program director guide - startalk.umd.edu · on checks for learning for each learning episode....

Program Director Guide

https://startalk.umd.edu/public/resources/administrative

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Contents Welcome to STARTALK: Introduction ........................................................................................................... 5

What’s New? ............................................................................................................................................. 7

The STARTALK Experience ......................................................................................................................... 9

Focused and Aligned with a Growth Mindset ......................................................................................... 10

STARTALK‐ Endorsed Principles for Effective Teaching and Learning..................................................... 11

Implementing a Standards‐Based and Thematically Organized Curriculum .......................................... 11

Facilitating a Learner‐Centered Classroom ............................................................................................. 11

Using the Target Language and Providing Comprehensible Input for Instruction ................................. 11

Integrating Culture, Content, and Language in a World Language Classroom ....................................... 11

Adapting and Using Age‐Appropriate Authentic Materials .................................................................... 12

Conducting Performance‐Based Assessment ......................................................................................... 12

Shared Practice: Introduction ..................................................................................................................... 13

Requirements for Grant Management ................................................................................................... 15

Financial Management of your STARTALK Grant from NSA ................................................................... 17

STARTALK Program Timeline ................................................................................................................... 21

STARTALK Program Resources: Introduction .............................................................................................. 23

STARTALK Support with SOPHIE Overview ............................................................................................. 25

Consent Forms ........................................................................................................................................ 26

Student Curriculum Template At‐A‐Glance ............................................................................................ 28

Student Curriculum Template Overview ................................................................................................ 29

Teacher Curriculum Template At‐A‐Glance ............................................................................................ 31

Teacher Curriculum Template Overview ................................................................................................ 32

Model Curricula ....................................................................................................................................... 34

The Learning Plan Resources .................................................................................................................. 35

The Learning Plan At‐A‐Glance ............................................................................................................... 36

The Learning Plan Template ................................................................................................................... 37

The Annotated Learning Plan .................................................................................................................. 39

LinguaFolio: An Overview ....................................................................................................................... 41

STARTALK Essential Resources .................................................................................................................... 45

World‐Readiness Standards for Learning Languages ............................................................................. 47

TELL Project Framework ......................................................................................................................... 48

NCSSFL‐ACTFL Global Can‐Do Benchmarks ............................................................................................. 49

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The STELLA Modules ............................................................................................................................... 51

Commitment to Growth ............................................................................................................................. 53

The Site Visit and Site Visit Report .......................................................................................................... 55

Student Program Site Visit Report .......................................................................................................... 57

Teacher Program Site Visit Report .......................................................................................................... 59

Site Visit Interview Questions ................................................................................................................. 61

STARTALK Surveys ................................................................................................................................... 62

The Final Report ...................................................................................................................................... 64

Partners for Growth .................................................................................................................................... 65

STARTALK Central: Who We Are ............................................................................................................. 67

Team Leaders: At‐A‐Glance .................................................................................................................... 69

Site Visitors: At‐A‐Glance ........................................................................................................................ 71

List of Online Resources .......................................................................................................................... 73

Additional Resources for Planning Your Program ................................................................................... 76

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Welcome to STARTALK: Introduction

Welcome to STARTALK! STARTALK programs are the cornerstone of the STARTALK mission of

improving the quality and number of critical language programs, teachers, students, and

resources. With these goals in mind, STARTALK Central is dedicated to continuous

improvement through the STARTALK program experience.

STARTALK is focused and aligned with a growth mindset, from the program proposal, to the

curriculum template and learning plans, through the final report. The STARTALK‐endorsed

principles and the Teacher Effectiveness for Language Learning (TELL) framework guide

STARTALK’s standards and proficiency‐based approach to teaching and learning.

This guide, and accompanying online resources, are designed to support the success of your

STARTALK program. Your program will be assigned a team leader who is available to address

questions about the processes and materials outlined in this guide, and programs may also

contact STARTALK Central at [email protected] for support.

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What’s New?

Instructional Planning Curriculum

Program curricula will be completed online this year with just‐in‐time access to guiding questions, resources, helpful tips, and feedback.

Relevant information from your proposal will automatically complete several fields within the curriculum template for ease of reference and alignment.

Content (such as Can Do Statements or TELL Criteria) used within more than one STAGE of the curriculum will transfer, eliminating the need to cut and paste across STAGES.

Content for STAGE 3 of teacher program curricula has been revised to focus on development toward TELL Criteria Statements and planned checks for learning.

Learning Plans – Student Programs

A new learning plan template will used in place of former lesson plan template.

Learning plans are required for Stages 1 and 2 with optional, but recommended, use of Stage 3.

The new format places increased emphasis on formative checks for learning throughout the lesson.

Learning Plans – Teacher Programs

A syllabus is no longer required.

The learning plan is built into STAGE 3 of the teacher program curriculum template.

STAGE 3 includes a daily agenda with targeted learning experiences and formative assessments. Learning Plan Guide Updates

This set of resources has been updated to align with the new learning plan template and a focus on checks for learning for each learning episode. https://startalk.umd.edu/public/resources/learning‐plan?st=1

TeacherFolio Updates

This set of resources has been updated to align with current curriculum templates and learning plans for use in teacher programs and to prepare instructors for student programs. https://startalk.umd.edu/public/resources/teacherfolio?st=1

Site Visits

The site visit debrief and report will no longer include rating of items on the checklist and will continue to focus on observational feedback and recommendations for growth. These recommendations will transfer to your program’s Final Report and future program proposals.

New Resources Several new resources are available online, via STARTALK’s new Search Resources page: https://startalk.umd.edu/public/searchresources These resources are described in detail in the Additional Resources for Planning your Program section of this guide, starting on pg 76.

STARTALK-Endorsed Principles for Effective Teaching and Learning

• Implementing a standards-based and thematically organized curriculum

• Facilitating a learner-centered classroom

• Using the target language and providing comprehensible input for instruction

• Integrating culture, content, and language in a world language classroom

• Adapting and using age-appropriate authentic materials

• Conducting performance-based assessment

THE STARTALK EXPERIENCEGOALS• Increase the quality and supply of teachers of critical languages throughout the nation

• Stimulate significant increases in the number of students enrolled in the study of critical languages

• Improve the quality and effectiveness of critical language curricula

GUIDING PRINCIPLES FOR TEACHER AND STUDENT PROGRAMS

FOCUSED AND ALIGNED WITH A GROWTH MINDSET

Proposal

• Outlines the program and key personnel

• Serves as the definitive plan for the program

• Undergoes review by three independent reviewers

Curriculum Template

• Describes learning goals, assessments, and learning experiences

• Establishes context for daily lessons

• Is developed in consultation with the team leader

• Undergoes a review and approval process that encourages growth and innovation

Site Visit

• Promotes STARTALK mindset of continuous improvement

• Provides opportunities for a STARTALK team to observe the program and provide feedback

Backward Design Principles

Identify desired resultsWhat will learners be able to do with what they know by the end of the program?

Determine acceptable evidenceHow will learners demonstrate what they can do with what they know by the end of the program?

Plan learning experiences and instruction What will prepare learners to demonstrate what they can do with what they know?

NCSSFL-ACTFL Can-Do StatementsProgress Indicators for Language Learners

Essential Resources

About STARTALKSTARTALK is a project funded by the National Security Agency and administered by the National Foreign Language Center at the University of Maryland. STARTALK’s mission is to increase the number of U.S. citizens learning, speaking, and teaching critical-need foreign languages, with programs for students (K-16) and teachers. startalk.umd.edu

Focused and Aligned with a Growth Mindset

PROGRAM PROPOSAL CURRICULUM TEMPLATE LEARNING PLANS SITE VISIT REPORT FINAL REPORT

STAGE 1: What will

learners be able to do with

what they know by the

end of the program?

TEACHER PROGRAMS List the TELL Framework

domains, STARTALK-endorsed Principles, and instructional topics that will be the focus of your program.

STUDENT PROGRAMS Describe how the

curriculum of your student program will address the goals outlined by the World-Readiness Standards.

TEACHER PROGRAMS Identify the TELL

domains and supporting criteria statements that capture your major concepts or topics.

STUDENT PROGRAMS Identify the theme that

will guide standards-based instruction and learning. Select the Can-Do Statements that reflect the specific content of the program.

TEACHER PROGRAMS List the components of

the instructional topics that will be addressed so that participants are prepared to produce the major products/ evidence described in Stage 2.

STUDENT PROGRAMS Identify what students

will be able to do with what they know by the end of each learning episode.

TEACHER AND STUDENT PROGRAMS Address how the

program evidences the STARTALK-endorsed Principles.

Comment on what is working well in terms of instructional design.

TEACHER AND STUDENT PROGRAMS Comment on the

organizational strengths of your program.

Comment on your program’s strengths in addressing the STARTALK-endorsed Principles.

STAGE 2: How will learners

demonstrate what they can

do with what they know by

the end of the program?

TEACHER AND STUDENT PROGRAMS Describe the evidence

you will collect to show that each participant has met the major goals of the program.

TEACHER PROGRAMS Indicate the evidence

that participants will produce to demonstrate their understanding of the TELL criteria.

STUDENT PROGRAMS Describe the major

performance assessments students will do for each mode of communication.

TEACHER AND STUDENT PROGRAMS Indicate how learners

will demonstrate what they can do with what they know by the end of specific learning episodes.

TEACHER PROGRAMS Observe how

participants in teacher programs have the opportunity to apply new knowledge in a learning episode.

STUDENT PROGRAMS Observe how

instructors in student programs check for learning at the end of each learning episode.

TEACHER AND STUDENT PROGRAMS Describe how you know the program successfully met the learning goals of individual participants.

STAGE 3: What will prepare

learners to demonstrate

what they can do with what

they know?

TEACHER AND STUDENT PROGRAMS Describe the learning

experiences you will design that will allow teacher participants to acquire new knowledge and teaching skills and students to use the modes of communication.

TEACHER PROGRAMS Describe the key

learning experiences that allow participants to demonstrate that they can meet the stated TELL Criteria.

STUDENT PROGRAMS Describe the key

learning experiences that allow students to meet the stated Can-Do Statements.

TEACHER PROGRAMS Describe how you will

know that the majority of participants have met the learning target(s).

STUDENT PROGRAMS Describe the activities

that will be used to ensure learners accomplish the learning targets for each learning episode.

TEACHER PROGRAMS Observe how learning experiences include a balance of acquisition, reflection, observation, application & coaching.

STUDENT PROGRAMS Observe how learning experiences are structured in ways that allow students to move toward independent practice.

TEACHER AND STUDENT PROGRAMS Describe how you will use the information gathered from the participant/student surveys to inform your planning for the following year.

Implementing the STARTALK-endorsed Principles for Effective Teaching & Learning

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STARTALK‐ Endorsed Principles for Effective Teaching and Learning

The STARTALK‐endorsed principles describe characteristics of highly effective language teaching and learning. An ideal learning experience is framed by a standards‐based and thematically organized curriculum that integrates culture, content and language. Learners work with authentic, age‐appropriate texts in a learner‐centered environment as they engage in real‐world performance tasks that allow them to use the target language beyond the classroom.

Implementing a Standards‐Based and Thematically Organized Curriculum

The thematic unit is standards‐based. The content is cognitively engaging and relevant to the learner.

Every unit assesses a student’s increasing ability to use language for real‐world purposes. Each lesson supports the goals of the unit by having clearly stated learning targets that indicate

what students will know and be able to do by the end of the each learning episode. Lesson design is research based and learning experiences are sequenced in ways that allow for

maximum student learning. Grammar is not the focus of the course, unit, or lesson. The teacher teaches grammar as a tool

for communication, avoiding meaningless rote drills and ensuring that all practice requires attention to meaning.

Facilitating a Learner‐Centered Classroom

The teacher acts as a partner with students in the learning process. The teacher demonstrates and models to make input comprehensible. Students learn

vocabulary from using it in language‐rich contexts such as stories, hands‐on experiences, picture descriptions, or subject‐matter content.

The teacher engages learners in cognitively challenging real‐world tasks. The teacher provides multiple opportunities for learners to collaborate in pair and small group

activities while interpreting and expressing ideas about topics of interest to them. There is frequent student‐to‐student interaction.

The teacher makes instructional decisions based on learner’s performance and allows for ongoing feedback from a variety of sources to improve learner’s performance.

Using the Target Language and Providing Comprehensible Input for Instruction

The teacher uses the target language at least 90 percent of the time. The teacher uses a variety of strategies to make language comprehensible, monitors student

comprehension, and makes adjustments as necessary. The teacher avoids the use of translation by using verbal and non‐verbal strategies and also

avoids eliciting translation from students.

Integrating Culture, Content, and Language in a World Language Classroom

Learners acquire cultural knowledge and insights as they consider and reflect on the relationships among the products, practices and perspectives of the cultures being studied.

