preparation for the ihe institute world language...

Preparation for the IHE Institute

World Language Content Session

• Read through the WLES Content

Session agenda to see how we’ll be

spending our time together.

• Skim the “I can” statements on the back

for a preview of the journal reflections.

• Verify that your computer is online and

charging (if needed).

• Login to your Penzu account and set-up

your journal for the day.

• Pull up the World Languages wiki at

http://wlnces.ncdpi.wikispaces.net/


Web Tool: Penzu

Login to your Penzu account and

set-up your journal for the day.

Introductions will include:

• Name & Current Title(s)

• Institute of Higher Education

• 1 PD Goal for Yourself

(in 12 words or less)

World Language

Content Session

- - - - - - - - - - - -

Proficiency 101

IHE Institute 2012 - 2013

Welcome,

Introductions &

Overview


Introductions

With the group, please share:

– Name

– Current Title(s)

– Institute of Higher Education

– 1 PD Goal for Yourself


Overview:

Content Session Objectives

By the end of today, I will be able

to share with others about:

– Understanding the 8 proficiency

levels in the World Language

Essential Standards.

– Teaching to build proficiency.

– Assessing proficiency,

formatively and summatively, in

the classroom.

Overview: IHE Institute Agenda

• Welcome & Overview of NCSCS

• Proficiency 101

– Backwards Design with P101 Project

– Communication Modes + Culture →

Assessment

– Spiraling of Proficiency & FA

– Proficiency-Based Assessment

• Wrap-up & Webinar Preparation

Web Tools -

World Language Content Session

• Google Docs & Forms collaborative document editing and surveys

• LiveBinder

online media sharing

• Penzu

PD journal to reflect and share

• Screencast-O-Matic

online podcasts for sharing

Overview:

Comfort & Considerations

• Restrooms, Breaks &

Refreshments

• Wireless Network & Electronic

Gadgets

• Coding System in PPT

• Parking Lot on Google Doc

• Power Strips & Extension Cords

Web Tool: Penzu

Login to your Penzu account and

set-up your journal for the day.

Introductions will include:

• Name, Current Title(s)

• Institute of Higher Education

• 1 PD Goal for Yourself


Introductions

With the group, please share:

– Name

– Current Title(s)

– Institute of Higher Education

– 1 PD Goal for Yourself


Activity: WLES Wiki Tour http://wlnces.ncdpi.wikispaces.net


Part I

Proficiency 101

- - - - - - - - - - - -

Overview of the

NCSCS


Part I Objectives

By the end of Part I, I will be able to:

• Explain how the Standard Course

of Study (SCS) may impact

language educators as they

implement proficiency-based.

• Describe how I could use the North

Carolina World Language

Essential Standards professional

development resources with my

students.

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

* Common Core Literacy Standards, English Language Development,

Guidance, and Information & Technology Essential Standards are delivered

through ALL content areas.

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 2012-2013

Structure of the WLES

http://www.livebinders.com/play/play?id=428273

http://www.wordle.net/

Activity:

Screencast Exploration

On your own or with a partner:

1. Review the list of WLES PD

Screencasts from 2011-2012 linked

from the wiki:


2011-2012+Screencasts

2. Choose 1 screencast to listen

to and answer the following

questions . . .

http://wlnces.ncdpi.wikispaces.net/2011-2012+Screencasts




Activity:


Screencasts from 2011-2012:


a. On a scale of 1(not) to 5 (very),

how familiar is this material to you

and/or your colleague(s)?

b. How could you use or adapt the

screencasts as classroom tools or

professional development?






Activity:


Share out!

Connecting to Serve All

UDL

Universal Design for Learning

UDL Principles:

1. Representation

2. Action & Expression

3. Engagement

RtI

Responsiveness to Instruction

Connecting to Serve ALL

1. How do World

Languages prepare students to be future ready?

