Post on 13-Feb-2016
description
Proficiency 101for the
Essential Standards
FLANC Spring FlingApril 21, 2012
WLES Wikihttp://wlnces.ncdpi.wikispaces.net/
The WLES wiki has today’s materials posted on the FLANC Spring Fling pageunder Content Sessions
Today’s AgendaTools for Implementing the World Language
Essential Standards
Assessing Proficiency in the Classroom
Next Steps
Tools for Implementing the new Standard Course of Study
Beginning in Fall 2012
World Language Essential Standards
Instructional Support
Tools
Professional Development
WLES Wiki
Tools for Implementing the new Standard Course of Study
Beginning in Fall 2012
World Language Essential Standards
Instructional Support
Tools
Professional Development
WLES Wiki
WLES Crosswalk = Old/Current vs. How are the World Language Essential Standardsnew, better and different?
http://www.ncpublicschools.org/acre/standards/support-tools/
WLES Crosswalk = Old/Current vs. Comparison Charts (2004 vs. 2010)Alignment with National StandardsSample Assessment Prototypes
now known as Assessment Examples (AEs)
Learning TrajectoriesResearch & Resources
http://www.ncpublicschools.org/acre/standards/support-tools/
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
http://www.ncpublicschools.org/acre/standards/support-tools/
Unpacking Standards Documents Table of Contents• Information on the proficiency-based WLES• Outline of program(s) and teaching notes• Unpacking for each Essential Standard by
gradespan, course and/or language type
http://www.ncpublicschools.org/acre/standards/support-tools/
8 Graphic Organizers, NL - AM: Thematic with mini-lesson and sample AEs
– Greetings (*Novice Low)– Technology (*Novice Mid)– Family (*Novice High, Intermediate High, Advanced Mid)– Travel (Intermediate Low)– Literature (Intermediate Mid)– Current Events in the Media (Advanced Low)
http://www.ncpublicschools.org/acre/standards/support-tools/
Graphic Organizersfor the
World Language Essential Standards (WLES)
Graphic Organizers on theWLES Wiki
http://wlnces.ncdpi.wikispaces.net/Graphic+Organizers
Tools for Implementing the new Standard Course of Study
Beginning in Fall 2012
World Language Essential Standards
Instructional Support
Tools
Professional Development
WLES Wiki
Professional DevelopmentFace – to – Face • 2011 Summer Institutes
• IHE Institutes
• FLANC Conference
• MSL Design Groups
• Spring RESA Sessions
• Curriculum Workshops
• 2012 Summer Institutes
Online & Blended• NC Education Modules
– Call for Change– Understanding the Standards– Revised Bloom’s Taxonomy– NC FALCON– Designing Local Curricula for the 21st
Century Learner– NC Professional Teaching Standards
• WL Webinar Series• Various state/local
collaborations
Professional Development (PD)
Proficiency 101 Project
Proficiency 101 Project
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
The goals of the Proficiency 101 Project will be accomplished via:
– Ongoing technical assistance and consultation with the Proficiency 101 Team
– Virtual book study starting with
– Use of a wiki (Google site) for discussions and drafting of materials for review
Proficiency 101 Project
If you would like to hear more about the Proficiency 101 Project, go to this afternoon’s session:
#7 Getting Involved with the Proficiency 101 ProjectThis session focuses on how classroom teachers and other educators can get involved in the work of the Proficiency 101 Project. A summary of the project’s goals and progress will be provided and information will be shared about how to submit samples of proficiency-based teaching for the Proficiency 101 Project.
