French –Italian –Greek (Modern) –Spanish Other Modern Language (ex. Hindi) currently without a language-specific course code set Logographic Languages –Chinese (Mandarin) –Japanese Visual Language –American Sign Language –Cherokee –Hebrew –German –Russian

9. WLES High School (HS) Program and Course Options High School Immersion Continuation courses usually scheduled as Modern Languages Level III or higher Heritage Language courses, formerly known as Spanish for Native Speakers (SNS) courses, develop literacy skills and bridge into advanced Modern Language courses for Alphabetic Languages & Logographic Languages

10. WLES High School (HS) Program and Course Options Classical Languages –Latin –Ancient Greek –Other Classical Language Include classical studies Sometimes called “dead” or “immortal” languages since they are no longer any population’s first language in the world

11. WLES High School (HS) Program and Course Options ?4U – Respond to this section’s first reflection question on your CAST Module for World Languages sheet.

12. Inherently Advanced Courses Honors Level Courses at Level III and above in World Languages : State Board of Education Policy GCS-L-004 states that courses eligible for weights include higher-level high school courses that fall into one of the following categories:GCS-L-004 4.2. Pre-calculus, non-AP/IB calculus, mathematics courses beyond the level of calculus, and world language courses beyond the second-year level are considered inherently advanced and are assigned Honors-level weighting in accordance with section 3.1.2 above. Please see the State Board of Education Policy Manual online at http://sbepolicy.dpi.state.nc.us/ for more information.http://sbepolicy.dpi.state.nc.us/

13. Inherently Advanced Classical Language Courses Latin Latin III Honors Latin IV Honors Latin V Honors Latin VI Honors Other Classical Language Oth Classical Lang III Honors Oth Classical Lang IV Honors Oth Classical Lang V Honors Oth Classical Lang VI Honors Later in this CAST Module, details about course codes for these courses (and others) will be shared.

14. Inherently Advanced Heritage Language Courses Heritage II Honors A Heritage Language II course is the equivalent of a Modern Language Level III course Therefore, Heritage II courses are also inherently advanced and earn honors weight. Arabic Heritage II Honors Cherokee Heritage II Honors Chinese Heritage II Honors French Heritage II Honors German Heritage II Honors Greek Heritage II Honors Hebrew Heritage II Honors Italian Heritage II Honors Japanese Heritage II Honors Russian Heritage II Honors Spanish Heritage II Honors Oth Modern Lang Heritage II Honors

15. Inherently Advanced Modern Language Courses Alphabetic Arabic III – VIII Honors Cherokee III – VIII Honors French III – VIII Honors German III – VIII Honors Greek III – VIII Honors Hebrew III – VIII Honors Italian III – VIII Honors Russian III – VIII Honors Spanish III – VIII Honors Other Modern Lang III – VIII Honors Logographic Chinese III – VIII Honors Japanese III – VIII Honors ASL III – VIII Honors Later in this CAST Module, details about course codes for these courses (and others) will be shared. Visual

16. Inherently Advanced Modern Language Courses Level III through Level VIII The curricula for these courses are written using proficiency-based objectives and can be traditional language and literature courses or used to teach a variety of courses linked with career and technical education, student career interests, graduation projects, or course concentrations, such as: Language for specific purpose courses (Medical Spanish, Law Enforcement Chinese, Business German, etc.), Interpreter or Translator certification courses (ASL Interpreter, Chinese Translator, Legal/Court Interpreter, etc.), Dual language courses at the secondary level for language and academic credit (Algebra I, Chemistry, World History, Photography, etc.), and Languages Across the Curriculum (LAC) mini-course series devoted to a particular topic or theme (agricultural sustainability, world health, economic policies, etc.).

17. Community College Courses Community College World Language courses have been crosswalked or aligned to high school courses so that students in Early College programs, or any student who takes courses from a community college, can be scheduled appropriately into the language sequence.