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Content‐related instruction allows learners to make meaningful connections to the world around them. Learners build, reinforce, and expand their knowledge of other disciplines and the world while using the target language.

Learning experiences are designed to allow students to use language as they work with the content and cultural topics of the unit.

Learners engage in meaningful and purposeful communication. They know how, when and why to say what to whom.

Adapting and Using Age‐Appropriate Authentic Materials

The teacher uses authentic materials and designs tasks appropriate to the language proficiency and age level of the learners.

The teacher uses a variety of authentic print and non‐print materials.

Conducting Performance‐Based Assessment

The teacher uses formative checks for learning during lessons to adjust instruction as needed and to provide timely feedback to learners.

Learners know how well they are doing with regard to specific learning goals and they know what they can do to improve their performance.

Learners have the ability to assess their own learning. Learners engage in summative real‐world performance tasks to demonstrate how well they

have met the performance goals of the unit.

Find examples, At‐A‐Glance documents, and other support materials for the principles at

https://startalk.umd.edu/public/principles

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Shared Practice: Introduction

Each STARTALK program is unique. The diversity of the STARTALK experience contributes to STARTALK’s collective growth and impact. In order to assure that program outcomes align with STARTALK goals, all programs must adopt a set of shared practices. These required practices are focused and aligned with a growth mindset and accountability to STARTALK’s core mission to build our national capacity in critical need languages. Program requirements and guidelines are designed to support effective program management and responsibility for learning outcomes that lead to improved language proficiency and intercultural competence. Each step of the STARTALK cycle of practice informs the next and provides a common framework for growth.

This section of the guide will outline STARTALK requirements designed to help programs align the program proposal with the program curriculum and learning plans, prepare for the site visit, and self‐assess in the final report. Each program is supported by a team leader, who facilitates the implementation of the program by serving as a link between STARTALK Central and the program. The team leader reviews, provides feedback on, and approves the program curricula, leads the site visit, and provides general support to the program as needed. Curriculum templates are now completed online. You should start working with your team leader early on the curriculum template; the team leader’s final approval of the template is required at least a week in advance of your program start date. For teacher programs, a syllabus will no longer be required. Information typically available in a syllabus will now be captured in Stage 3 of the teacher program curriculum template. For student programs, the lesson plan is now called a learning plan, and stage 1 and 2 are required and need to be available for site visit team review. Site visit based recommendations are now transferred directly to the final report and to future proposals. Please review the STARTALK Task Timeline for key responsibilities before, during and after your program. An overview of NSA expectations for grant management is also provided.

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Requirements for Grant Management

Grant Management Overview

This section will provide an overview of the administrative requirements of your STARTALK grant. There

are several requirements throughout the life of your grant that help STARTALK Central and the federal

sponsor, the National Security Agency, track the success of the STARTALK program. This section will

provide a summary of your required administrative tasks before, during, and after your summer

program.

Before your STARTALK Program

Consent Forms

You will have to collect consent forms from your participants (or parents of minor participants) to allow

them to take the STARTALK surveys. Later in this guide you will find more details on consent forms.

During your STARTALK Program

Survey administration

All STARTALK programs are required to administer STARTALK surveys. These surveys help STARTALK to

gauge the success of the program and to identify any areas for improvement. STARTALK provides

reports on these survey results to the federal sponsor, the National Security Agency. The continued

funding of STARTALK depends partly on the success documented by survey results.

Budget modifications

If you need to change anything about your budget, you must contact NSA first and get approval for

those changes. See the Financial Management of your STARTALK Grant from NSA section of this guide

for more details on how to request a budget modification.

Proposal modifications

Any modification in your proposal must be approved by STARTALK Central. Email us at

[email protected] to make requests to change your proposal.

Invoicing

Review the Financial Management of your STARTALK Grant from NSA section of this guide for specific

instructions on how to invoice the government to reimburse your organizations for expenses related to

your STARTALK grant.

Stakeholder surveys

The Center for Applied Linguistics (CAL) will survey you and your instructors at the end of your program

to learn more about your STARTALK experience. Please be sure to enter your instructor emails into

SOPHIE and encourage your instructors to take the survey. Program directors should also take the

program director survey.

After your STARTALK Program

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Reporting

All programs must submit a final report through SOPHIE. The report is due in mid‐September, but

STARTALK‐Central strongly encourages program directors to complete the survey after their programs

end so that their perspective is still fresh.

Invoicing

Review the Financial Management of your STARTALK Grant from NSA section of this document to learn

how to submit your final financial report and invoice to the government.

Completing the Program Director Impact Survey

In February, STARTALK will contact all program directors to report on how the STARTALK program

impacted their programs, home institutions, and community. STARTALK requires all programs to

complete this very important survey.

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Financial Management of your STARTALK Grant from NSA Below you will find practical guidance on the management of your STARTALK grant. This information will help you to manage the financial requirements of your award from the National Security Agency. 1) Questions about your award and budget: Contact Diane Varieur at [email protected] , Carol Maynard

at [email protected], or Glenn Ellison at [email protected]. When contacting them be sure to

identify yourself by your grant number (this number can be found on your grant documents). (NOTE:

Please make sure you contact your Grant Administration Office to obtain a copy of your grant if

they have not provided a copy.)

2) Budget modification: Prior to making any budget modifications you must first get the approval of the

NSA STARTALK Program Manager Diane Varieur. Budget modification requests should be sent via e‐

mail to Diane Varieur at [email protected], and a carbon copy should be sent to Carol Maynard at

[email protected]. (Be sure to include your grant number in your request.)

a. When individuals e‐mail the NSA office with questions about budget changes, Diane Varieur

reviews the request against the original budget to see how funds are being internally adjusted.

She then sends an e‐mail approving the change with the following words: “Please keep in

mind that any proposed changes must stay within your original budget proposal and that any

changes made cannot adversely affect the intent of your original grant proposal.”

b. Once any proposed changes are approved, your approved budget will be kept in the NSA

Program Manager’s office and will become the baseline budget for future proposed changes.

NOTE: Please do not contact the invoice addressee on your grant (ONR or contracts – accounts

payable) for budget modification issues. Contacting these offices may cause your grant to

require a modification that can delay payment of your invoice(s).

3) Importance of System for Award Management (SAM) listing information: SAM is the federal

government owned and operated website that consolidates the capabilities in the Central Contractor

Registration (CCR)/Federal Agency Registration (Fed Reg) and other various systems that support the

federal procurement and award processes. For information on how to review/update your Listing

(DUNS Number and CAGE Code) in SAM, please contact the Federal Service Desk toll free by phone at

866‐606‐8220 or via the web at http://www.FSD.gov. Please ensure that your address, title, and

direct deposit information (bank routing and account number) are correct before you submit your

proposal. Incorrect or outdated information can cause a delay in award of a grant and a delay in

payment of invoices. The SAM information should be updated annually and is the responsibility of

the organization submitting a proposal.

4) Acquisition Resource Center (ARC): All companies/organizations wishing to do business with the NSA

must be registered in the Acquisition Resource Center (ARC). To begin the registration process, or for

additional information, please visit www.nsaarc.net. If you have questions, please contact ARC

customer service at (866)91‐GOARC, (866)914‐6272, or via e‐mail at [email protected].

5) Importance of identification of the principal investigator (PI): Please ensure that you correctly

identify the principal investigator for your grant. That individual is responsible for the administration

of your grant and must be available to do so. If the principal investigator will not be able to devote

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substantial time to the administration of the grant, the performing organization must inform the

contracting officer (CO) immediately. Any change in the PI will require a modification to the grant.

(NOTE: See Sections 3, 4, and 5 of attachment 3 to each grant, titled General Provisions for NSA

Grants and Cooperative Agreements and dated August 2014)

6) Status of payment of invoices: Once you have submitted your invoices to the address stated on your

grant, any questions related to the status of the related payments should be directed to Diane

Varieur at [email protected] , or Carol Maynard at [email protected] , (NOTE: If you do not receive

payment after forty‐five days of submission of an invoice, please contact Diane Varieur or Carol

Maynard so we can research the status.)

7) Directions for submitting invoices:

Some frequently asked questions:

When can I send invoices?

You may send invoices at any time during your grant period and up to sixty days after the end date of your

grant. It is suggested that you invoice as costs are incurred, for example monthly or quarterly.

I don’t have the funds to pay for all of my program’s needs up front. What can I do?

You may initially invoice for half of the grant amount then incrementally invoice as expenses occur. Keep

in mind that if you do not spend all of your funds, you will need to reimburse the federal government for

anything unspent. (NOTE: If you do not spend all of the funds you have received by the end of the grant

period, you must initiate a check made out to the US Treasury and forward the check, with an

explanation, to the NSA Accounts Payable Office (the address can be found on page 2 or 3 of your grant).

In addition, please forward a copy of the check and explanation to both the National Security Agency

and the Maryland Procurement Office (the addresses can be found on page 3 of your grant). If your

grant directs you to submit your invoice to ONR, please forward a copy of the check and explanation to

the ONR, the address for which can be found on page 3 of your grant.)

Step‐by‐step process for completing invoices:

When you are ready to invoice, use the following instructions. Instructions on how to invoice are in your

grant (pages 2 and 3) and attachment 3 (paragraph 13).

a. Complete Form SF270 with the address stated under the PAYMENTS Section on page 2 of your

grant in Block #3, grant number (Block #4), invoice number (Block #5), employer identification

number (Block #6), recipient account number (Block #7—specific to the individual organization—

suggest placing your bank account and routing number), period covered (Block #8), recipient

organization (Block #9 must match the name on the grant), amount of the invoice (Block #11—

see instructions attached to the form), sign, date, and forward to the address stated on your grant.

b. NEW for 2016: Please include the CLIN, SLIN, and ACRN, found on page 2 of your grant, on the

SF270. Suggest placing the CLIN, SLIN, and ACRN in Block 11 under

PROGRAMS/FUNCTIONS/ACTIVITIES.

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c. (NOTE: Not using the SF270 could delay receipt of your invoice payment.) Form SF270 can be

found at the following url:

http://www.whitehouse.gov/omb/grants_forms/

d. Enclose a copy of your budget

e. Submit your invoice to the ONR or the Contracts—Accounts Payable address stated on page 2 or

3 of your grant. Individual Office of Naval Research office phone numbers, fax numbers, and e‐

mail addresses can be found at the following url:

http://www.onr.navy.mil/02/024/offices.asp

f. Submit your invoice to the ONR or the Contracts—Accounts Payable address stated on page 2

or 3 of your grant. Individual Office of Naval Research office phone numbers, fax numbers, and e‐

mail addresses can be found at the following url:

http://www.onr.navy.mil/02/024/offices.asp

g. Send a copy of the invoice to the following concurrently with submission of the invoice to ONR

or Contracts—Accounts Payable:

National Security Agency ATTN: Diane Varieur, E83, Suite 6822 9800 Savage Road Ft. George G. Meade, MD 20755‐6822 or E‐mail [email protected] and [email protected]

and Maryland Procurement Office ATTN: BA323 (GME) Fanx II 9800 Savage Road Ft. George G. Meade, MD 20755‐6812 or E‐mail: [email protected]

How to close your program

When your grant program has concluded or no longer than ninety days after the end of the period of

performance stated on your grant document, you will be required to submit a Form SF425. The form can

be found at the same website as the SF270. The purpose of the SF425 is to inform us that your program

has concluded and the status of any funds that were not obligated. You will complete Sections 1 through

9 at the top of the form and are self‐explanatory. In Section 10, Federal Expenditures and Unobligated

Balance, complete d., e., g., and h. Only complete Section 11, Indirect Expenses, if it applies to your

organization. Submit the SF425 using the same process used to submit the SF270 as directed on pages 2

and 3 of your grant. (NOTE: the SF425 does not replace the SF270 for payment of the final invoice.)

Form SF425 can be found at the following url: http://www.whitehouse.gov/omb/grants_forms/.

Here is a recap of the contacts for award, budget, and invoicing issues:

Award and budget—Diane Varieur ([email protected]) (410‐854‐8035)

Award and budget—Glenn Ellison ([email protected]) (410‐854‐7051)

Budget modification—Diane Varieur ([email protected]) (410‐854‐8035) and

Carol Maynard ([email protected]) (410‐854‐8035)

Invoicing and invoice preparation:

Status of payment of invoices—Diane Varieur ([email protected]) (410‐854‐8035)

Status of payment of invoices—Carol Maynard ([email protected]) (410‐854‐8035)

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Invoicing Checklist

You can use this checklist before you send your invoices to be sure that you are not missing anything.