2. How do World Languages connect to other content areas?

3. What are the implications for meeting the needs of all learners as related to World Languages?

SI 2012 Activity:

WLES Press Release

Outline your district/charter’s World

Language program offerings using the

cloze media form at http://tinyurl.com/SI2012WLPressRelease

Let’s look at the article from a

Region 3 participant . . .

http://tinyurl.com/SI2012WLPressRelease

http://tinyurl.com/SI2012WLPressRelease

The Daily Herald RRDailyHerald.com Serving the Roanoke Valley and Lake Gaston

Classroom approach getting

makeover By Jacqueline Hough | Posted: Sunday, August

12, 2012 12:00 pm

Starting Aug. 27, the way teachers teach

and students learn in the Roanoke Valley

and state will change dramatically due to

the implementation of the Common Core

State and North Carolina Essential

Standards.

Regina Ash, CAO Northampton County Schools

We can’t be isolated anymore, even in some of the rural counties in North Carolina. Everything we do, we must be able to transact with people around the world.

Part I Reflection Please respond to these statements in your Penzu journal.

Yes, easily and well

Still one of my goals

1. I can explain how the Standard Course of Study (SCS) may impact language educators as they implement proficiency-based standards.

2. I can describe how I could use the North Carolina World Language Essential Standards professional development resources with my students.

Part II

Proficiency 101

- - - - - - - - - - - - Introduce the Backwards

Design Process with the

P101 Lesson Plan Template


Part II Objectives

By the end of Part II, I will be able to:

• Understand how the work of the

Proficiency 101 Project is impacting NC

language educators, K-20.

• Describe the components of an

Integrated Performance Assessment

(IPA).

• Explain the Backwards Design process

and how the P101 Lesson Plan template

and materials incorporate the process.

NCDPI WL Training Team

• Various members

• Cathy Matthews

• Friday Institute Staff

• Donna Albaugh

• Jessica Garner

• Helga Fasciano

• Ann Marie Gunter

Curriculum &

Instruction

Educator Recruitment

& Development

Proficiency 101 Team

Instructional Technology

Proficiency 101 Project

2011 – 2012 Team

1. Bertie County

2. New Hanover

3. Wake County

4. Cumberland

5. Winston-Salem/

Forsyth County

6. Charlotte-

Mecklenburg

Schools

7. American

Renaissance Charter

8. Mitchell County

3 IHE, 2 At-Large, and

others . . .

Selection Process for 2011-2012

• Participation at SI 2011 or IHE

Institutes

• Expertise in 1 or more of the 3

World Language programs

• Understanding of proficiency-

based approaches

• Leadership capacity (NCEES #1)

• Availability to be involved online

and face-to-face

Collaboration

Author: Paul Sandrock

Co-editor:

Lynn Fulton-Archer

http://actfl.org/i4a/pages/index.cfm?pageid=1

Proficiency

101 Project

Highlights from 2011-2012

• Blended approach

• Virtual book study

• P101 background information

• Review of RESA materials

• Creation of:

– P101 Lesson Plan Template

– SI 2012 Materials

Proficiency 101 Project Timeline

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

Nov. 9, 2011 –

Feb. 14, 2012

Virtual

Virtual Book Study

• The Keys to Assessing Language Performance, including ACTFL K-12

Performance & Proficiency Guidelines

• 21st Century Skills Map for World Languages

• WIDA Consortium Proficiency Standards and Model Performance

Indicators

• World Language Essential Standards and Assessment Prototypes


Dates &

Locations

Agenda & Tasks

Feb. 23-24,

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


Dates &

Locations

Agenda & Tasks

April 3-4, 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

Face-to-Face

2012 Summer Institutes Co-presenting on Proficiency 101 content materials at district’s/school’s regional site

• page 35

Summer Institute 3

July 12-13, 2012

West Stokes High School

Stokes County

Summer Institute 5

July 19-20, 2012

JH Rose High School

Pitt County

Summer Institute 1

June 21-22, 2012

Enka High School

Buncombe County

Summer Institute 6

July 24-25, 2012

SanLee Middle School

Lee County

Summer Institute 4

July 17-18, 2012

Croatan High School

Carteret County

2012 Common Core and Essential Standards Summer Institutes North Carolina Department of Public Instruction

Summer Institute 2

July 10-11, 2012

Maiden High School

Catawba County Schools

SI 2012

Evaluation Results

Top 10 Most Useful Proficiency 101 Activities

1. ACTFL Proficiency Level Posters 2. ACTFL Speaking Proficiency Examples 3. Rubric DOs & DON’Ts 4. COs & Proficiency Levels 5. Penzu Reflection Journal 6. Proficiency 101 Video Clips 7. Learning Scenarios 8. Comic Strip Sort 9. Venn Diagram with AEs 10. WLES Press Release

Proficiency 101 Project – Year 2

Create a foundation of resources and PD

content materials that will help educators . . .