18. Community College Classical Language Courses Please use this chart for sequencing Latin courses and selecting the appropriate PowerSchool course code. The complete list of Community College World Language courses crosswalked or aligned to the high school sequence is a handout and is also posted on the World Language wiki’s Google drive. Download it by clicking hereThe complete list of Community College World Language courses crosswalked or aligned to the high school sequence is a handout and is also posted on the World Language wiki’s Google drive. Download it by clicking here or visiting the COs by Course Outcomes page on the wiki. hereCOs by Course Outcomes page

19. Community College Modern Language Courses This is the chart showing the sequencing of Spanish courses to select the appropriate PowerSchool course code. The charts for French, German, Italian, Portuguese, and Russian are similar with a series of six courses aligned. Please see the entire list of Community College World Language courses aligned to the high school sequence in the handout on the World Language wiki’s Google drive. Download it by clicking hereDownload it by clicking here or visiting the COs by Course Outcomes page on the wiki.hereCOs by Course Outcomes page

20. Community College Modern Language Courses This is the chart showing the sequencing of American Sign Language (ASL) courses to select the appropriate PowerSchool course code. The charts for Arabic, Chinese, and Japanese are similar with a series of four courses aligned. Please see the entire list of Community College World Language courses aligned to the high school sequence in the handout on the World Language wiki’s Google drive. Download it by clicking hereDownload it by clicking here or visiting the COs by Course Outcomes page on the wiki.hereCOs by Course Outcomes page

21. WLES High School (HS) Program and Course Options ?4U – Respond to this section’s second reflection question on your CAST Module for World Languages sheet.

22. Poll Question Which of the high school programs or course options have you worked with most recently? Classical Languages program Dual & Heritage Languages program Inherently Advanced courses Community College courses None – I don’t work at the high school level.

23. North Carolina World Language Essential Standards (WLES)

24. WLES Middle School (MS) Program and Course Options

25. High School Credit Courses Proficiency-based courses that meet the high school level standards and student outcomes (May be offered in block or traditional schedules with flexibility to complete the course in one academic year or over two academic years as Part A and Part B) Beginning Courses Proficiency-based courses that are 1-semester or year-long Continuing Courses Proficiency-based courses following a year-long course Exploratory Language Courses Short duration courses less than 1 semester (ex. 6-weeks or 9-weeks) which lay the foundation for future study of one or more languages and may be part of a “wheel” rotation

26. WLES Middle School (MS) Program and Course Options MS Immersion Continuation Courses Proficiency-based classes for students from a K-5 dual language/immersion program that function as the Language Arts class in the target language, such as Spanish Language Arts, or can be scheduled as high school credit courses [Heritage Language Levels I – II or Modern Languages Levels II – III] HS Credit Heritage Language Courses Proficiency-based courses that meet the high school level standards and student outcomes (May be offered in block or traditional schedules with flexibility to complete the course in one academic year or over two academic years as Part A and Part B)

27. WLES Middle School (MS) Program and Course Options ?4U – Respond to this section’s first reflection question on your CAST Module for World Languages sheet.

28. High School Credit Courses for Middle School (MS) Students Course for Credit Policy for MS Students Taking High School Credit World Language Courses State Board of Education Policy GCS-M-001 states:GCS-M-001 3. Students in grades 6-8 who pass English I and/or mathematics, science, social studies, or world language courses that are described in and aligned to the North Carolina Standard Course of Study for grades 9-12 may use the course(s) to meet high school graduation requirements. Such course(s) shall count toward meeting graduation requirements and the number of credits required to graduate, and shall appear on the high school transcript. These courses shall not be included in the calculation of students’ high school Grade Point Average (GPA). Student GPA shall be computed only with courses taken during high school. Please see the State Board of Education Policy Manual online at http://sbepolicy.dpi.state.nc.us/ for more information.http://sbepolicy.dpi.state.nc.us/

29. High School Credit Courses for Middle School (MS) Students Levels I, II and/or III of Classical and Modern Languages, as well as Levels I and II Heritage Languages, can be offered for high school credit to middle school students Course coding in the 6 th digit shows that the course is offered to middle school students Course coding in the 7 th digit shows if the course is offered in one academic year or over two academic years as Part A and Part B Later in this CAST Module, details about course codes for these courses (and others) will be shared.

30. WLES Middle School (MS) Program and Course Options ?4U – Respond to this section’s second reflection question on your CAST Module for World Languages sheet.