Completed Form SF‐270

Make three copies of Form SF‐270

Send one copy of the form to the Office of Naval Research, or the Contracts—Accounts Payable

address listed on page 2 or 3 of your grant

Send one copy of the form to the National Security Agency (Diane Varieur)

Send one copy of the form to the Maryland Procurement Office (Glenn Ellison)

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STARTALK Program Timeline

Pre‐Program Tasks

Attend the Spring Conference

Create and submit curriculum template(s) for review (at least 3 weeks prior to program start date)

Obtain curriculum approval from your team leader (1 week before program start date)

Prepare learning plans for the first week of instruction

Facilitate program orientation and professional development for staff

Prepare instructional resources

Collect consent forms

Prepare for participant survey

Make logistical arrangements for your site visit

Submit the site visit day agenda

During Program Tasks

Continue to prepare and adjust learning plans to meet participants’ needs

Meet regularly to reflect and provide feedback on teaching and learning

Administer surveys to participants and/or parents

Provide orientation to LinguaFolio Online (student programs)

Prepare for and host site visit team

Respond to site visit report

Post‐Program Tasks

Respond to program director and instructor online surveys

Prepare and submit final report

Attend the Fall Conference

Respond to the Program Director Impact Survey

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STARTALK Program Resources: Introduction Each year, STARTALK Central conducts a thorough review of program data and stakeholder feedback, and develops resources in response to identified needs. STARTALK program resources are available to the public and provide content helpful to program management and instructional programming. Please search the STARTALK program resource page to identify content that may be helpful to you. Not finding what you need? Consult your STARTALK Central liaison or your team leader for guidance. Included in this guide are key STARTALK program documents and overviews of online resources required for successfully implementing your program. The format and content of these documents have been aligned and focus on continuous improvement. Program directors are encouraged to consult with your team leader to determine the number of curriculum templates needed for the range of learners in your program. You are strongly encouraged to complete stages 1 and 2 of your curriculum template and receive feedback from your team leader prior to completing stage 3. It is important to begin the curriculum review process early enough that the curriculum template is completed and approved one week prior to the start of the program. . Model curricula are available for reference to support you in preparing your curriculum although the format may be slightly different than that of the current curriculum template. The Learning Plan Guide and Annotated Learning Plan are available to support learner‐centered instructional planning and lesson facilitation. Learning Plans connect the curriculum to the classroom and pave the path to student success with learning targets and episodes aligned with program goals. LinguaFolio is a program resource for students to self‐assess their language skills. It helps learners understand the continuum of language proficiency and take ownership for their progress.

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STARTALK Support with SOPHIE Overview

The STARTALK Online Programs, Help, Information, and Events (SOPHIE) is a central location for the

management of STARTALK grants and information. Like the previous online system, OPIS, the Online

Program Information System, SOPHIE helps STARTALK Central and program directors communicate

requirements and information. SOPHIE is being developed as the year progresses, therefore new

sections of SOPHIE will become available to programs as they are completed. Below is a list of some of

the things that SOPHIE will be capable of throughout the year.

Site Visit Planning

Program directors will enter the site visit schedule, contacts, and logistics in SOPHIE for the site visit

team to reference. STARTALK Central will provide site visitor itineraries, notes, curricula, proposals, and

previous year information for site visitors and program directors to review. As in past years, the site visit

report will be submitted online and program directors will be able to respond to site visit reports

through SOPHIE as well.

Contact Management

Program directors will enter all program contacts in the contacts section of SOPHIE. STARTALK will use

these contacts to survey stakeholders, and for regular STARTALK Central communications.

Public Listing

Program directors can modify their public profiles on the STARTALK website by modifying their program

listings in SOPHIE.

Curriculum Template Development (New!)

Program Directors will enter their curriculum in SOPHIE and team leaders will comment on the

curriculum and provide guidance all in SOPHIE. Then curricula will be approved online in SOPHIE by the

team leaders.

Survey Reports

STARTALK plans to provide survey reports in SOPHIE for each program. More details will come as this is

developed.

Reporting

Program directors will complete their final report in SOPHIE and submit it to STARTALK Central.

26

Consent Forms

All program directors (including K–5 and teacher programs) are required to collect consent forms from

their participants and then scan and e‐mail or mail the forms to STARTALK Central. Programs should

collect consent forms from all participants who will take STARTALK surveys and/or be photographed or

video‐taped during the program.

Any participant whose consent form has not been signed should not complete a survey. Consent form

for program directors to download and distribute along with detailed instructions for participants about

how to complete the consent forms are available online at

https://startalk.umd.edu/public/consent/forms.

Below is a table that provides an overview of which consent forms should be collected for each

participant group.

STARTALK Consent Form Collection Overview

Students: Grades

K–5

Students: Grades 6‐16 Teacher Trainees

Minors under 18 18 or older

Consent

Forms

Consent forms

(hard copy) to be

filled out

by parents,

collected by

program and

mailed to

STARTALK Central

Consent forms (hard

copy) to be filled out

by parents, collected

by program and

mailed to STARTALK

Central

Consent forms (hard


by participants,

collected by

program and mailed

to STARTALK Central

Consent forms (hard


by participants, collected

by program and emailed

or mailed to STARTALK

Central

Before the

program

begins

Online pre‐program

survey completed

by parents

No Action Necessary No Action Necessary No Action Necessary

At the end

of the

program

No Action

Necessary

Online post‐program

survey completed

by students


survey completed

by students


survey completed

by teacher trainees

27

To send your consent forms via e‐mail (preferred method):

E‐mail: [email protected]

Subject : Consent Forms : [Your STARTALK program serial number (M‐2016.XXX), institution, program

type (teacher or student) and language(s)]

Example Subject line: Consent Forms: M‐2016.001, University of Maryland, Student Program – Chinese

and Arabic

Attach PDF file of the consent forms (must be under 10MB in size). Please group forms into a single PDF

file rather than sending each form individually. If you are sending consent forms for multiple languages

within a program, please indicate the language in the file name of each PDF (e.g., UMD_Chinese_M‐

2016.001.pdf, UMD_Arabic_M‐2016.001.pdf).

Please clearly indicate your program’s serial number, institution name, program type (student or

teacher), and language on the e‐mail message or package in which you enclose the consent forms. If

your program offers multiple languages, please group and clearly label the consent forms by language.

Sending consent forms via email is preferable, but if you choose to send consent forms by mail, it is

recommended that you keep a copy of the forms and use delivery tracking for your package. Please be

sure to include a return address and contact name on any emailed or mailed packages.

To send your consent forms via mail:

Mailing address:

National Foreign Language Center ATTN: STARTALK (Consent Forms): [Your STARTALK program name, serial number (M‐2016.XXX.X), institution, and language(s)] The University of Maryland P.O. Box 93 5245 Greenbelt Rd., Severn Building 810 College Park, MD 20742

STARTALK 2016

STUDENT CURRICULUM TEMPLATE AT-A-GLANCE

The student curriculum template is designed to capture best practices in curriculum, instruction, and assessment in a backward design process. It is meant to guide the

discussions that will take place as instructors plan quality programs.

NEW FOR 2016!

PROGRAM PROPOSAL

CURRICULUM TEMPLATE

LEARNING PLANS

SITE VISIT REPORT

FINAL REPORT

The Curriculum Template Identifies the connections between learning goals, performance assessment tasks, and the daily

learning targets and experiences

Supports a backward design approach to instructional planning

Communicates program goals with all stakeholders by providing a roadmap for meaningful teaching and learning

Provides critical input for the members of the site visit team

STAGE 1: What will learners be able to do with what they know by the end of the

program?

STAGE 2: How will learners demonstrate what they can do with what they know by


STAGE 3: What will prepare learners to demonstrate what they can do with what they

know?

Program Overview & Theme

Identify the theme that will guide standards-based instruction and learning throughout the program.

Learning Goals

Use the NCSSFL-ACTFL Global Can-Do Benchmarks appropriate for the proficiency/performance targets of your program to develop the learning goals for the program.

Consider the number of Can-Do statements given the number of contact hours of the program.

Performance Assessments

Describe the major summative performance assessments you will use for each of the three communicative modes.

Consider assessments that truly relate to the theme of the program.

Design assessments that allow learners to provide evidence that they have achieved the program learning objectives.

Learning Experiences

Determine the specific linguistic, cultural, and other subject matter knowledge and skills that learners will acquire as they work with your program theme.

Indicate the major learning experiences that will allow learners to develop these skills and knowledge so that they can perform the summative tasks identified in Stage 2.

Curriculum template must be completed online; some fields auto-populate from proposal Approval process is done online; checklist is embedded in online process Template may be approved by stages

STARTALK 2016

STUDENT CURRICULUM TEMPLATE OVERVIEW

STAGE 1: What will learners be able to do with what they know by the end of the program?

Target Proficiency Level / Target Performance Level Select the target proficiency level that you anticipate your learners will have by the end of the program. Then, select the target performance level(s) for the learning experiences during the program.

Program Overview and Theme In a paragraph, provide a brief overview of your program. What is the theme that will guide standards-based instruction and learning throughout the program? What will learners experience during the program? What do you hope learners will be able to do at the end of the program? How will the students benefit by being connected to the teacher program?

Learning Goals Select the appropriate mode from the NCSSFL-ACTFL Global Can-Do Benchmarks. Then, select NCSSFL-ACTFL Can-Do Statements or create your own program Can-Do statements for the proficiency level(s) and mode you have selected. Attention to and balance of the various modes will depend on your program goal(s). LinguaFolio® Online will then allow programs to document progress on the learning goals that are identified.

MODES OF COMMUNICATION

NCSSFL-ACTFL Global Can-Do Benchmarks Program Can-Do Statements or NCSSFL-ACTFL Can-Do Statements specific to your theme

STAGE 2: How will learners demonstrate what they can do with what they know by the end of the program?

Summative Performance Assessment Describe the major summative performance assessments you will use for each mode of communication. These assessments will provide evidence that learners have achieved the program learning objectives.

This document provides an outline and reviews key concepts of the student curriculum template to support programs as they begin to plan for the summer. The actual template must be completed online after the spring conference.

Curriculum Review Questions Has the program indicated the target proficiency level and performance levels? Do the targeted levels seem appropriate given the target learner population, length of

program, and information provided in the proposal? Does the program overview describe who will be part of the program and what they will do? Is the theme explicitly labeled or implied through the description? Is the theme appropriate for the age and developmental level of the target learner

population? Do you see evidence of the 5Cs in the program overview? Is the scope of the program appropriate given the amount of time and developmental level

of the participants? Does the template include an appropriate number of program specific Can-Do statements

given the scope and length of the program? Do the customized program Can-Do statements reflect the program overview and theme?

STARTALK 2016

INTERPRETIVE TASK INTERPERSONAL TASK PRESENTATIONAL TASK

Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

Learners interact and negotiate meaning in spoken or written conversations to share information, reactions, feelings, and opinions.

Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

STAGE 3: What will prepare learners to demonstrate what they can do with what they know?

Learning Experiences In this section, list the major learning experiences and related evidence of learning from the beginning through the end of your unit/program. Align your learning goals to the language, culture and content learners need to know to complete the task identified as a major learning experience. In the second column, determine the specific linguistic, cultural, and other subject matter knowledge and skills that learners will acquire as they work with your program theme. In the third column, indicate the learning experiences that will allow learners to develop these skills and knowledge so that they can perform the summative tasks identified in Stage 2.

PROGRAM CAN-DO STATEMENTS

CULTURE, CONTENT AND LANGUAGE

MAJOR LEARNING EXPERIENCES & EVIDENCE

These Can-Dos are the learning goals identified in Stage 1.

List the language chunks, vocabulary, grammatical structures, cultural knowledge, and content information that learners need to accomplish the stated Can-Dos listed in column 1.

Describe the key learning tasks/activities/formative assessments that allow learners to demonstrate that they can meet the stated Can-Do.

Materials & Other Resources Describe the primary resources that you plan to use for the program. Be specific so that these resources can be shared with other programs.

Daily Schedule Describe the typical daily schedule for a participant. Consider how to create a program day that creates a blend of different types of activities and learning experiences throughout the day.

Curriculum Review Questions Are the tasks performance-based? Do they relate to the theme? Are they summative in nature? Is there a clear understanding of the modes?

Curriculum Review Questions Do the culture, content, and language expectations truly align with the Can-Do? Do the learning experiences match the developmental level of the participants? Do the learning experiences allow for integration of culture, content, and language? Are the materials and resources appropriate to the learning goals? Has an effort been made to incorporate authentic texts and materials where possible? Has the program named specific resources (e.g., title of story, song, or movie)? If technology is being used, does it support the learning goals? Does the program blend the types of learning activities throughout the day? Does the program avoid the tendency to focus on “language” in the morning and “culture”

in the afternoon?

STARTALK 2016

TEACHER CURRICULUM TEMPLATE

The teacher curriculum template is designed to connect program content with the professional learning needs of participants. It is backward designed and serves to guide

the discussions that will take place as instructors plan quality programs that focus on best practices in curriculum, instruction, and assessment.

NEW FOR 2016!