Tools for Implementing the new Standard Course of Study
Beginning in Fall 2012
World Language Essential Standards
Instructional Support
Tools
Professional Development
WLES Wiki
WLES Wikihttp://wlnces.ncdpi.wikispaces.net/
Navigation bar is being
redesigned in preparation for
SI 2012
Assessing Proficiencyin the World Language Classroom
ACTFL Proficiency ScaleNL - Novice LowNM - Novice MidNH - Novice HighIL - Intermediate LowIM - Intermediate MidIH - Intermediate HighAL - Advanced LowAM - Advanced MidAH - Advanced HighS - Superior
NC K-12 Proficiency Expectations
Classroom Assessments• Ongoing or continuous
during instruction• NOT graded• Process• Descriptive feedback• Assessment FOR
learning to gauge students’ progress towards learning goals
• Periodic or after the end of instruction
• Graded• Product• Evaluative feedback• Assessment OF learning
to assess students’ achievement of learning goals
Formative AssessmentsDescription• Ongoing or continuous
during instruction• NOT graded• Process• Descriptive feedback• Assessment FOR
learning to gauge students’ progress towards learning goals
World Language Examples• Questions & Discussions• Comprehension checks• Admit and Exit Slips• Individual Feedback• Conferences• Student Self-Assessment• LinguaFolio®
– Biography– Dossier– Passport/Global Profile
Summative AssessmentsDescription• Periodic or after the end
of instruction• Graded• Product• Evaluative feedback• Assessment OF learning
to assess students’ achievement of learning goals
World Language Examples• Classroom assessments
– Quizzes, unit tests, final exams– Performance tasks or projects
• Commercial assessments like AAPPL, SLPI, SOPA, STAMP
• Exams from other countries: DELE, DELF, DSD, HSK
• Non-profits: AP, IB, SAT II tests• National Language Exams from
professional organizations
Summative Assessment Options
World Language Examples• Classroom assessments
– Quizzes, unit tests, final exams– Performance tasks or projects
• Commercial assessments like AAPPL, SLPI, SOPA, STAMP
• Exams from other countries: DELE, DELF, DSD, HSK
• Non-profits: AP, IB, SAT II• National Language Exams
from professional organizations
In progress . . .
Summative Assessment Options
In progress . . . • Integrated Performance Assessments (IPA)
using proficiency-based rubrics• Proficiency 101 Materials• Measures of Student Learning (MSL)• Assessment Examples (AE)
– Drafted during WLES writing with work ongoing– NC State TOPS partnership– SPAR activity from Spring RESA Sessions
P101: Building an Understanding of Proficiency Levels
Assessment ExamplesIntermediate Low (IL)
IL.CLL.3.2. Use the language to act out and summarize poetry, lyrics, prose, and other literature from the target culture.
CLASSICAL LANGUAGES
DUAL & HERITAGELANGUAGES
MODERN LANGUAGES
K-8 Beginning and Middle School
K-2 and 3-5 Dual Language/Immersion K-5 FLES/Early Start
Students read an adapted passage and act out the story with some dialogue and/or narration.
Evaluate the accuracy of students’ pronunciation, inflection, and recreation of the story from the passage.
Elementary students in a dual language/immersion program read a chapter book aloud as a class and act out the story using a script.
Evaluate students’ recreation of the story, incorporation of original dialogue for the characters, and effective communication.
Elementary students in a FLES program read a children’s book aloud as a class and act out the story.
Evaluate students’ recreation of the story and incorporation of some original dialogue for the characters.
IL.CLL.3.2. Use the language to act out and summarize poetry, lyrics, prose, and other literature from the target culture.
CLASSICAL LANGUAGES
DUAL & HERITAGELANGUAGES
MODERN LANGUAGES
Levels II – III Levels I – II Levels II-V
Students read an adapted passage and act out the story with some dialogue and/or narration.
Evaluate the accuracy of students’ pronunciation, inflection, and recreation of the story from the passage.
Secondary students in a heritage language program read poetry in the target language from the various cultures represented in class, and then create videos presenting the poetry in one of the following formats: poetry reading, music video, or rap.
Evaluate students’ presentations based on how well: •The main ideas from the original work are communicated, •Props and gestures support the meaning of the text, and •The oral component of the video is clear, concise, and accurate in regards to pronunciation, word choice, grammar, etc.
Secondary students study the lyrics of songs from different genres: rock, country, rap, etc. and create their own music videos of their favorite song.
Evaluate students’ presentations based on how well:•The main ideas from the original work are communicated,•Props and gestures support the meaning of the text, and •The oral component of the video is clear, concise, and accurate in regards to pronunciation, word choice, grammar, etc.
Assessment Examples• Prototypical performance assessments
– Tasks and/or activities for classroom use– Available for all 3 World Language programs
• Adapted for developmental level, K-12• Tailored to program approach and language type
• Proficiency-based and linked to COs• Evaluation parameters
21st Century Skills Map for World
Languages
The P21 Map Elements
Student Examples
Modes of Communication
Interdisciplinary Themes
21st Century Skills Statement
Skill Definition
Learner Outcomes (by Proficiency
Ranges)
Student Examples
Student Examples
Assessment Examples• Prototypical performance assessments
– Tasks and/or activities for classroom use– Available for all 3 World Language programs
• Adapted for developmental level, K-12• Tailored to program approach and language type
• Proficiency-based and linked to COs• Evaluation parameters
Student Examples
Assessment Examples (AEs)
SPAR Activity:Scaling the Proficiency Assessment Range
. . . and creating new AEs for NC
SPAR ActivityGoogle Doc at http://tinyurl.com/SPARactivity
1. Choose a Student Example to adapt and indicate its 21st Century skills and themes
2. Determine the proficiency level
3. Specify COs from the WLES
4. Note the program(s) that could use it
5. Write it as an Assessment Example
SPAR ActivityGoogle Doc at http://tinyurl.com/SPARactivity
STUDENT EXAMPLE: Students listen to authentic audio clips featuring native speakers describing an event, and can match the oral description to a picture, or put pictures in the order of the sequence of events as described.