– Understand the 8 proficiency levels in the

WLES

– Know how to teach to build proficiency

– Assess proficiency, formatively and

summatively, in the classroom

Timeline for 2012 - 2013

• page 39

Dates & Locations Tasks → Future Agenda

September 24 – 25 Face-to-face: Durham

Reflect on local implementation Assessment (all kinds/perspectives)

SWOT analysis of PD needs Launch new virtual book study

Fall presentations Special Projects Assessment (CCSS)

Outline PD for 2012-2013

October – November Blended

Present at conferences: FLANC, Immersion, FLICC, ACTFL, etc. Pursue drafting, input and revision of special projects Conduct virtual book study using wiki and webinars

December 3 – 4 Face-to-face: Winston-Salem

Plan spring RESA sessions, especially learning stations Overview SI 2013 needs and goals

December – March Online

Conduct spring RESA sessions and evaluate materials Finish virtual book study with IPA publication TBA Package SI 2012 and assessment item PD for local use

April 9 – 10 Face-to-face: East TBD

Prepare PD components for SI 2013 Plan for SI 2013 and Fall 2013 conference presentations

Virtual Book Study

Chapters 5 – 6

September – October

Save 4:00-5:00 p.m. on 10/17 &

10/29 for broadcasts

Lead: Dr. Bobby Hobgood

TELL Project Materials www.tellproject.com

November – December

Lead: TBD


http://www.tellproject.com/

Virtual Book Study

NCEES

January – February

Leads: Donna Albaugh &

Ann Marie Gunter

Special Projects • Principals’ Briefs

• Guidance & Scheduling

FAQs

• Best Practices for

Proficiency-Based

Classrooms

• Others?


Activity: Backwards Design

Comic Strip Sort

SILENTLY . . .

1. Pull out a set of the comic strip

frames from the Backwards

Design Sort envelope at your

table.

2. Put the images in order, 1-6, to

create a plausible narrative.

Trip to Target – Frame 1

Backwards Design

… relates to a planning

sequence for curriculum (Wiggins & McTighe, 1998; Sandrock, 2010)

1.Identify desired results

2.Determine acceptable evidence

3.Plan learning experiences and

instruction

Backwards Design:

P101 Lesson Plan Template

Let’s take a look at an

example of Backwards

Design using the

Proficiency 101

Lesson Plan Template

Backwards Design – Step 1

Identify Desired Results

What is the TARGET?

What should students know,

understand, and be able to do?

“For learning languages, the target is using

a new language to interpret, exchange, and

present information and ideas”

(Sandrock, 2010, p. 11)



Established Goals

Knowledge & Skills

Enduring Understanding

McTighe & Wiggins, 1998, p. 10



Established Goals

ACTFL National Standards

North Carolina World Language Essential Standards

Local Curriculum developed for different programs and courses




Established Goals

Knowledge & Skills

Learning Targets

I can . . .

I know . . .




Established Goals

Knowledge & Skills


Essential Questions

Inquiry

Understanding

Transfer of Learning




Established Goals

Knowledge & Skills




Determine Acceptable Evidence

Think like an assessor, not

an activity designer!

How will students demonstrate

that they have met the target(s)

for their proficiency level?

– Formative assessment

– Summative assessment


Determine Acceptable Evidence

Integrated Performance

Assessment or IPA • Authentic

• Performance-based

• Related to the three modes of

communication (interpretive, interpersonal, presentational)

• Integrated

• Show progress through stages of

proficiency

• “Teaching to the test” but in a positive sense . . .

Backwards Design - Step 3

Plan Learning Experiences

& Instruction

What learning experiences and

instruction will enable learner to

achieve the desired results?

How will they get to where

they’re going?

WHERE TO?