PROGRAM PROPOSAL

CURRICULUM TEMPLATE

LEARNING PLANS

SITE VISIT REPORT

FINAL REPORT

The Curriculum Template Identifies the connections between learning goals, performance assessment tasks and the daily

learning targets and experiences

Supports a backward design approach to instructional planning

Communicates program goals with all stakeholders by providing a roadmap for meaningful teaching and learning

Provides critical input for the members of the site visit team

STAGE 1: What will participants be able to do

with what they know by the end of the program?

STAGE 2: How will participants demonstrate what they can do with what they know by


STAGE 3: What will prepare participants to demonstrate what they can do with what

they know?

Overview

Identify the participants. Provide the context for the

learning that will occur.

Learning Goals

Use the Teacher Effectiveness for Language Learning (TELL) Framework as a guide to identify the major concepts or topics targeted in your program overview.

Consider the number of TELL Criteria Statements for the scope and length of the program.

Evidence/Product

Identify the end-of program evidence participants will produce to demonstrate their understanding of the TELL criteria.

Consider tasks that produce evidence which will allow participants to demonstrate new knowledge in a way that transfers to the classroom.

Consider evidence that will allow each participant to show growth in their learning.

The Learning Plan

Unpack the TELL Criteria and identify the specific learning targets for each of the identified criteria.

Learning targets are the “Can-Do” statements that will drive daily instruction.

Learning targets should indicate a progression of learning.

A check for learning allows participants to demonstrate that they have met the goal of each learning target.

STELLA documents provide sample learning activities and resources.

Curriculum template must be completed online; some fields auto-populate from proposal Approval process is done online; checklist is embedded in online process Template may be approved by stages

STARTALK 2016

TEACHER CURRICULUM TEMPLATE OVERVIEW

STAGE 1: What will participants be able to do with what they know by the end of the program?

Overview In a paragraph, describe your target audience. Who will your participants be? What do you hope that your participants will be able to do as a result of this program? Combination Programs: How will teachers benefit by being connected to the student program?

Learning Goals What do you hope participants will be able to do after the program ends? Use the Teacher Effectiveness for Language Learning (TELL) Framework to guide the development of your program goals. Identify the TELL domains and supporting TELL criteria statements that capture the major concepts or topics identified in your program overview.

TELL DOMAINS TELL CRITERIA STATEMENTS

The criteria statements you identify here will be transferred to Stages 2 & 3.

STAGE 2: How will participants demonstrate what they can do with what they know by the end of the program?

Performance Assessment Use this section to capture end-of-program products that will showcase participant growth and learning. Consider the following questions as you design your assessment tasks: Do the evidence/products developed by participants align with program goals you identified? Do the evidence/products allow participants to apply their learning beyond the program in an actual teaching environment? Do the evidence/products allow participants to reflect on their learning/professional growth in the program? Do the evidence/product allow participants to address the different backgrounds they bring to the program?

TELL CRITERIA STATEMENTS EVIDENCE/PRODUCT & BRIEF DESCRIPTION

The criteria statements here were identified in Stage 1.

This document provides an outline and reviews key concepts of the teacher curriculum template to support programs as they begin to plan for the summer. The actual template must be completed online after the spring conference.

Curriculum Review Questions Does the program overview describe who will be a part of the program and what they will

do? Combination Programs: Does it make clear the connection between the teacher and student program?

Are the TELL Domains stated and appropriate based on the program overview? Does the template include an appropriate number of TELL Criteria Statements for the scope

and length of the program? Do the TELL Criteria Statements clearly relate to program goals?

Curriculum Review Question Does the evidence or product allow the participant to demonstrate new knowledge in a

way that transfers to the classroom?

STARTALK 2016

STAGE 3: What will prepare participants to demonstrate what they can do with what they know?

REVISED FOR 2016: Learning Plan In Stage 3, the TELL Criteria are unpacked and the specific learning targets for each of the TELL Criteria are identified. These learning targets are the Can-Do statements that will drive daily instruction. Learning targets should indicate the progression of learning that will allow participants to meet the larger learning goal specified by the TELL Criteria. The check for learning allows participants to demonstrate that they have met the goal of each learning target. Finally, the major resources that will be used for each learning target are named. You may wish to consult the STELLA documents for sample learning activities and resources. This section is intended to capture the learning targets for each day of the program and describes program learning goals from program start to end date, including any online or post-program experiences.

Microteaching/Practicum Will the participants engage in a microteaching or practicum experience? If yes, describe the teaching experience that your participants will complete.

DAY # LEARNING TARGETS

CHECKING FOR LEARNING

INSTRUCTIONAL RESOURCES

Each day should have multiple learning targets. Use a separate row for each learning target.

Unpack the TELL Criteria into specific Can-Do statements. The learning targets should capture the progression that will allow a participant to meet the learning goal expressed by the TELL Criteria.

Describe how participants will demonstrate what they can do with what they know for each learning target.

Identify the major resources participants will use to work with the learning targets identified in column 2

Curriculum Review Questions: Do the learning targets clearly align with the criteria statements? Has the program clearly indicated the progression of learning that will take place? Is it clear how participants will demonstrate what they can do with what they know for each

learning target? Has the program indicated specific resources that they will use for each learning target? Does this section capture the learning targets for before, during, and after the program? Is it clear how the learning experiences before the start of the program connect to the goals

of the onsite program?

Curriculum Review Question If applicable, has the program explained the details of the microteaching experience? Will the

experience replicate an actual classroom to the greatest extent possible?

34

Model Curricula

STARTALK Central has created model curricula to provide support for student programs in the

curriculum development process. The models were created around two general themes—travel and

identity—and provide sample templates which demonstrate how these themes might be implemented

with different age groups and proficiency levels. Those involved in creating the models drew upon

existing program curricula, and the models capture best practices observed in various STARTALK

programs during site visits. The STARTALK model curricula are intended as examples only. Programs will

still have to adjust what is provided to meet the specific needs of their students. The intention was to

offer representative samples of learning experiences, with the understanding that teachers would adapt

the sample experiences to meet the various linguistic and cultural requirements of their individual

classrooms. In the future, the model curricula format will be updated to match the new online

curriculum template format.

The model curricula are available online at https://startalk.umd.edu/public/model‐curricula

The model curricula titles are as follows:

Oh, The Places You'll Go! Oh, The Places We Will Visit! Travel Camp Abroad Oh! the Places We Will Visit! Tourist and Traveler Oh, the Places We'll Go! Tourist Traveler My World and the World of (Mulan) My World Life As An Exchange Student Our Identities, Our Heroes In Search of My Future All About Me: Personal Identity

Six of the STARTALK model curricula have been adapted for Hindi and Urdu programs. These modules

were created around two general themes—travel and identity—and provide sample templates which

demonstrate how these themes might be implemented with different age groups and proficiency levels

in Hindi and Urdu classrooms.

https://startalk.umd.edu/public/model‐curricula/hindi‐curricula

https://startalk.umd.edu/public/model‐curricula/urdu‐curricula

Companion Guides

Companion guides containing examples of curricula in the new format are currently available online: Teacher program curriculum companion guide https://startalk.umd.edu/public/system/files/resources/teachercurriculumcompanionguide.pdf Student program curriculum companion guide https://startalk.umd.edu/public/system/files/resources/studentcurriculumcompanionguide.pdf

35

The Learning Plan Resources

For STARTALK student programs, the lesson plan is now called a learning plan. STARTALK student

programs are required to complete learning plans for each day of instruction and for all learning

experiences whether those experiences occur in the classroom or in other settings. A lesson is a building

block of a unit that has clearly defined objectives to be achieved within a specified time frame. A lesson

makes content accessible and should be designed and implemented in ways that are appropriate for

students and reflect principles of second language acquisition. Lessons are further broken into learning

episodes which should not last for more than 30 minutes. Each learning episode addresses a specific

learning target. Programs must complete both Stage 1 and Stage 2 for each learning episode.

The learning plan resources can be found at https://startalk.umd.edu/public/resources/learning‐plan

Instructions for preparing learning plans for the site visit:

In order to provide each member of the site visit a snapshot of the type of learning experiences your

learners have completed, please provide Stages 1 and 2 for all learning experiences. Stage 3 is optional,

but programs are strongly encouraged to also complete Stage 3. Site visitors will review Stages 1 and 2

of the learning plans from the start of the program to the day after the site visit during the site visit.

Programs must have learning plans for each curriculum template created by the program. For example,

a program with 3 curriculum templates would need to provide the team leader with nine learning plans.

In order to gain insights to instructional practices and gather data across programs, please provide learning plans for the day before, day of and day after the site visit in an electronic format at the time of the site visit. These learning plans will be shared with STARTALK via Dropbox. The Program Director should label each learning plan using a file name that is descriptive enough so that the team leader and STARTALK Central will understand the content of the document based on the file name alone. The file name must include the program serial number. For example:

Rockville Chinese Grades 6‐8 Day 1 M‐2016.999

Rockville Arabic Intermediate Low Day 2 M‐2016.998

Your team leader may ask that you also provide paper copies of each learning plan for the day before,

day of and day after for each member of the site visit team on the day of the site visit.

STARTALK 2016

STUDENT PROGRAM LEARNING PLANS

The learning plan divides daily instruction into multiple learning episodes that indicate specific learning targets and the anticipated evidence that will be collected to

determine if learning targets have been met.

FROM INPUT TO OUTPUT - PLANNING FOR PERFORMANCE

PROGRAM PROPOSAL

CURRICULUM TEMPLATE

LEARNING PLANS

SITE VISIT REPORT

FINAL REPORT

The Learning Plan Connects the learning targets identified in the curriculum template to the learning experiences

that occur during the program

Requires programs to identify learning targets and success measures on a daily basis by completing Stages 1 and 2 for all learning experiences

Provides context for the site visit by making all learning plans from the start of the program to the day after the site visit available to the site visitors

Provides instructional data for STARTALK Central when plans for the day before, day of, and day after the site visit are shared with STARTALK Central

A Lesson A lesson is defined as a series of learning episodes. The length of a lesson is determined by the program. Learning experiences occur both in the classroom and/or in other settings. Therefore, lessons should be prepared for all learning experiences.

A Learning Episode A learning episode is defined as a learning experience that addresses a specific learning target. Learning episodes typically provide a limited amount of input with time allowed for guided and independent practice. The amount of time allotted for a learning episode is approximately equivalent to the age of the learner but no more than 30 minutes.

Input Activities at the beginning of a learning episode provide sufficient opportunities

for understanding new words before expecting production

provide multiple, varied opportunities for learners to hear new words/expressions used in highly visualized contexts that make meaning transparent

Sharing/Guiding Activities in the middle of a learning episode provide learners with an

authentic (real-world) purpose for using words and phrases

vary in the level of intensity and the amount of physical movement required

build toward allowing learners to demonstrate in meaningful and unrehearsed ways that they are able to use what they know

Applying Activities at the end of a learning episode allow learners to demonstrate

in meaningful and unrehearsed ways that they are able to use what they know

allow learners to demonstrate to the teacher and to themselves that they have met the learning targets for the lesson

Revised 2016 1

STUDENT PROGRAM LEARNING PLAN For step‐by‐step help in completing this document, please see the annotated learning plan and model learning plan.

Date: Grade Range of Learners:

Total Number of Minutes: Targeted Performance Level:

LEARNING GOALS What Can-Do statement(s) from the curriculum template does this lesson address?

OPENING ACTIVITY How will you capture the learners’ energy and commitment for this lesson?

STAGE 1 What will learners be able to do with

what they know by the end of this episode?

STAGE 2 How will learners demonstrate what they can do with what they know by the end of this episode?

EPISODE 1

Learning Targets What specific Can-Do addresses this episode?

Culture, Content & Language What do learners need to know to meet the Can-Do?

Checking for Learning How will you know that learners have met the learning target for this episode?

EPISODE 2




Revised 2016 2

EPISODE 3




Add additional learning episodes as needed by copying a learning episode box.

MATERIALS NEEDED What supplies and materials will you need to successfully implement this learning plan?

REFLECTION/NOTES TO SELF Did all learners meet the learning goals of the lesson? What will you do to adapt for those who are not learning? What might you do in subsequent lessons?

While only Stage 1 and Stage 2 are required for STARTALK purposes, programs are encouraged to use Stage 3 as a planning tool in ways that best meet the needs of their instructors.

STAGE 3 What will prepare learners to demonstrate what they can do with what they know?

Do the learning activities allow learners to move from input to shared/guided practice and then to independent application of new learning? Do all activities make the best use of instructional time to maximize learning and take an appropriate amount of time considering the age of the learner?

Do the learning activities provide variety to enable a lively pace for the lesson?

LEARNING ACTIVITIES FOR EPISODE 1 What activities will be used to ensure learners accomplish the learning targets from episode 1?