31. North Carolina World Language Essential Standards (WLES)

32. WLES Elementary School (ES) Program and Course Options

33. Foreign Language in the Elementary School (FLES) Proficiency-based courses with a minimum of 90 minutes per week of instructional time Exploratory Language Courses Courses that have less than 90 minutes per week of instructional time or are short duration courses (ex. 6- weeks or 9-weeks) which focus on basic vocabulary and culture and lay the foundation for future study of one or more languages

34. WLES Elementary School (ES) Program and Course Options Dual Language/Immersion Programs K-5 programs where students are taught academic content (NC Standard Course of Study) in two languages, English and the target language, so that they become bilingual and biliterate 4 models are in use and the program, school, or district selects the model based on the population served: Developmental Bilingual – heritage or home language speakers of the target language Full Immersion – primarily native speakers of English Partial Immersion – primarily native speakers of English or secondary immersion continuation Two-Way – 50% native speakers of English and 50% native speakers of the target language

35. WLES Elementary School (ES) Program and Course Options ?4U – Respond to this section’s first reflection question on your CAST Module for World Languages sheet.

36. K-12 Dual Language/Immersion Preparing Students for the World: Final Report of the State Board of Education’s Task Force on Global Education Task Force Recommendations – Commitment 2: Leading- edge Language Instruction 2.1 Institute a plan for statewide access to dual language/immersion opportunities beginning in elementary school and continuing through high school. Please see the final report noted above and other information about Global Education online at http://www.ncpublicschools.org/globaled/ http://www.ncpublicschools.org/globaled/

37. K-12 Dual Language/Immersion Course codes for K-8 Dual Language/Immersion (DLI) Literacy or language arts courses in the target language have been added as of 2015 – 2016 to help track enrollment growth statewide –The first four digits of the course code are unique to the target language DLI program –Course coding in the 6 th digit shows whether the course is offered to elementary or middle school students –Course coding in the 7 th digit shows what grade level the students are in Later in this CAST Module, details about course codes for these courses (and others) will be shared.

38. Poll Question Which of the K – 8 programs or course options have you worked with most recently? FLES program Dual Language/Immersion program Exploratory courses High school credit courses None – I don’t work at the K – 8 level.

39. WORLD LANGUAGE COURSE CODES CAST Module

40. World Language Course Codes State course codes are 7 digits in length –The first four digits of World Language course codes indicate the language and level of the course –The 5 th digit is the academic level or weight –The 6 th digit is the gradespan of the student –The 7 th digit is usually 0 and is sometimes used to indicate course sequence information The 8 th, 9 th, and 10 th digits can be used locally by districts and schools to indicate a variety of details.

41. World Language Course Codes 1 st – 4 th digits for the course 5 th digit 6 th digit 7 th digit 110_ French 112_ Chinese 114_ Spanish 116_ German 118_ Japanese 120_ Russian 122_ Arabic 124_ Latin 125_ Other Classical Lang 126_ Cherokee 128_ ASL 130_ Other Modern Lang 132_ Greek 134_ Hebrew 136_ Italian 0 - K-8 1 – Level I 2 – Level II 3 – Level III 4 – Level IV 5 – Level V 6 – Level VI 7 – Level VII 8 – Level VIII 9 – Heritage I 10 – Heritage II 11 – DLI Literacy

42. World Language Course Codes 1 st – 4 th digits for the course 5 th digit6 th digit7 th digit 110_ French 112_ Chinese 114_ Spanish 116_ German 118_ Japanese 120_ Russian 122_ Arabic 124_ Latin 125_ Other Classical Lang 126_ Cherokee 1275 Exploratory Language 128_ ASL 130_ Other Modern Lang 132_ Greek 134_ Hebrew 136_ Italian 1275 Exploratory Language < 90 minutes per week at K – 5 Short duration course at middle school Same course code for one language (Exploratory…ex. Spanish) OR multiple languages (Exploratory…ex. 2+ languages)

43. World Language Course Codes 1 st – 4 th digits for the course 5 th digit6 th digit7 th digit 110_ French 112_ Chinese 114_ Spanish 116_ German 118_ Japanese 120_ Russian 122_ Arabic 124_ Latin 125_ Other Classical Lang 126_ Cherokee 128_ ASL 130_ Other Modern Lang 132_ Greek 134_ Hebrew 136_ Italian 0 - K-8 1 – Level I 2 – Level II 3 – Level III 4 – Level IV 5 – Level V 6 – Level VI 7 – Level VII 8 – Level VIII 9 – Heritage I 10 – Heritage II 11 – DLI Literacy What courses do these course codes represent? 1121 1164 1225 1302 1150