W-Where are we headed and Why

H-Hook and Hold attention

E-Equip with necessities to meet goals

R-Rethink, Reflect, Revise

E-Evaluate progress and self-assess

T-Tailored to individuals

O-Organize to optimize understanding

McTighe & Wiggins

Proficiency 101 Video Clips

As we watch the P101 videos,

think about how you would answer

these questions:

1. What evidence in the video shows that

students are hooked?

2. How do the activities in the video

prepare the students for the end point?

3. How are the activities in the video

tailored for individuals?

4. How is the instruction organized to help

students gain deeper understanding?

Proficiency 101 Video Clips

Jennifer Solis

American Renaissance

Charter School

7th Grade Spanish

Novice Mid

Activity: Video Jigsaw Questions

Each table will discuss their answers to

their assigned question:

1. What evidence in the video shows that

students are hooked?

2. How do the activities in the video

prepare the students for the end point?

3. How are the activities in the video

tailored for individuals?

4. How is the instruction organized to help

students gain deeper understanding?

64

Activity: Video Jigsaw Questions

1 person at each table should

record the group’s responses

onscreen using a Word or

Google doc.

Now let’s do a High Tech

Gallery Walk of screens to see

the responses.

Part II Reflection Please respond to these statements in your Penzu journal.



1. I can understand how the work of the Proficiency 101 Project is impacting North Carolina language educators, K-20.

2. I can describe the components of an Integrated Performance Assessment (IPA).

3. I can explain the Backwards Design process and how the P101 Lesson Plan template and materials incorporate the process.

Part III

Proficiency 101

- - - - - - - - - - - -

Review the 3 Communication

Modes & Culture linked to

Assessment


Part III Objectives

By the end of Part III, I will be able to:

• Explain the three modes of communication.

• Provide examples of assessments for each mode of communication.

• Describe the components of culture and their impact on lesson and unit design.

• Explain how the modes of communication and culture are integrated with the three strands.

3 Communication Modes &

Culture = 4 WLES

ES #1

Interpersonal Mode

ES #2

Interpretive Mode

ES #3

Presentational Mode

ES #4

Culture

Three Modes of Communication

Interpersonal: Person-to-Person

• Initiate, maintain, sustain conversation (oral or written)

• Active negotiation of meaning

Interpretive: Listening & Reading

• Interpret and respond to received messages

• NO active negotiation of meaning with writer or speaker

Presentational: Speaking & Writing

• Create, revise, and practice oral or written messages

• NO direct opportunity for active negotiation

Activity: Mode Mind Mapping

1. On the Mode Mind Maps around the

room, write words, phrases or activities

that you associate with each mode of

communication:

• Interpersonal Communication Mode

• Interpretive Communication Mode

• Presentational Communication Mode

2. Pick 1 item from a Mode Mind Map that

was new information for you and share

this learning with a partner.

Activity:

Venn Diagram with AEs – 1 of 3

1. Read the assessment example

(AE) slips and indicate the mode

of communication being practiced

by placing the slips on the Venn

diagram. Note: Some AEs might incorporate more than

one mode of communication.

2. Share out about the placement of

1 AE slip:

Where was it placed? Why?

Culture’s 3 Ps and Interculturality

Practices

Products Perspectives

Activity:


3. Review the AEs on the Venn

diagram and consider this

question:

What cultural elements enrich

these activities?

– Practices

– Products

– Perspectives

4. Share out with the group.

3 Strands in the WLES

CLL Connections to

Language & Literacy

COD Connections to Other

Disciplines

CMT Communities

Activity:


5. Choose 1 AE and explain how

students . . .

– Draw on and build their language and

literacy skills?

– Make connections with other

disciplines?

– Use their knowledge to function well

with people from diverse

communities?

If one of these aspects is not present,

how could it be incorporated?

Assessment Examples (AEs) for

World Language Programs

Classical Languages

Dual & Heritage Languages

Modern Languages

• Levels I-VI

• DLI

• HL, Levels 1 & 2

• K-8

• Levels I-VIII

Part III Reflection Please respond to these statements in your Penzu journal.



1. I can explain the three modes of communication.

2. I can provide examples of assessments for each mode of communication.

3. I can describe the components of culture and their impact on lesson and unit design.

4. I can explain how the modes of communication and culture are integrated with the three strands.

Plus/Delta Feedback

What

worked well? Suggestions

for

improvement!