TIME:


TIME:


TIME:

Add additional learning activities for each episode as needed.

Revised 2016 1

ANNOTATED STUDENT PROGRAM LEARNING PLAN Consider the following hints and questions as you complete the learning plan for the lesson you are developing.

Date: Grade Range of Learners:

Total Number of Minutes: Targeted Performance Level:

LEARNING GOALS What Can-Do statement(s) from the curriculum template does this lesson address?

OPENING ACTIVITY How will you capture thelearners’ energy and commitment for this lesson?

STAGE 1 What will learners be able to do with

what they know by the end of this episode?

STAGE 2 How will learners demonstrate what they can do with what they know by the end of this episode?

EPISODE 1




EPISODE 2

Learning Targets What specific can-do addresses this episode?

Culture, Content & Language What do learners need to know to meet the can-do?


Add additional learning episodes as needed by copying a learning episode box.

Select the appropriate Can-Do statement(s) from Stage 3 of the curriculum template.

Does the opening activity give learners a reason for needing/wanting to pay attention and be on task? Does it allow learners to engage and feel successful at the start of the lesson?

Identify what you want learners to be able to do by the

end of the learning episode. This may

require you to create more specific

learning targets that lead to the larger

Can-Do statement.

List what learners need to use to be able to meet the

learning target. Be thoughtful about

what students can actually learn in this

learning episode.

Specify how learners will demonstrate that they have

achieved the learning target for this episode of the lesson.

Indicate the mode of communication. Be certain that

the task allows learners to demonstrate that they are able

to use what they know.

The targeted performance level will come from the curriculum

template.

Revised 2016 2

MATERIALS NEEDED What supplies and materials will you need to successfully implement this learning plan?

REFLECTION/NOTES TO SELF Did all learners meet the learning goals of the lesson? What will you do to adapt for those who are not learning? What might you do in subsequent lessons?

While only Stage 1 and Stage 2 are required for STARTALK purposes, programs are encouraged

to use Stage 3 as a planning tool in ways that best meet the needs of their instructors.

STAGE 3 What will prepare learners to demonstrate what they can do with what they know?

Do the learning activities allow learners to move from input to shared/guided practice and then to independent application of new learning? Do all activities make the best use of instructional time to maximize learning and take an appropriate amount of time considering the age of the learner?

Do the learning activities provide variety to enable a lively pace for the lesson?


TIME:

LEARNING ACTIVITIES FOR EPISODE 2 What activities will be used to ensure learners accomplish the learning targets from Episode 2?

TIME:

LEARNING ACTIVITIES FOR EPISODE 3 What activities will be used to ensure learners accomplish the learning targets from Episode 3?

TIME:

Add additional learning activities for each episode as needed.

1

INPUT Do activities at the beginning of the learning episode provide sufficient opportunities for

understanding new words before expecting production?

provide multiple, varied opportunities for learners to hear new words/ expressions used in highly visualized contexts that make meaning transparent?

Applying Do activities at the end of the learning episode allow learners to demonstrate in meaningful

and unrehearsed ways that they are able to use what they know?

allow learners to demonstrate to you and to themselves that they have met the learning targets for the lesson?

2 3

Do youhave the materials you need to support your learning targets? Are the materials age-appropriate? When possible, are the images and texts that you will use authentic?

What were learners able to do, as a result of the lesson, that they couldn’t do at the start of the lesson? Was the lesson cognitively engaging and of interest to the learners?

Sharing / Guiding Do activities in the middle of the learning episode provide students with an authentic (real-world)

purpose for using words and phrases? engage all learners, as opposed to just one or two at

a time? vary in the level of intensity and the amount of

physical movement required? make the learner, not the teacher, the active

participant? build toward allowing learners to demonstrate in

meaningful and unrehearsed ways that they are able to use what they know?

LinguaFolio Online

What is LinguaFolio Online? LinguaFolio Online (LFO) is an online language learning portfolio that promotes autonomous learning through goal setting and self reflection. Learners can set goals, track their progress, and upload work samples to demonstrate their abilities according to the NCSSFL-ACTFL Can-Do Statements. Derived from the paper-based language learning portfolio developed by the National Council of State Supervisors for Languages (NCSSFL), LFO offers learners a way to set goals, reflect on their own learning, and, as a result, become increasingly self-directed. Why should I use STARTALK LFO in my STARTALK program? All student STARTALK programs for learners at the middle school and high school level must use LFO. A customized version of LinguaFolio Online, specifically designed for STARTALK student programs, helps your program be successful by:

• Encouraging your program to align curriculum with the NCSSFL-ACTFL Can-Do Statements, thereby making it more proficiency based

• Promoting student ownership by concretely showing learners what they will be able to do using the target language as a result of their participation in your program

• Empowering students to set their own goals, understand proficiency levels and what they will achieve, and reflect on their growing proficiency

• Showcasing the great work students are doing in your program and archiving that work beyond the duration of your program

What is LFO to Go? To enable learners to quickly capture and upload evidence as the learning happens, a free mobile application called LFO to Go for both Android and iOS devices accompanies the web version of LinguaFolio Online. Learners can easily capture their language use as it happens and where it happens, saving your program the time of reserving a computer lab and taking students to and from the lab. For example, learners can record themselves using the target language to order a meal at a restaurant to demonstrate their knowledge of vocabulary related to food. Or they can take a picture of the poster they made in class, record the skit they performed, or upload an email they wrote in the target language introducing themselves to a peer. How do I use LinguaFolio Online? A detailed set of tutorials and step-by-step instructions are available on https://lfonetwork.uoregon.edu under the STARTALK tab. Tutorials include setting up

your account and student accounts, selecting group Can-Do Statements, and uploading and reviewing evidence. The tutorial table of contents is provided below. How do I get help? The Center for Applied Second Language Studies (CASLS) at the University of Oregon provides LinguaFolio Online to STARTALK programs. Contact us at [email protected] or 541-346-5699 for questions about implementing LFO or LFO to Go in your STARTALK program.

45

STARTALK Essential Resources

STARTALK program professional practice goals are aligned with national frameworks for effective world

language education. Familiarity with these essential resources helps programs set goals, plan and assess

learning, provide feedback on instruction, and evaluate program success.

STARTALK programs are designed to prepare teachers and learning environments for standards and proficiency‐based world language learning. The American Council of the Teaching of Foreign Languages (ACTFL) World Readiness Standards for Learning Languages provide the profession with eleven standards organized by five goal areas commonly referred to as the 5Cs (Communication, Cultures, Connections, Comparisons and Communities). STARTALK program proposals, curricula, learning plans and learning environments are developed with these goals in mind. STARTALK programs strive to prepare learners for independent and unrehearsed language use beyond the classroom. This requires curriculum and learning plans that target and assess language performance leading to more advanced levels of proficiency over time. Knowledge of ACTFL proficiency levels, performance descriptors and Can Do Benchmarks benefits teachers and students. Teaching in the target language requires knowledge of students’ language proficiency and what they need to grow. Programs are required to align curriculum and learning plans with identified proficiency and performance targets. The STARTALK‐Endorsed Principles for Effective Teaching and Learning, adapted from Starting With the End in Mind: Planning and Evaluating Highly Successful World Language Programs serve as STARTALK Program site visit Lookfors and are valuable touchstones for teacher development and coaching. The seven domains and performance criteria of the Teacher Effectiveness for Language Learning TELL Project framework are the foundation for STARTALK teacher program curriculum and learning plans. The TELL framework helps K‐12 educators engage in professional conversations about teacher effectiveness and growth within the context of world language education. These professional resources guide our practice and provide a common language for reflection and growth.

WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES

LE

GOAL AREAS STANDARDS

COMMUNICATIONCommunicate effectively in more than one language in order to function in a variety of situations and for multiple purposes

Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.

Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

CULTURESInteract with cultural competence and understanding

Relating Cultural Practices to Perspectives: Learners use the language to investigate, M`XTIQV��IVL�ZMÆMK\�WV�\PM�ZMTI\QWV[PQX�between the practices and perspectives of the cultures studied.

Relating Cultural Products to Perspectives: Learners use the language to investigate, M`XTIQV��IVL�ZMÆMK\�WV�\PM�ZMTI\QWV[PQX�between the products and perspectives of the cultures studied.

CONNECTIONSConnect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations

Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.

Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.

COMPARISONSDevelop insight into the nature of language and culture in order to interact with cultural competence

Language Comparisons: Learners use the language to investigate, M`XTIQV��IVL�ZMÆMK\�WV�\PM�VI\]ZM�WN �TIVO]IOM�through comparisons of the language studied and their own.

Cultural Comparisons: Learners use the language to investigate, M`XTIQV��IVL�ZMÆMK\�WV�\PM�KWVKMX\�WN �K]T\]ZM�through comparisons of the cultures studied and their own.

COMMUNITIESCommunicate and interact with cultural competence in order to participate in multilingual communities at home and around the world

School and Global Communities: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.

Lifelong Learning: 4MIZVMZ[�[M\�OWIT[�IVL�ZMÆMK\�WV�\PMQZ�progress in using languages for enjoyment, enrichment, and advancement.

TEACHER EFFECTIVENESS FOR LANGUAGE LEARNING This “quick view” of the TELL Framework provides a snapshot of the more detailed information found in the Framework itself.

ENVIRONMENT

E1 Building Relationships student background information – student interests – respect

E2 Classroom Management routines & procedures – rewards & validation - consequences

E3 Communicate Expectations classroom management plan – grading system

E4 Culture-rich Environment support of target language and culture goals – classroom learning aids

E5 Organization of Environment easy access to resources – special needs requirements – student work – seating configuration

PLANNING

P1 Using Standards local curriculum – role of state and national standards

P2 Student Backgrounds and Interests student interest – relevancy – ability levels – student choice

P3 Unit Design backward design principles – performance objectives – meaningful contexts – modes of communication

P4 Differentiation native speakers – exceptional learners – struggling learners

P5 Student Goal Setting student reflection

P6 Lesson Planning backward design principles – daily performance objectives – daily performance assessment

P7 Activities comprehensible input – use of English

P8 Student Engagement order of activities – length of activities – higher order thinking – physical movement – transitions

P9 Authentic Resources access to resources -

LEARNING EXPERIENCE

LE1 Classroom Behaviors respect of students – student behavior – classroom rules – responsibilities– reinforcement of behaviors

LE2 Performance Objectives communication of objectives - reflection

LE3 Sequence of Learning communication of agenda – connection of activities and objectives

LE4 Comprehensible Input use of target language – use of English – checking for understanding – language processing

LE5 Meaningful Context modes of communication – authentic materials

LE6 Cultural Observation & Analysis interculturality – perspectives – contextualization – cultural interactions

LE7 Effective Communicators linguistic refinement – language structures – accuracy

PERFORMANCE & FEEDBACK

PF1 Demonstrating Growth performance objectives – proficiency targets – across modes of communication – student choice – variety

PF2 Feedback Strategies frequency of feedback – descriptive feedback – timeliness – comparison of performances – rubrics

PF3 Self-Assessment & Peer Review monitoring of progress – descriptive feedback – peer feedback – next steps

PF4 Using Assessment Data analysis of student data – modify learning strategies – share assessment data

PF5 Grading System final grades reflective of growth – performance focus

LEARNING TOOLS

LT1 Accessing Language & Culture digital and print media – realia – classroom learning aids – target language communities LT2 Producing Language & Culture technology tools – classroom learning aids – target language communities LT3 Cultural Perspectives authentic materials – classroom environment -- target language communities LT4 Documenting Performance rubrics – reflection tools LT5 Respectful Use of Tools copyright laws LT6 Finding Learning Tools identification of tools & resources – administrative tools

COLLABORATION

C1 Stakeholders positive message about language learning

C2 Communication of Program Goals expectations for student performance – use of data –student accomplishments

C3 Partnership w/ School Professionals student background information – student language abilities – expansion of learning opportunities

C4 Effective Communication student communication outside of class – parent communication – collaboration within department – communication with leadership

C5 Local and Global Communities use of community resources – use of language within community - expansion of language learning

PROFESSIONALISM

PR1 Professional Conduct practices communicate positive message – culturally appropriate interactions – knowledge of current research – advocacy

PR2 Linguistic Competence English and target language proficiency – language skill maintenance

PR3 Reflective Practitioner analysis of current practices – using student work – professional growth plan

PR4 Professional Development regular participation – connecting with other colleagues – collaboration

PR5 Professional Community participation in professional learning networks & organizations – sharing of expertise – pursuing leadership opportunities

The Teacher Effectiveness for Language Learning (TELL) Framework establishes those characteristics and

behaviors that model teachers exhibit.