44. World Language Course Codes 1 st – 4 th digits for the course 5 th digit6 th digit7 th digit 110_ French 112_ Chinese 114_ Spanish 116_ German 118_ Japanese 120_ Russian 122_ Arabic 124_ Latin 125_ Other Classical Lang 126_ Cherokee 128_ ASL 130_ Other Modern Lang 132_ Greek 134_ Hebrew 136_ Italian 0 - K-8 1 – Level I 2 – Level II 3 – Level III 4 – Level IV 5 – Level V 6 – Level VI 7 – Level VII 8 – Level VIII 9 – Heritage I 10 – Heritage II 11 – DLI Literacy What courses do these course codes represent? 1121 Chinese I 1164 German IV 1225 Arabic V 1302 Other Modern Lang II 1150 Spanish Heritage II Explanations in slide notes

45. World Language Course Codes 1 st – 4 th digits for the course 5 th digit Academic level or weight 6 th digit Gradespan of student 7 th digit 110_ French 112_ Chinese 114_ Spanish 116_ German 118_ Japanese 120_ Russian 122_ Arabic 124_ Latin 125_ Other Classical Lang 126_ Cherokee 128_ ASL 130_ Other Modern Lang 132_ Greek 134_ Hebrew 136_ Italian 0 - K-8 1 – Level I 2 – Level II 3 – Level III 4 – Level IV 5 – Level V 6 – Level VI 7 – Level VII 8 – Level VIII 9 – Heritage I 10 – Heritage II 11 – DLI Literacy 2 Standard 5 Honors X High School Y Middle School Z Elementary School 0 (Usually a zero unless being used for course sequence information)

46. World Language 7 th Digit for... High School Credit Courses at the Middle School 1 st – 4 th digits for the course 5 th digit6 th digit 7 th digit course sequence information 110_ French 112_ Chinese 114_ Spanish 116_ German 118_ Japanese 120_ Russian 122_ Arabic 124_ Latin 125_ Other Classical Lang 126_ Cherokee 128_ ASL 130_ Other Modern Lang 132_ Greek 134_ Hebrew 136_ Italian 1 – Level I 2 – Level II 3 – Level III 9 – Heritage I 10 – Heritage II 2 Standard Y Middle School 0 Usually a 0 A 1 st part of HS credit course taught at middle school B 2 nd part of HS credit course Spanish IA: 11412YA Spanish IB: 11412YB

47. World Language 7 th Digit for... MS Beginning & Continuing Courses 1 st – 4 th digits for the course 5 th digit6 th digit7 th digit course sequence information 110_ French 112_ Chinese 114_ Spanish 116_ German 118_ Japanese 120_ Russian 122_ Arabic 124_ Latin 125_ Other Classical Lang 126_ Cherokee 128_ ASL 130_ Other Modern Lang 132_ Greek 134_ Hebrew 136_ Italian 0 K-8 2 Standard Y Middle School 0 < 1 year of study 1 1 year of study 2 2 years of study 3 3 years of study German examples 11602Y0 – 6 th or 7 th semester 11602Y1 – 6 th or 8 th year-long Explanations are in slide notes

48. World Language 7 th Digit for... Elementary FLES Courses 1 st – 4 th digits for the course 5 th digit6 th digit7 th digit course sequence information 110_ French 112_ Chinese 114_ Spanish 116_ German 118_ Japanese 120_ Russian 122_ Arabic 124_ Latin 125_ Other Classical Lang 126_ Cherokee 128_ ASL 130_ Other Modern Lang 132_ Greek 134_ Hebrew 136_ Italian 0 K-8 2 Standard Z Elementary School 0 < 1 year of study 1 1 year of study 2 2 years of study 3 3 years of study 4 4 years of study 5 5 years of study 6 6 years of study French examples 11002Z0 – K or 3 rd 11002Z1 – 1 st or 4 th 11002Z2 – 2 nd or 5 th Explanations are in slide notes

49. World Language 7 th Digit for... Elementary DLI Literacy Courses 1 st – 4 th digits for the course 5 th digit6 th digit grade span of student 7 th digit course sequence information 1111 French DLI Literacy 1131 Chinese DLI Literacy 1151 Spanish DLI Literacy 1171 German DLI Literacy 1191 Japanese DLI Literacy 1271 Cherokee DLI Literacy 1331 Greek DLI Literacy 2 Standard Z Elementary School 0 Kindergarten 1 1 st grade 2 2 nd grade 3 3 rd grade 4 4 th grade 5 5 th grade Chinese examples 11312Z0 – Kindergarten 11312Z1 – 1 st grade 11312Z2 – 2 nd grade Explanations are in slide notes