SPAR ActivityGoogle Doc at http://tinyurl.com/SPARactivity
SPAR ActivityGoogle Doc at http://tinyurl.com/SPARactivity
SPAR ActivityGoogle Doc at http://tinyurl.com/SPARactivity
WLES ES #1 ES #2 ES #3 ES #4CLL 1
CODCMT
SPAR ActivityGoogle Doc at http://tinyurl.com/SPARactivity
> 1 program can be noted
SPAR ActivityGoogle Doc at http://tinyurl.com/SPARactivity
5. Write it as an Assessment Example
Don’t forget the evaluation piece . . .
SPAR ActivityGoogle Doc at http://tinyurl.com/SPARactivity
1. Choose a Student Example to adapt and indicate its 21st Century skills and themes
2. Determine the proficiency level
3. Specify COs from the WLES
4. Note the program(s) that could use it
5. Write it as an Assessment Example
SPAR ActivityGoogle Doc at http://tinyurl.com/SPARactivity
Submitting your new AE online means:
SPAR ActivityGoogle Doc at http://tinyurl.com/SPARactivity
See the SPAR Activity results (new AEs) from across the state
online at
http://tinyurl.com/SPARactivityAEs
SPAR Activity OptionsLow Tech with paper handout
Choose a range:• Novice• Intermediate• Advanced
High Tech with Google Doc Form
Go to http://tinyurl.com/SPARactivity
SPAR ActivityPost your SPAR Activity
results (new AEs) online at http://tinyurl.com/SPARactivity
See the SPAR AEs at http://tinyurl.com/SPARactivityAEs
Next Steps
Next Steps1. Explore the resources on the wiki and share
what you’re doing (http://wlnces.ncdpi.wikispaces.net/)
– PD Materials to use and/or adapt– Local agendas, pacing guides, resource links, etc.– Standards & Instructional Toolkit components
2. Check out the 2011-2012 WL Webinar archives and brainstorm ideas for the 2012-2013 series
3. Find out who your K-12 World Languages representative is for the 2012 Summer Institutes
Summer Institute 3July 12-13, 2012
West Stokes High SchoolStokes County
Summer Institute 5July 19-20, 2012
JH Rose High SchoolPitt County
Summer Institute 1June 21-22, 2012Enka High SchoolBuncombe County
Summer Institute 6July 24-25, 2012
SanLee Middle SchoolLee County
Summer Institute 4July 17-18, 2012
Croatan High SchoolCarteret County
2012 Common Core and Essential Standards Summer InstitutesNorth Carolina Department of Public Instruction
Summer Institute 2July 10-11, 2012
Maiden High SchoolCatawba County Schools
2011 – 2012World Language
WebinarsDPI Update7:00 – 8:00 p.m.
November 10, 2011
January 12, 2012
• May 10, 2012
change to May 24, 2012
58
IHE & LEA/District Coordinators9:00-10:00 a.m.
December 9, 2011
February 10, 2012
• June 15, 2012
2011 – 2012 World Language Webinars
Race to the Top Summer Institute Group3:30-4:30 p.m.
October 6, 2011
December 8, 2011
February 9, 2012
April 12, 2012
59
WLES Wikihttp://wlnces.ncdpi.wikispaces.net/
Navigation bar is being
redesigned in preparation for
SI 2012
Task Force on Global EducationNorth Carolina State Board of Education (NCSBE)
FUTURE-READY STUDENTS for the 21st CenturyGoal: NC public schools will produce globally competitive students.
Go to http://www.ncpublicschools.org/stateboard/task-force/ to see the Task Force on Global Education webpage with all of the information: dates, agendas, and materials
Curriculum & InstructionWorld Languages
Helga FascianoSection Chief of K-12 Program AreasHelga.Fasciano@dpi.nc.gov919-807-3864
Ann Marie GunterWorld Language ConsultantAnn.Gunter@dpi.nc.gov 919-807-3865
NCDPIWorld Languages websitehttp://seclang.ncwiseowl.org/