The framework is made up of seven domains that reflect the crucial

characteristics of an effective world language teacher.

www.TELLproject.org/framework www.facebook.com/TELLproject

www.twitter.com/TELLproject An advancelearning Initiative

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported

License. To view a copy: http://creativecommons.org/licenses/by-nc-nd/3.0/

Novice Low Novice Mid Novice High Intermediate Low

Intermediate Mid

Intermediate High Advanced Low Advanced Mid Advanced High Superior Dinstinguished

Interpersonal Communication

I can communicate on some very familiar

topics using single words and phrases that I have practiced and

memorized.

I can communicate on very familiar topics

using a variety of words and phrases that I have

practiced and memorized.

I can communicate and exchange information

about familiar topics us-ing phrases and simple sentences, sometimes supported by memo-

rized language. I can usually handle

short social interactions in everyday situations by asking and answer-ing simple questions.

I can participate in con-versations on a number of familiar topics using simple sentences. I can

handle short social interactions in everyday

situations by asking and answering simple

questions.

I can participate in con-versations on familiar topics using sentences

and series of sentences. I can handle short social interactions in everyday situations by asking and answering a variety of questions. I can usually say what I want to say about myself and my

everyday life.

I can participate with ease and confidence in conversations on famil-iar topics. I can usually talk about events and experiences in various

time frames. I can usually describe people, places, and things. I can handle social interactions in everyday situations,

sometimes even when there is an unexpected

complication.

I can participate in conversations about

familiar topics that go beyond my everyday life. I can talk in an organized way and

with some detail about events and experiences in various time frames. I can describe people, places, and things in

an organized way and with some detail. I can handle a familiar situa-tion with an unexpected

complication.

I can express myself fully not only on familiar topics but also on some

concrete social, aca-demic, and professional topics. I can talk in de-

tail and in an organized way about events and experiences in various time frames. I can con-fidently handle routine situations with an unex-pected complication. I can share my point of view in discussions on some complex issues.

I can express myself freely and spontaneous-ly, and for the most part accurately, on concrete

topics and on most complex issues.

I can usually support my opinion and develop hypotheses on topics

of particular interest or personal expertise.

I can communicate with ease, accuracy, and flu-ency. I can participate fully and effectively in

discussions on a variety of topics in formal and

informal settings. I can discuss at length

complex issues by struc-turing arguments and

developing hypotheses.

I can communicate reflectively on a wide range of global issues and highly abstract

concepts in a culturally sophisticated manner.

Presentational Speaking

I can present informa-tion about myself and

some other very familiar topics using single

words or memorized phrases.


some other very familiar topics using a variety

of words, phrases, and memorized expressions.

I can present basic information on familiar topics using language I have practiced using phrases and simple

sentences.

I can present informa-tion on most familiar

topics using a series of simple sentences.

I can make presenta-tions on a wide variety of familiar topics using connected sentences.

I can make presenta-tions in a generally or-

ganized way on school, work, and community topics, and on topics I have researched. I can

make presentations on some events and

experiences in various time frames.

I can deliver organized presentations appro-

priate to my audience on a variety of topics. I can present informa-tion about events and experiences in various

time frames.

I can deliver well-orga-nized presentations on concrete social, aca-

demic, and professional topics. I can present de-tailed information about events and experiences in various time frames.

I can deliver detailed presentations, usually with accuracy, clarity

and precision, on a va-riety of topics and issues related to community in-terests and some special

fields of expertise.

I can deliver detailed presentations with ac-

curacy, clarity, and pre-cision to a wide variety of audiences on topics

and issues ranging from broad general interests to areas of specialized

expertise.

I can deliver sophisti-cated and articulate

presentations on a wide range of global issues and highly abstract

concepts in a culturally appropriate manner,

tailored to a variety of audiences.

Presentational Writing

I can copy some famil-iar words, characters,

or phrases.

I can write lists and memorized phrases on

familiar topics.

I can write short messages and notes on familiar topics related to

everyday life.

I can write briefly about most familiar topics

and present information using a series of simple

sentences.

I can write on a wide variety of familiar

topics using connected sentences.

I can write on topics related to school, work, and community in a gen-erally organized way. I can write some simple

paragraphs about events and experiences in various time frames.

I can write on general interest, academic, and

professional topics. I can write organized paragraphs about

events and experiences in various time frames.

I can write on a wide variety of general inter-est, professional, and academic topics. I can write well-organized,

detailed paragraphs in various time frames.

I can write extensively with significant preci-sion and detail on a

variety of topics, most complex issues, and some special fields of

expertise.

I can write about com-plex and abstract issues ranging from topics of broad general interests to areas of specialized

expertise using standard structure, lexicon, and

writing protocols.

I can write about global issues from highly

conceptualized and analytical perspectives. I can tailor my writing to sophisticated readers.

Interpretive Listening

I can recognize a few memorized words and phrases when I hear

them spoken.

I can recognize some familiar words and phrases when I hear

them spoken.

I can often understand words, phrases, and

simple sentences related to everyday life. I can recognize pieces of

information and some-times understand the main topic of what is

being said.

I can understand the main idea in short, sim-ple messages and pre-sentations on familiar

topics. I can understand the main idea of simple

conversations that I overhear.

I can understand the main idea in messages and presentations on a variety of topics related

to everyday life and personal interests and studies. I can under-stand the main idea

in conversations that I overhear.

I can easily understand the main idea in mes-

sages and presentations on a variety of topics

related to everyday life and personal interests

and studies. I can usual-ly understand a few de-tails of what I overhear in conversations, even when something unex-pected is expressed.

I can sometimes follow what I hear about events

and experiences in various time frames.

I can understand the main idea and some supporting details in organized speech on a variety of topics of personal and general interest. I can follow

stories and descriptions of some length and in various time frames.

I can understand infor-mation presented in a variety of genres on fa-miliar topics, even when something unexpected

is expressed.

I can understand the main idea and most supporting details on a variety of topics of personal and general

interest, as well as some topics of professional interest. I can follow


I can understand information presented in most genres, even

when not familiar with the topic.

I can easily follow narrative, informational, and descriptive speech.

I can understand dis-cussions on most topics that deal with special interests, unfamiliar

situations, and abstract concepts. I can some-times follow extended

arguments and different points of view.

I can follow a wide range of academic and professional

discourse on abstract and specialized topics.

I can understand all standard dialects. I can sometimes infer complex meaning that requires deep understanding of

the culture.

I can understand highly abstract and special-ized speech tailored to different audienc-es. I can understand

sophisticated language, humor, and persuasive arguments embedded with cultural references

and allusions.

Interpretive Reading

I can recognize a few letters or characters. I can identify a few

memorized words and phrases when I read.

I can recognize some letters or characters. I can understand some learned or memorized

words and phrases when I read.

I can understand famil-iar words, phrases, and sentences within short

and simple texts related to everyday life. I can sometimes understand the main idea of what

I have read.

I can understand the main idea of short and simple texts when the

topic is familiar.

I can understand the main idea of texts


or studies.

I can easily understand the main idea of texts

related to everyday life, personal interests, and

studies. I can sometimes follow stories and de-scriptions about events


I can understand the main idea and some supporting details on a variety of topics of personal and general interest. I can follow

stories and descriptions of some length and

in various time frames and genres.

I can understand the main idea and most supporting details in texts on a variety of

topics of personal and general interest, as well as some professional

topics. I can follow sto-ries and descriptions of considerable length and in various time frames. I can understand texts written in a variety of genres, even when I am unfamiliar with

the topic.

I can easily follow narrative, informational,

and descriptive texts. I can understand what I read on most topics that deal with special interests, unfamiliar situations, and ab-

stract concepts. I can sometimes understand extended arguments and different points

of view.

I can follow academ-ic, professional, and

literary texts on a wide range of both familiar

and unfamiliar subjects. I can sometimes infer complex meaning that requires analysis and deep understanding of

the culture.

I can understand with ease and confidence

highly abstract and spe-cialized texts that are succinct or elaborate. I can follow unpredict-able turns of thought.

I can manage inference from within the cultural

framework.

NCSSFL-ACTFL Global Can-Do Benchmarks

Novice Low Novice Mid Novice High Intermediate Low

Intermediate Mid

Intermediate High Advanced Low Advanced Mid Advanced High Superior Distinguished

Interpersonal Communication

I can communicate on some very familiar

topics using single words and phrases that I have practiced and

memorized.

I can communicate on very familiar topics

using a variety of words and phrases that I have

practiced and memorized.

I can communicate and exchange information

about familiar topics us-ing phrases and simple sentences, sometimes supported by memo-

rized language. I can usually handle

short social interactions in everyday situations by asking and answer-ing simple questions.

I can participate in con-versations on a number of familiar topics using simple sentences. I can

handle short social interactions in everyday

situations by asking and answering simple

questions.

I can participate in con-versations on familiar topics using sentences

and series of sentences. I can handle short social interactions in everyday situations by asking and answering a variety of questions. I can usually say what I want to say about myself and my

everyday life.

I can participate with ease and confidence in conversations on famil-iar topics. I can usually talk about events and experiences in various

time frames. I can usually describe people, places, and things. I can handle social interactions in everyday situations,

sometimes even when there is an unexpected

complication.

I can participate in conversations about

familiar topics that go beyond my everyday life. I can talk in an organized way and

with some detail about events and experiences in various time frames. I can describe people, places, and things in

an organized way and with some detail. I can handle a familiar situa-tion with an unexpected

complication.

I can express myself fully not only on familiar topics but also on some

concrete social, aca-demic, and professional topics. I can talk in de-

tail and in an organized way about events and experiences in various time frames. I can con-fidently handle routine situations with an unex-pected complication. I can share my point of view in discussions on some complex issues.

I can express myself freely and spontaneous-ly, and for the most part accurately, on concrete

topics and on most complex issues.

I can usually support my opinion and develop hypotheses on topics

of particular interest or personal expertise.

I can communicate with ease, accuracy, and flu-ency. I can participate fully and effectively in

discussions on a variety of topics in formal and

informal settings. I can discuss at length

complex issues by struc-turing arguments and

developing hypotheses.

I can communicate reflectively on a wide range of global issues and highly abstract

concepts in a culturally sophisticated manner.

Presentational Speaking


some other very familiar topics using single

words or memorized phrases.


some other very familiar topics using a variety

of words, phrases, and memorized expressions.

I can present basic information on familiar topics using language I have practiced using phrases and simple

sentences.

I can present informa-tion on most familiar

topics using a series of simple sentences.

I can make presenta-tions on a wide variety of familiar topics using connected sentences.

I can make presenta-tions in a generally or-

ganized way on school, work, and community topics, and on topics I have researched. I can

make presentations on some events and

experiences in various time frames.

I can deliver organized presentations appro-

priate to my audience on a variety of topics. I can present informa-tion about events and experiences in various

time frames.

I can deliver well-orga-nized presentations on concrete social, aca-

demic, and professional topics. I can present de-tailed information about events and experiences in various time frames.

I can deliver detailed presentations, usually with accuracy, clarity

and precision, on a va-riety of topics and issues related to community in-terests and some special

fields of expertise.

I can deliver detailed presentations with ac-

curacy, clarity, and pre-cision to a wide variety of audiences on topics

and issues ranging from broad general interests to areas of specialized

expertise.

I can deliver sophisti-cated and articulate

presentations on a wide range of global issues and highly abstract

concepts in a culturally appropriate manner,

tailored to a variety of audiences.

Presentational Writing

I can copy some famil-iar words, characters,

or phrases.

I can write lists and memorized phrases on

familiar topics.

I can write short messages and notes on familiar topics related to

everyday life.

I can write briefly about most familiar topics

and present information using a series of simple

sentences.

I can write on a wide variety of familiar

topics using connected sentences.

I can write on topics related to school, work, and community in a gen-erally organized way. I can write some simple

paragraphs about events and experiences in various time frames.

I can write on general interest, academic, and

professional topics. I can write organized paragraphs about

events and experiences in various time frames.

I can write on a wide variety of general inter-est, professional, and academic topics. I can write well-organized,

detailed paragraphs in various time frames.

I can write extensively with significant preci-sion and detail on a

variety of topics, most complex issues, and some special fields of

expertise.

I can write about com-plex and abstract issues ranging from topics of broad general interests to areas of specialized

expertise using standard structure, lexicon, and

writing protocols.

I can write about global issues from highly

conceptualized and analytical perspectives. I can tailor my writing to sophisticated readers.

Interpretive Listening

I can recognize a few memorized words and phrases when I hear

them spoken.

I can recognize some familiar words and phrases when I hear

them spoken.

I can often understand words, phrases, and

simple sentences related to everyday life. I can recognize pieces of

information and some-times understand the main topic of what is

being said.

I can understand the main idea in short, sim-ple messages and pre-sentations on familiar

topics. I can understand the main idea of simple

conversations that I overhear.

I can understand the main idea in messages and presentations on a variety of topics related

to everyday life and personal interests and studies. I can under-stand the main idea

in conversations that I overhear.