Exit Activity:

Assessment Stoplights

1. Look at the 6 stoplight posters, each with an assessment concept, that are posted outside the room.

2. Place a sticker on the chart paper next to each poster in the appropriate color to indicate your understanding and comfort level with that concept.

Red Not yet familiar

Yellow Somewhat familiar but may need support before explaining to others

Green Very familiar and can explain to others

Regroup: Plus/Delta Feedback

What

worked well? Suggestions

for

improvement!

Part IV

Proficiency 101

- - - - - - - - - - - -

Focus on Spiraling

Proficiency Levels & Impact

of Formative Assessment


Part IV Objectives

By the end of Part IV, I will be able

to:

• Identify the proficiency level targeted

in an assessment.

• Help students use the LinguaFolio®

checklists to identify what they need

to do to demonstrate performance at

the targeted proficiency level.

ACTFL Proficiency Levels

Superior-Distinguished-Native

Advanced

Intermediate

Novice

Novice – Word Level

Communicate minimally with formulaic

and rote utterances, lists and phrases

Intermediate – Sentence Level

Create with language, initiate, maintain and

bring to a close simple conversations by

asking and responding to simple questions

Advanced – Paragraph Level

Narrate and describe in past, present

and future and deal effectively with

an unanticipated complication

ACTFL Proficiency Levels

Novice

(Parrot)

Intermediate

(Survivor)

Advanced

(Storyteller)

Activity:

ACTFL Proficiency Level Posters

1. Look through the 3 posters

showing proficiency

outcomes for Modern

Language - High School

Credit Courses.

2. Share your observations and

questions.

Proficiency Expectations

Alphabetic Languages

Alphabetic

Languages

Novice Intermediate Advanced

Interpersonal (NA for Classical Languages)

Levels I, II Levels III, IV, V Levels VI, VII, VIII

Interpretive Levels I, II Levels III, IV, V Levels VI, VII, VIII

Presentational Levels I, II , III

Levels I, II

Levels IV, V, VI

Levels III, IV, V

Levels VII, VIII

Levels VI, VII, VIII


Logographic Languages

Logographic

Languages


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


Visual Languages

Visual

Language


Interpersonal

Levels I, II Levels III, IV, V, VI Levels VII, VIII

Interpretive: Receptive & Fingerspelling

Levels I, II

Level I

Levels III - VII

Levels II, III, IV, V

Level VIII

Levels VI, VII, VIII

Presentational Expressive & Glossing

Levels I, II, III

Levels I, II

Levels IV, V, VI

Levels III, IV, V, VI

Levels VII, VIII

Levels VII, VIII

Proficiency:

What Does It Look and Sound Like?

ACTFL Proficiency Guidelines 2012

• Latest revisions include

Distinguished

• New website with guidelines and

samples in English for listening,

reading, speaking and writing

• Samples in target languages

coming soon!

http://actflproficiencyguidelines2012.org/

http://www.actfl.org/

Activity: ACTFL Speaking

Proficiency Examples

Native

Distinguished

Superior

Advanced

Intermediate

Novice

Activity:

COs & Proficiency Levels

With a partner or two . . .

1. Read the slips of paper in an

envelope on your table that have

different sets of Clarifying

Objectives (COs).

2. Create a proficiency chart by

placing each group of COs under

the appropriate mode of

communication and at the correct

proficiency sublevel.

LinguaFolio®

3 components

– Biography

– Passport or Global Profile

– Dossier

• Self-assessment checklists Teacher & Administrator Perspectives

• 2012-2013 LF Resources

http://www.learnnc.org/lp/editions/linguafolio/5789



Activity:

Learning Scenarios – 1 of 3

1. Read the 3 sets with 3 scenarios each describing summative, end-of-unit assessments.

2. Identify the proficiency level for each set:

• Novice

• Intermediate

• Advanced

Activity:

Learning Scenarios – 2 of 3 3. Choose 1 of the 9 scenarios and select

one skill that it focuses on: – Interpersonal

– Interpretive Listening

– Interpretive Reading

– Presentational Speaking

– Presentational Writing

4. Link to that skill’s LinguaFolio self-assessment checklist

5. Decide which proficiency sub-level the scenario is aimed at by finding “I can” statements that a student would be able to check-off once they completed this scenario

Part IV Reflection Please respond to these statements in your Penzu journal.