50. World Language 7 th Digit for... Middle School DLI Literacy Courses 1 st – 4 th digits 5 th digit6 th digit7 th digit course sequence information 1111 French DLI Literacy 1131 Chinese DLI Literacy 1151 Spanish DLI Literacy 1171 German DLI Literacy 1191 Japanese DLI Literacy 1271 Cherokee DLI Literacy 1331 Greek DLI Literacy 2 Standard Y Middle School 6 6 th grade 7 7 th grade 8 8 th grade Spanish examples 11512Y6 – 6 th grade 11512Y7 – 7 th grade 11512Y8 – 8 th grade Explanations are in slide notes

51. Advanced Placement (AP) Course Codes Advanced Placement (AP) 1A027X0 - AP Chinese 1A037X0 - AP French 1A047X0 - AP German 1A057X0 - AP Italian 1A067X0 - AP Japanese 1A077X0 - AP Latin 1A087X0 - AP Spanish Language 1A097X0 - AP Spanish Literature AP courses do not use the North Carolina Essential Standards. For an AP course code, there will be: A in the 2 nd digit and 7 in the 5 th digit Also, courses that lead to an AP course should not be coded as AP. For example, if there is a Level V course in the fall prior to the spring AP course, the fall course code would have a 5 in the 5 th digit because it is a course from the North Carolina World Language Essential Standards.

52. International Baccalaureate (IB) Course Codes International Baccalaureate (IB) 1I058X0 – IB French SL 1I068X0 - IB French HL 1I078X0 - IB German SL 1I088X0 - IB German HL 1I098X0 - IB Japanese SL 1I108X0 - IB Japanese HL 1I118X0 - IB Latin SL 1I128X0 - IB Latin HL 1I138X0 - IB Mandarin SL 1I148X0 - IB Mandarin HL 1I158X0 - IB Spanish SL 1I168X0 - IB Spanish HL 1I178X0 - IB French ab initio 1I188X0 - IB German ab initio 1I198X0 - IB Japanese ab initio 1I208X0 - IB Mandarin ab initio 1I218X0 - IB Spanish ab initio 1I228X0 - IB Hebrew SL 1I238X0 - IB Russian SL 1I248X0 - IB Russian HL IB courses do not use the North Carolina Essential Standards. For an IB course code, there will be: I in the 2 nd digit and 8 in the 5 th digit

53. World Language Course Codes All K-12 World Language Course Codes, along with explanations and resource documents for teachers, can be found on the World Languages Wiki at http://wlnces.ncdpi.wikispaces.net/COsbyCourseOutcomes where they are organized by language. http://wlnces.ncdpi.wikispaces.net/COsbyCourseOutcomes The current Course Code Master List with course codes for all content areas is posted on the Home Base Student Information System site at http://www.nc-sis.org/courses.html as a downloadable spreadsheet. http://www.nc-sis.org/courses.html

54. Let’s Chat for a Moment... What information about World Language programs, courses or course codes was most surprising or new to you? Raise your electronic hand to be unmuted.

55. SCHEDULING BEST PRACTICES CAST Module

56. Scheduling Best Practices: Articulated Sequences Continuity, or an articulated sequence of language courses, is crucial for building proficiency in a language.

57. Scheduling Best Practices: Articulated Sequences It is preferable for students to take each level of language sequentially in back-to-back years or semesters, especially the first two levels. For example: –In a traditional schedule, a student would take German I during the freshman year and German II during the sophomore year. –In a block schedule, a student would take Japanese I during the fall semester and Japanese II during the spring semester of a school year.

58. Scheduling Best Practices: Articulated Sequences To facilitate student learning, the first two levels of courses should not be large classes. If possible, sections should be no larger than approximately 25 - 30 students. For example: If 45 students request Spanish I, they could be... Divided into sections of 25 in 1 st period and 20 in 3 rd period in a traditional schedule. Divided into sections of 23 on A day Spanish I and 22 on B day in a block schedule. Asked if a few would like to take the course online through the North Carolina Virtual Public School.