I can easily understand the main idea in mes-

sages and presentations on a variety of topics


and studies. I can usual-ly understand a few de-tails of what I overhear in conversations, even when something unex-pected is expressed.

I can sometimes follow what I hear about events


I can understand the main idea and some supporting details in organized speech on a variety of topics of personal and general interest. I can follow


I can understand infor-mation presented in a variety of genres on fa-miliar topics, even when something unexpected

is expressed.

I can understand the main idea and most supporting details on a variety of topics of personal and general

interest, as well as some topics of professional interest. I can follow


I can understand information presented in most genres, even

when not familiar with the topic.

I can easily follow narrative, informational, and descriptive speech.

I can understand dis-cussions on most topics that deal with special interests, unfamiliar

situations, and abstract concepts. I can some-times follow extended

arguments and different points of view.

I can follow a wide range of academic and professional

discourse on abstract and specialized topics.

I can understand all standard dialects. I can sometimes infer complex meaning that requires deep understanding of

the culture.

I can understand highly abstract and special-ized speech tailored to different audienc-es. I can understand

sophisticated language, humor, and persuasive arguments embedded with cultural references

and allusions.

Interpretive Reading

I can recognize a few letters or characters. I can identify a few

memorized words and phrases when I read.

I can recognize some letters or characters. I can understand some learned or memorized

words and phrases when I read.

I can understand famil-iar words, phrases, and sentences within short

and simple texts related to everyday life. I can sometimes understand the main idea of what

I have read.

I can understand the main idea of short and simple texts when the

topic is familiar.

I can understand the main idea of texts


or studies.

I can easily understand the main idea of texts

related to everyday life, personal interests, and

studies. I can sometimes follow stories and de-scriptions about events


I can understand the main idea and some supporting details on a variety of topics of personal and general interest. I can follow

stories and descriptions of some length and

in various time frames and genres.

I can understand the main idea and most supporting details in texts on a variety of

topics of personal and general interest, as well as some professional

topics. I can follow sto-ries and descriptions of considerable length and in various time frames. I can understand texts written in a variety of genres, even when I am unfamiliar with

the topic.

I can easily follow narrative, informational,

and descriptive texts. I can understand what I read on most topics that deal with special interests, unfamiliar situations, and ab-

stract concepts. I can sometimes understand extended arguments and different points

of view.

I can follow academ-ic, professional, and

literary texts on a wide range of both familiar

and unfamiliar subjects. I can sometimes infer complex meaning that requires analysis and deep understanding of

the culture.

I can understand with ease and confidence

highly abstract and spe-cialized texts that are succinct or elaborate. I can follow unpredict-able turns of thought.

I can manage inference from within the cultural

framework.

NCSSFL-ACTFL Can-Do Statements 5

51

The STELLA Modules

To provide further support to STARTALK programs, STARTALK Central collaborated with the Teacher Effectiveness for Language Learning (TELL) Project to develop a framework called the STARTALK TELL Alignment, or STELLA for short.

Understanding that STARTALK programs need to provide general information about teaching principles as well as language‐specific information, the STELLA modules offer guidance through practical activities that illustrate both the STARTALK principles and the practices identified by TELL as representing highly effective teachers.

In developing the STELLA modules, the STARTALK Teacher Development Task Force and Advisory Board members worked with each of the TELL domains and the supporting criteria to develop tasks that would support teacher development. Initially, the tasks were divided by experience levels, but the 2014 STELLA document simply lists tasks that are designed to allow teachers to develop increased understanding of a particular criteria while applying what is being learned. It is important to note that the activities in the modules are intended as suggestions for programs working with the instructional topics provided, and can be modified as the instructor wishes to suit the particular needs of the participants. Most modules also suggest resources that may prove helpful when working with particular concepts. Currently, the majority of these resources are web‐based. STELLA remains a work in progress and suggestions for improvement are welcome.

https://startalk.umd.edu/public/resources/stella

53

Commitment to Growth

This section of the guide provides information about the site visit process and program surveys. STARTALK is committed to growth and continuous improvement. Site visits ensure that each STARTALK program receives valuable feedback on their strengths, as well as suggestions for both short‐ and long‐term improvements. Surveys ensure that STARTALK can identify program resource needs and provide improved support to programs each year. The final reports prepared by each program at the end of the summer also provide programs with a chance to reflect and prepare for the future, in addition to providing STARTALK Central with valuable information that informs how STARTALK can be improved as a whole. Included in this section of the guide are overviews of the site visit process, interview questions, and the site visit report, information about the participant and stakeholder surveys, as well as an overview of the final report.

55

The Site Visit and Site Visit Report

Site visits are mandatory for all STARTALK programs.

Why site visits? STARTALK’s goal is to have the best programs possible because STARTALK is only as strong as its

programs. STARTALK sends teams to provide timely support to each program. The site visit team will

help you by providing feedback and suggestions for short‐term improvements and considerations for

long‐term improvements. This is an occasion when your achievements will be celebrated and the site

visit team can learn more about special features of your program that STARTALK staff might want to

highlight or share with other programs. It is also an opportunity for you to reflect on the successes and

challenges you are facing.

Who will be on the site visit team? Your team leader and at least one other person will be on the site visit team. If the team leader is not

fluent in the language(s) you are teaching, the site visitors generally will be so that they can interpret

and translate when necessary. Your site visit team may also include observers, who are government

representatives or STARTALK Central staff members. You will be able to view the names and short bios

of the site visit team members in SOPHIE before your site visit occurs.

How does the site visit team prepare for the site visit? Team members will have read your proposal, curriculum, and the previous year’s site visit report (for

continuing programs) prior to arriving at your site. During the site visit, they will review learning plans

(Stages 1 and 2) from the first day of your program through the site visit.

What will they do during the site visit? All site visits include interviews, classroom observations, debriefing, and sharing findings with the

program director. You and the team leader will agree on an agenda for the day and determine what

sequence of events works best for you. The site visit usually begins in the morning and ends mid‐ to late‐

afternoon.

How do I prepare for the site visit? You have already selected a site visit date. (Because of the many logistics involved, requests for a

different site visit date will not be honored unless there are extenuating circumstances. If there is a need

to change the site visit date, contact your STARTALK liaison immediately.)

You will enter logistical information into SOPHIE so that it can be used by the site visit team to make

their travel arrangements—the most convenient airport or train station, the names of two hotels near

your program site, directions from the hotels to the program site, and the cell phone number for a point

of contact.

56

You enter the agenda for the day that you and the team leader agreed on into SOPHIE. Interviews will

be conducted with the program director, program instructors, and program participants (students and

teachers). The site visit team will need a private place to meet after observations and interviews and

before sharing findings with the program director.

Student programs will make learning plans for your program up to the day of the site visit available for

review; you will also provide each team member a copy of or access to the learning plans for the day

before, the day of, and the day after the site visit, in print or electronic format. The learning plans for

the day before, the day of and the day after will be shared with STARTALK Central.

What happens after the site visit? The team leader will submit a report that documents the team findings that were discussed with the

program director on the site visit day. You will be able to comment on the report findings within SOPHIE.

STARTALK 2016

STUDENT SITE VISIT REPORT AT‐A‐GLANCE

The site visit report highlights program strengths and provides feedback and suggestions for short-term improvements and considerations for long-term improvements.

Site Visit Report Narrative Questions 1. What is working well with regard to program management and logistics? 2. What is working well with regard to instructional design? How does this program evidence the

STARTALK-endorsed principles? 3. For returning programs: How did the program use past recommendations to improve the program

this year? 4. What recommendations are being made for the current year? 5. For future programs if funding is approved: What opportunities are there for continued

improvement with regard to program management or logistics? 6. For future programs if funding is approved: What opportunities are there to improve instructional

planning and practice? 7. For combination programs: How does this student program benefit by being combined with a

teacher program? What opportunities for growth exist? 8. Optional data entry (for STARTALK eyes only): What special features of this program may be of

interest to other STARTALK programs? Program models? Curriculum? Instructors? Learning plans? 9. Optional data entry (for STARTALK eyes only): Are there budget concerns based on what was

observed during the site visit?

PROGRAM PROPOSAL

CURRICULUM TEMPLATE

LEARNING PLANS

SITE VISIT REPORT

FINAL REPORT

The Site Visit Report • Promotes the STARTALK mindset of continuous improvement by allowing the site visit team to

observe the program and provide feedback

• Balances feedback on strengths of program with recommendations for improvement

• Is guided by LookFors that inform the narrative section of the report

• Responds to comments and questions from program director

Site Visit LookFors

• Focus discussion among site visitors

• Inform the narrative portion of the report

• Provide STARTALK Central with data on overall implementation of STARTALK-endorsed Principles

Narrative Questions

• Summarize the key points that were made during the debrief meeting

• Provide content that must be addressed in future proposals

Program Response • Allows program directors to

respond to the content of a site visit report

• Provides opportunity to highlight components not observed by site visit team

STARTALK 2016

Student Program LookFors The following LookFors will inform the narrative report. The site visit team will discuss their observations and determine those LookFors that should be addressed in the narrative in order to give programs meaningful feedback. STARTALK Central will receive data on individual LookFors, but this information will be used only to compile data on the overall implementation of STARTALK-endorsed principles for all programs.

Program Design 1. The observed program matches the written

descriptions of the program. 2. For combination programs: Combination

teacher program is essential to meeting the goals of this student program.

3. The environment is conducive to language learning.

4. Time is used effectively in the daily schedule to meet program learning targets.

5. The program has created and shared daily learning plans that clearly communicate learning targets and formative tasks.

Evidence of a Standards-Based and Thematically Organized Curriculum 6. Learning episodes show a clear connection

to the thematic unit as outlined in the curriculum.

7. Learning targets clearly indicate what students will know and be able to do by the end of the lesson.

8. Learning tasks address the interpretive mode of communication.

9. Learning tasks address the interpersonal mode of communication.

10. Learning tasks address the presentational mode of communication.

Evidence of a Learner-Centered Classroom 11. The teacher provides multiple opportunities

for learners to communicate in pair and small group activities.

12. Learners interpret and express ideas about topics of interest to them.

13. There is a balance between learner-to-learner communication and teacher talk.

14. Learning episodes are structured to move learners toward independent practice.

Evidence of Target Language Use and Comprehensible Input 15. The target language is used at least 90

percent of the time. 16. The teacher uses a variety of strategies to

make language comprehensible.

17. A variety of verbal and nonverbal strategies are used by teachers and learners to avoid translation.

18. The teacher effectively checks for understanding and adjusts instruction as necessary.

Evidence of Integration of Culture, Content, and Language 19. Learners explore the products, practices

and perspectives of the cultures being studied.

20. Learners build, reinforce, and expand their knowledge of other disciplines and the world while using the target language.

21. Learners use the target language as they engage with the content and cultural topics of the thematic unit.

Evidence of Adaption and Use of Age-Appropriate Authentic Materials 22. The teacher uses a variety of culturally

authentic print and non-print materials to help learners meet learning targets.

23. The teacher uses authentic materials to design tasks appropriate to the language proficiency and age level of the learners.

Evidence of Performance-Based Assessment 24. The learning targets are clear to the

learners. 25. The teacher checks for learning at the end

of each learning episode. 26. Learners receive timely feedback on how

to improve their performance. 27. The teacher uses assessment evidence to

adjust instruction. 28. Learning is assessed in the interpretive

mode of communication. 29. Learning is assessed in the interpersonal

mode of communication. 30. Learning is assessed in the presentational

mode of communication.

STARTALK 2016

TEACHER SITE VISIT REPORT AT‐A‐GLANCE

The site visit report highlights program strengths and provides feedback and suggestions for short-term improvements and considerations for long-term improvements.

Site Visit Report Narrative Questions 1. What is working well with regard to program management and logistics? 2. What is working well with regard to instructional design? How does this program evidence the

STARTALK-endorsed principles? 3. For returning programs: How did the program use past recommendations to improve the program

this year? 4. What recommendations are being made for the current year? 5. For future programs if funding is approved: What opportunities are there for continued

improvement with regard to program management or logistics? 6. For future programs if funding is approved: What opportunities are there to improve instructional

planning and practice? 7. For combination programs: How does this teacher program benefit by being combined with a

student program? What opportunities for growth exist? 8. Optional data entry (for STARTALK eyes only): What special features of this program may be of

interest to other STARTALK programs? Program models? Curricula? Instructors? Learning plans?