1. I can identify the proficiency level targeted in an assessment.

2. I can help students use the LinguaFolio checklists to identify what they need to do to demonstrate performance at the targeted proficiency level.

Summary of

Homework Review

Homework Review

1. Describe 1 feedback tool you have used

with students that was not set up as a

rubric.

– Group approach

• Discuss common mistakes on AP practice

• Use of sheet protectors as whiteboards for

instant feedback

• Grading quizzes in class

– Individual feedback

• 1:1 conferencing

• Checklists

• Journaling with 1 targeted comment

• Guiding comments: DS, notes, systems

Homework Review

2. Research→Practice:

Indicate which one of the bulleted

research summaries from the

article was most interesting to you,

and why.

How could you share this in the

local professional development

sessions you’re planning?

Homework Review

Shrum & Glisan (2005): moving learners to

the next level

Semke (1984): comments not corrections

Coombs (1986): skill with language

structures

Frantzen (1995): explicit grammar

instruction

Shrum & Glisan (2005) summarize Ferris

(2003): brief, targeted feedback

Vygotsky (1978): zone of proximal

development and interaction

Part VI

Proficiency 101

- - - - - - - - - - - -

Investigate Different

Types of Proficiency-

Based Assessment


Part VI Objectives

By the end of Part VI, I will be able to:

• Explain the different types of

assessment.

• Describe the components of an


Assessment (IPA).

Exit Activity:

Assessment Stoplights

1. Read through the Van Houten

excerpt on assessment and note

1 (or more) examples of each

type of assessment.

2. Share out examples.

Vocabulary Review

Assessment: Demonstration of learning through an activity or task

Evaluation: Judgment on mastery of objectives by using a rubric

Grading: Compilation of numbers to arrive at a grade

Variety of Assessments

• Selected Response:

• Multiple-choice

• True-false

• Matching • Constructed Response

• Fill – in the blank

• Short Answer

• Label a diagram

• Paragraph

• Performance Based Assessment

• Essay

• Oral Presentation

• Interview

• Conference

http://www.ncpublicschools.org/accountability/educators/vision/

Formative Assessment Process

Do you NC FALCON or LF?

https://center.ncsu.edu/nc/pluginfile.php/1371231/block_html/content/NC_FALCON_ModulesOverview.pdf











http://www.learnnc.org/lp/editions/linguafolio/contents

Access NC Education

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

Summative Assessment Options

• Integrated Performance

Assessments (IPA) using

proficiency-based rubrics

• Proficiency 101 Materials

• Measures of Student Learning (MSLs)

• Assessment Examples (AE)

– Drafted during WLES writing (ongoing)

– NC State TOPS partnership

– SPAR activity from RESA Sessions


Assessment (IPA)

• Authentic

• Performance-based

• Related to the three modes of

communication (interpretive, interpersonal, presentational)

• Integrated

• Show progress through stages of

proficiency

• “Teaching to the test”

but in a positive sense . . .

IPA: A Cyclical Approach

Interpersonal

Engage in informal communication on a

topic.

Presentational

Students share ideas and opinions about a topic from the text.

Interpretive

Listen to, view or read authentic text

and provide a response to assess comprehension.

Activity:

Learning Scenarios – 3 of 3

6. Choose a scenario from one of the sets to work with a partner on and read over the CO(s) that have been linked to it.

7. Be ready to discuss the following:

a. Describe an AE or IPA that could be created based on this scenario and CO.

Preparing Students for

Interpersonal Tasks

• Use various assessments (videotaping, journaling, texting)

• Prepare students to engage in natural

conversation and wean off scripts

– Provide warm-up activities that include

dialogue

– Give pre-thinking exercises

– Model constantly (teacher interaction, video clips)

– Differentiate groups (based on proficiency level)

– Integrate opportunity for students to speak

freely with peers in target language (without pressure of evaluation)

Activity:

AE for Essential Standard #1

Look at an AE for

Interpersona lCommunication

from the

Assessment Examples

wiki page at http://wlnces.ncdpi.wikispaces.net/

AEs+for+World+Languages

and discuss

http://wlnces.ncdpi.wikispaces.net/AEs+for+World+Languages



Novice Level Interpretive Tasks

• Various ways to assess (reading, listening, viewing)

• Teach strategies for understanding

– Use context clues

– Repeat, Repeat, Repeat

– Listen for key words

– Make predictions about the text

• Types of authentic texts

– Short texts (Lists, simple sentences, etc.)