59. Scheduling Best Practices: Articulated Sequences In Level III and above courses, there are often fewer students enrolled and sometimes small classes get combined into one class period within a language. If that is necessary, it is better to combine upper level classes that are sequential. For example: French III and French IV together in one class period, but NOT Latin II and Latin III in the same class period and NOT Chinese I and Chinese III in the same block.

60. Scheduling Best Practices: Articulated Sequences Continuity, or an articulated sequence of language courses, is crucial for building proficiency in a language. ?4U – Respond to this section’s first reflection question on your CAST Module for World Languages sheet.

61. Scheduling Best Practices: Reaching Higher Levels The earlier a student starts language study, the higher they can go with proficiency in the language, which also yields benefits academically, cognitively, and professionally.

62. Scheduling Best Practices: Reaching Higher Levels Level III – VI Classical Language courses, Level II Heritage Language courses, and Level III – VIII Modern Language courses are inherently advanced and earn honors weight. Students who can demonstrate proficiency gained in K-8 programs, such as middle school for high school credit courses or an articulated sequence over a longer time, may be able to begin at Level II or higher in high school. AP courses can be reached after a student has completed Level III or Level IV, depending on how the local sequence is structured.

63. Scheduling Best Practices: Reaching Higher Levels The UNC Minimum Admissions Requirement (MAR) is two courses in the same language. The UNC Board of Governors has removed the suggestion that one of the two courses be taken in the senior year. The two courses do not have to be sequential. For example, if a student has taken Level II and then gains proficiency from an outside or enrichment experience, he or she could then be placed in Level IV after demonstrating their proficiency. Some colleges and universities, both within and outside the state, give preference to students with advanced levels (III and up) of language study.

64. Scheduling Best Practices: Reaching Higher Levels Placement is a local decision, so students can be placed in the level that is most appropriate for them individually based on a variety of experiences with the language: Previous language study at any age, including enrichment programs and heritage schools; Use of the language in the home or community; Immersion in the language outside of school while living, studying or traveling abroad; and so on.

65. Scheduling Best Practices: Reaching Higher Levels The Credit by Demonstrated Mastery (CDM) process can allow students to earn credit by demonstrating their proficiency in a language as aligned to the student outcomes for each level. These outcomes are also used to place a student directly into a class if no credit is desired or being sought through CDM.

66. Scheduling Best Practices: Reaching Higher Levels Native speakers of a language other than English have a variety of options. They can: Enroll in any level of a course in their native language depending on the placement decision; Take a Heritage Language course or sequence and bridge into advanced courses afterwards; Choose to study another world language different from their home language and/or in addition to their first language; and so on.

67. Scheduling Best Practices: Reaching Higher Levels Balance and long-range planning is critical when the master schedule includes many singleton courses. Students who want to reach higher level language courses also often want to take other advanced courses, such as honors or AP courses in the arts disciplines (dance, music, theatre arts, visual arts), English, math, science, social studies, etc.

68. Scheduling Best Practices: Reaching Higher Levels The earlier a student starts language study, the higher they can go with proficiency in the language, which also yields benefits academically, cognitively, and professionally. ?4U – Respond to this section’s second reflection question on your CAST Module for World Languages sheet.

69. Global Languages Endorsement SBE Policy GCS-L-007 At the January 2015 meeting of the State Board of Education (SBE), the Global Languages Endorsement was adopted as one of the five high school diploma endorsements that students may earn. Students have to show that they have proficiency in English and at least one other language, which helps ensure that they are College and Career Ready in an interconnected world, to earn the Global Languages Endorsement.

70. Global Languages Endorsement SBE Policy GCS-L-007

71. For more information about the Global Languages Endorsement, see the Global Education wikipage dedicated to it at http://gled.ncdpi.wikispaces.net/ Global+Languages+Endorsement http://gled.ncdpi.wikispaces.net/ Global+Languages+Endorsement ?4U – Respond to this section’s reflection questions on your CAST Module for World Languages sheet.

72. Poll Question Which of these practices or options have you worked with most recently? Scheduling articulated sequences Scheduling so students can reach higher level courses Global Languages Endorsement Other – Put this answer in the Question box

73. Future Considerations Discuss with students how language might connect to their future with these questions: How does language study impact career skills and academic achievement? What is the job market seeking in language proficiency for different careers? Will the ability to speak another language lead to increased pay or other opportunities? Does the student plan to travel, study, live and/or work abroad in the future?