– Commercials

– Texts that include visual clues


Intermediate Level Interpretive Tasks

• Teach strategies for understanding

– Main ideas

– Supporting details

• Types of authentic texts

– Narratives, simple stories, routine

correspondence

– Information-packed texts in predictable

order of information

– Simple sentences to paragraph-like text

– High interest topics about the target

culture(s)


Advanced Level Interpretive Tasks

Teach strategies for understanding

– Main ideas and supporting details

– Word and concept inferences

– Identification of author/cultural perspectives

– Identification of organizing principles of text

Authentic texts

– Longer and more complex discourse

– Stories, narratives, social correspondence

(involving past, present, and future)

– Topics of professional and personal interest

– Fiction and non-fiction with wide variety of

topics from target culture(s)

Activity:

AEs for Essential Standard #2

Look at an AE for Interpretive Communication

from the Assessment Examples



and discuss possible adaptations

by program, age level, etc.




Presentational Tasks

• Use various ways to assess (speaking, writing, debating, reporting)

• Encourage the use of the writing process

(draft, revise, publish) to self-assess

• Encourage peer evaluation with structure

and/or monitoring from teacher

• Provide feedback to students based on

message NOT accuracy

Activity:

AE for Essential Standard #3

Look at an AE for

Presentational Communication

from the

Assessment Examples



and discuss it and/or the

possibilities of building an IPA



Part VI Reflection Please respond to these statements in your Penzu journal.



1. I can explain the different types of assessment.

2. I can describe the components of an Integrated Performance Assessment (IPA).

World Language

Content Session

- - - - - - - - - - - -

Wrap-up &

Next Steps


Next Steps

1. Continue to explore and utilize

the WLES Instructional Support

Toolkit & Proficiency 101 Project

materials

2. Save the dates for webinars and

Spring RESA Sessions

3. Complete survey (emailed)

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


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 2012 World Language

Essential Standards & Toolkit

http://www.livebinders.com/play/play?id=428273

•

Planned for 2012 – 2013

More AEs . . .

• TOPS at NC State drafts

• OWI system

• WLES wiki

• NCWORLDLANG social bookmark

Get involved with Proficiency 101

Need MORE . . .

Information

on

Assessment

Proficiency 101 Project

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.

2012 – 2013

World Language Webinar Series

Topical Webinars

Various times and dates TBD

• LinguaFolio Thursday, November 1, 2012 3:30 – 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

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



Classical Languages: Latin Workshop

• Being planned for National Latin Teacher

Recruitment Week, March 4 – 8, 2013

• K-16 Overview of North Carolina programs

• Advisory Board forming . . .



Dual & Heritage Languages:

Dual Language Concentration

Continuation of FLAP grant work to create PD for dual

language/immersion (DLI) educators

Proposed Dual Language Concentration (18 hours)

9 credit hours of advanced language courses

3 credit hours: Methods in DLI course

3 hours: Teaching Literacy in DLI course (biliteracy methods)

3 hours: DLI observation or field experience



Modern Languages: ASL Workshop Launch of a network of Visual Language programs with the

possibility of developing online courses

• Curriculum planning activities

• Analysis of tech tools available for learning

• Advisory Board forming . . .

Spring RESA Meetings

February 5th – Region 1




March 5th – Region 5



March 21st – Region 7

Stay Connected with Listservs

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

FLTeachers

PreK-13 instructors in public, charter and

independent schools

Questions?

Curriculum & Instruction

World Languages

NCDPI

World

Languages

website

http://seclang.

ncwiseowl.org/

Helga Fasciano

Section Chief of K-12 Program Areas

[email protected]

919-807-3864

Ann Marie Gunter

World Language Consultant

[email protected]

919-807-3865

http://seclang.ncwiseowl.org/

http://seclang.ncwiseowl.org/

mailto:[email protected]

mailto:[email protected]