74. Future Considerations Q: How does language study impact career skills and academic achievement? A: Quite positively! Research shows that studying another language leads to greater cognitive development in the areas of mental flexibility, creativity, divergent thinking and higher-order thinking skills. It also results in a broader English vocabulary, a better understanding of one’s own language and culture, and higher scores on standardized tests.

75. Impact of 3 or more years of World Language Study Increasingly higher test scores on the SAT in Critical Reading, Math, and Writing correlate with 3, 4, and more than 4 years of language study.

76. Future Considerations Q: What is the job market seeking in language proficiency for different careers? A: Employees with language proficiency at various levels starting at Intermediate Low, which is the minimum for the Global Languages Endorsement, can use their language skills in a globally competitive work world! Take a look at the chart on the next slide to see the proficiency level descriptors linked with jobs and careers, followed by the kind of instruction needed beginning at K-12 to reach those levels of proficiency. The Building Proficiency Levels to be Globally Competitive for Work chart can be downloaded and printed as a handout or poster from the wikipage where this module is posted.

78. Future Considerations Q: Will the ability to speak another language lead to increased pay or other opportunities? A: Yes! Bilingual and multilingual people earn more around the world, including in the United States, and not just in fields like interpretation and translation. Knowing another language also means knowing more about culture, your own and others. This knowledge helps people connect with each other at work and be more understanding and tolerant. Without it, the consequences can be harsh for employees, supervisors, and even leaders. Being bilingual also has benefits for the brain and delays the onset of symptoms of dementia as we age. See excerpts from articles on the next two slides for details. The links to the articles are in the slide notes.

79. Recent Articles... Ex. EMT annual salaries Monolingual$30,360 Bilingual$40,000 + $200,000 for career Facing thousands of investors, Anshu Jain knew a lot was riding on his speech at the annual meeting of Germany's largest bank. "On this day, every word matters," Jain said in German. For that reason, he said he'd continue in his mother tongue. The Indian- born British national delivered the rest of the address in English. Less than three weeks later, Jain resigned after losing the confidence of investors.

80. Recent Research...

81. Future Considerations Q: Does the student plan to travel, study, live and/or work abroad in the future? A: It’s quite likely the answer is yes. But, even if a student isn’t planning to leave our state, they still need to have language skills because North Carolina is global now. The next slide is pulled from Mapping the Nation and shows that our state has an increasing number of jobs linked to international trade and exports, along with a population that speaks many languages.

82. http://mappingthenation.net/state-northcarolina.html

83. Poll Question Which of these questions do you rank as most important to discuss with your students? How does language study impact career skills and academic achievement? What is the job market seeking in language proficiency for different careers? Will the ability to speak another language lead to increased pay or other opportunities? Does the student plan to travel, study, live and/or work abroad in the future?

84. WORLD LANGUAGE RESOURCES CAST Module

85. Resource Web Sites NCDPI World Languages Wiki http://www.ncpublicschools.org/globaled/ http://www.ncpublicschools.org/globaled/

86. Resource Web Sites NCDPI Global Education web site http://www.ncpublicschools.org/globaled/ http://www.ncpublicschools.org/globaled/

87. Resource Web Sites Global Languages Endorsement Wiki http://gled.ncdpi.wikispaces.net/ Global+Languages+Endorsement http://gled.ncdpi.wikispaces.net/ Global+Languages+Endorsement

88. Resource Web Sites Information on all graduation endorsements http://www.ncpublicschools.org/curriculum/scholars http://www.ncpublicschools.org/curriculum/scholars

89. Resource Web Sites NCDPI Wiki Central with links to content areas http://wikicentral.ncdpi.wikispaces.net/ NCDPI+WikiCentral+Page http://wikicentral.ncdpi.wikispaces.net/ NCDPI+WikiCentral+Page

90. Let’s Chat for a Moment... What other questions do you have about World Languages? Raise your electronic hand to be unmuted.

91. CAST for World Languages Evaluation We thank you for participating in the NCDPI CAST for World Languages webinar, and hope you found the information helpful. Please complete the short evaluation at the following link by next Tuesday, October 27, so that we may continue to enhance our information sessions. CAST for World Languages Evaluation: https://docs.google.com/forms/d/1TbOxSdjzHurTtac1f 0t9rdgxniEFPeis-EbdjyAUolQ/viewform