PROGRAM PROPOSAL

CURRICULUM TEMPLATE

LEARNING PLANS

SITE VISIT REPORT

FINAL REPORT

The Site Visit Report • Promotes the STARTALK mindset of continuous improvement by allowing the site visit team to

observe the program and provide feedback

• Balances feedback on strengths of program with recommendations for improvement

• Is guided by LookFors that inform the narrative section of the report

• Responds to comments and questions from program director

Site Visit LookFors

• Focus discussion among site visitors

• Inform the narrative portion of the report

• Provide STARTALK Central with data on overall implementation of STARTALK-endorsed Principles

Narrative Questions

• Summarize the key points that were made during the debrief meeting

• Provide recommendations that must be addressed in future proposals

Program Response • Allows program directors to

respond to the content of a site visit report

• Provides opportunity to highlight components not observed by site visit team

STARTALK 2016

9. Optional data entry (for STARTALK eyes only): Are there budget concerns based on what was observed during the site visit?

Teacher Program LookFors The following LookFors will inform the narrative report. The site visit team will discuss their observations and determine those LookFors that should be addressed in the narrative in order to give programs meaningful feedback. STARTALK Central will receive data on individual LookFors, but this information will be used only to compile data on the overall implementation of STARTALK-endorsed principles for all programs.

Program Design 1. The observed program matches the written descriptions of the program. 2. The online component clearly connects to and supports the learning targets of the

program. 3. The program schedule is responsive to the needs of adult learners. 4. For combination programs: Combination student program is essential to meeting the

goals of this teacher program. Learning experiences include a balance of the following:

5. Acquisition: participants have the opportunity to acquire new knowledge and skills. 6. Reflection: participants are provided time to reflect on and discuss their learning. 7. Observation: participants are engaged in guided observations of learning episodes. 8. Application: participants have the opportunity to apply new knowledge for each

learning target. 9. Coaching: participants have the opportunity to receive actionable feedback on their

performance. Learning experiences include the following:

10. Differentiation: instructors respond to the linguistic and cultural background and experience of participants.

11. Cultural responsiveness: instructors address teaching and learning in the US educational system in culturally appropriate ways.

12. Learner-centered strategies: instructors actively engage participants by modeling strategies in ways that can be used in the classroom.

13. Learner choice: instructors encourage participants to personalize application of new learning.

14. Community: instructors provide opportunities that lead to the development of a learning community among participants.

15. Technology resources: instructors model the effective use of technology. The program addresses the STARTALK-endorsed Principles:

16. Implementing a standards-based and thematically organized curriculum 17. Facilitating a learned-centered classroom 18. Using the target language and providing comprehensible input for instruction 19. Integrating culture, content, and language in a world language classroom 20. Adapting and using age-appropriate authentic materials 21. Conducting performance-based assessment

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Site Visit Interview Questions

The site visit team will use the following list of interview questions during the STARTALK site visit. Your

team leader will work with you as the schedule for the site visit is developed to create a plan for

conducting the interviews. Please note that these interview questions will only be used to interview

participants grades 6 and up.

Site Visit Interview Questions

Administrator/Program Director Initial Meeting

As you know, the purpose of the site visit is to support program growth. What would you like us to focus on during our visit? o Is there something that is working really well? o Is there something that you would like to get feedback on? o Is there something you would do differently if you were to do this again?

Have you made any changes that we might not be aware of?

What professional development was offered before the program began and how would you describe its impact? What professional development is taking place during the program?

Instructors for Student/Teacher Programs

What professional development was offered before the program?

What would have helped you to be better prepared?

What is happening during the program to help you improve as an instructor?

What is working well? What is a highlight so far?

What would make the program better?

Students

What do you like about this program?

Beginning students: How is this program helping you learn (name of language)?

Returning or heritage students: How is this program helping you improve your language skills in (name of language)?

Is there anything you would like to change? Why?

**** For residential programs? How much language are you using outside of class? How are evening and weekend activities helping you to learn more language?

Participants in Teacher Programs

What are you hoping to learn from this program?

How is this program helping you to meet your goals?

What would make this a better program now? In future years?

**** For programs with pre‐program online components: How did the online experience prepare you for the face‐to‐face component? What did you learn in the online component?

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STARTALK Surveys

STARTALK surveys are mandatory for all programs.

Why surveys? The information from STARTALK surveys has led to improvements at the STARTALK Central and

individual program levels over the past several years. Survey results also provide information to the

STARTALK community, the government, the foreign language professional field, and to the greater

public. Because this information is so critical to the STARTALK program, your grant requires that you

administer the STARTALK participant surveys and participate in other surveys sent to you and your

instructional staff.

Types of Surveys

Participant surveys

o Teachers

Teacher survey

o Students

Parent survey (all parents or guardians of K–5 student participants)

Student survey (grades 6–12 and undergraduates)

Instructor survey

Program director survey

Program director evaluation of team leader survey

Program impact survey

How are surveys administered? The STARTALK participant survey is online. There are no paper versions of the surveys. Individual

participants take the surveys at home or at their program locations. STARTALK will provide each

program with a single URL to provide to participants (or parents for K‐5 programs) to take the survey.

STARTALK Participant Survey Overview

Students: Grades K–5 Students: Grades 6‐16 Teacher Trainees

Who? Parents Student Participants Teacher Participants What? Educational and

Demographic backgrounds

Educational and demographic backgrounds, and evaluation of program

Educational, professional, and demographic backgrounds, and evaluation of program

When? Before the program begins

Near the end of the program

Near the end of the program

Administered by Whom?

Program Director Program Director Program Director

Results Shared with programs and aggregated for STARTALK Central overview

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Other Surveys

Program Director Survey

Instructor Surveys

Team Leader Evaluation Surveys

Impact Surveys

Who? Program Directors

Instructors in teacher and student programs

Program Directors

Program Directors

What? Feedback on program

Application and award process, program implementation, and ideas for future years

Feedback on team leaders’ performance in supporting your program

Impact program has had on your participants and in your communities

When? After program ends

After program ends

After program ends

At the end of your grant

Administered by Whom?

Center for Applied Linguistics

Center for Applied Linguistics

STARTALK Central

STARTALK Central

Results Reported to STARTALK Central; highlights shared at fall conference

Shared with individual team leaders

Shared with all stakeholders

FINAL REPORT AT‐A‐GLANCE

The final report allows the program director to reflect on the successes of the program while sharing information on how the program be strengthened in future years.

Program Overview 1. Provide a brief description of the program.

2. If your site report indicated that the program didn’t fully align with the program proposal, please describe and explain the reasons for any changes that were made.

Reflection Questions 1. What are the organizational strengths (i.e. environment, schedule, collaboration, community

involvement, community outreach, and/or administrative support) of your program? 2. What are the strengths of your program with respect to implementing the STARTALK principles?

How will you continue to improve your program by building on your current strengths? 3. How might you incorporate any recommendations for continued improvement if funded in future

years? 4. How will you use the information gathered from the participant/student survey to inform your

planning for next year? 5. How do you know the program successfully met the learning goals of individual participants? 6. How did preprogram professional development contribute to the success of your program? 7. What STARTALK resources did you use as part of your professional development? How did those

resources support the goals of your program? 8. If applicable: How did the online component contribute to the success of your program? 9. Combination programs only: How did your combination program benefit both the teacher and

student programs? What might you do next year to strengthen the connections for the benefit of each program?

10. What unique feature of your program would you like to share with other STARTALK programs? 11. What could STARTALK do to help you to better design and implement a successful program? 12. What else have you learned from your STARTALK experience?

PROGRAM PROPOSAL

CURRICULUM TEMPLATE

LEARNINGPLANS

SITE VISIT REPORT

FINAL REPORT

The final report Provides a summary of the program from the point of view of the program director

Shares both organizational and instructional strengths of the program

Reflects on how the program might be improved in future years

Offers suggestions on how STARTALK might better support programs

Is shared with the funders of the STARTALK program

Is used by STARTALK to inform future decisions about the program.

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Partners for Growth

STARTALK programs are supported by a network of partners committed to helping programs grow and

succeed. From STARTALK Central liaisons, to government representatives, to team leaders and site

visitors, STARTALK programs have many allies working with them to ensure the STARTALK mission of

increasing the number of U.S. citizens learning, speaking and teaching critical need world languages is

achieved.

This section of the guide provides an overview of who’s who at STARTALK Central, as well as information

about the team leader and site visitor responsibilities. It ends with a list of resources available on

STARTALK’s website to support programs.

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STARTALK Central: Who We Are The following table presents the STARTALK staff and their corresponding roles at the National Foreign

Language Center, as well as the government representatives from the program sponsor. Some of these

individuals may serve as your program liaison or be present at your program site visits.

STARTALK Central at the National Foreign Language Center

Name Role E‐mail

David Ellis Executive Director of the NFLC [email protected]

Betsy Hart Director of Programs [email protected]

Pam Delfosse Content Specialist [email protected]

Nicole Rumeau Senior Project Manager :

Programs [email protected]

Biviana Sanchez Senior Project Manager:

SOPHIE

Startalk‐

[email protected]

Maura Collinge Project Manager: Events [email protected]

Natalie Corbin Project Manager : Content

Development [email protected]

Kamilla Gaiazova Program Coordinator: Program

Support [email protected]

Jeff O’Dell Program Coordinator: Content

Development [email protected]

Molly Wilkerson Program Coordinator: Events [email protected]

Krisnadi

Poedjosoedarmo Programmer

startalk‐

[email protected]

Naima Shameem Travel Coordinator [email protected]

Alex Chen Graduate Assistant startalk @nflc.umd.edu

Wei You Graduate Assistant startalk @nflc.umd.edu

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STARTALK Helpdesk For assistance with SOPHIE Startalk‐

[email protected]

STARTALK General

Inquiries

For general assistance with

STARTALK [email protected]

Government Sponsor Representatives

Diane Varieur [email protected]

Carol Maynard [email protected]

• facilitates the implementation of the program by serving as a link between STARTALK Central and the program

• brings a positive disposition, sets a supportive tone, and comes across as a person who is there to help and support programs

• builds trust with programs and uses conferences and meetings to establish a relationship with the program directors

• communicates effectively and collegially with STARTALK Central, responding to all STARTALK requests in a complete and timely manner

• uses positive language and remains professional at all times, and represents STARTALK with no personal agenda

• knows the STARTALK-endorsed Principles and follows the procedures of STARTALK

• has final responsibility to write, submit, inform the program of and be the final arbitrator of the site visit report

TEAM LEADER RESPONSIBILITIES

GETTING STARTED

CURRICULUM TEMPLATE AND LEARNING PLANS

Prior to Spring Conference• becomes familiar with the program by

reading the proposal, previous site visit reports, and talking with prior team leaders

• contacts program director to open lines of communication

• confirms site visit date arranged by STARTALK Central

• reviews timeline for key due dates with the program director

At Spring Conference• attends team leader meeting

• meets with all assigned programs and schedules individual program meetings as necessary

• verifies that program directors and lead instructors are familiar with STARTALK support materials such as model curricula, STELLA, etc.

AN EFFECTIVE TEAM LEADER

Review of the Curriculum Template• verifies that curriculum is being developed by those directly involved with the program • provides assistance in the development of the online curriculum template in SOPHIE‣ begins approval process at least 3 weeks prior to the start of the program‣ encourages programs to complete Stages 1 and 2 of the curriculum template and receive feedback prior to completing Stage 3‣ reviews template and provides comments and feedback as necessary‣ consults with prior team leaders for additional insights if necessary‣ sends PDF of curriculum template to team leader serving as co-reviewer‣ receives feedback from co-reviewer within 48 hours, consolidates and adapts feedback as necessary‣ ensures that curriculum aligns with the proposal and notifies STARTALK if changes have been made‣ communicates with the program director to provide timely and constructive feedback until the curriculum is ready to be approved

• publishes final curriculum in SOPHIE by selecting “approve and publish” or “publish without approval"• collects and posts learning plans for day before, day of, and day after the site visit

TEAM LEADER RESPONSIBILITIES, CONTINUED

FALL CONFERENCE

Preparing for the Site Visit• works with program director to create

schedule for the site visit

• makes personal travel arrangements

• makes an effort to arrange travel plans to observe a residential program the evening before the site visit

• obtains access to online learning components prior to site visit

Coordinating with Site Visitors• has organizational responsibility for

coordinating and confirming site visit arrangements with team and STARTALK Central

• organizes a pre-visit breakfast meeting or alternative time to meet with team to discuss the program and plans for the site visit

• ensures that site visitors understand their roles

• draws on expertise of site visitors

SITE VISIT PROTOCOLS

• identifies individuals and programs that should share information at conference

• collaborates with those individuals/programs to ensure consistency of STARTALK message

• attends team leader meeting and fall conference

• conducts post-program meeting to debrief programs on successes and challenges

• shares insights learned at meeting with STARTALK

Debrief, Final Report, and Follow-up• allows for input from site visitors• responds to comments and questions from program director• balances feedback on strengths of program with recommendations for improvement• offers feedback in professional and supportive manner• creates draft of final report and shares with site visitors for input • publishes final report within 7 days of site visit• notifies program director that report has been published, reminds program director that they can comment online, thanks program director and offers continued support• submits receipts to STARTALK Central for reimbursement of expenses

• brings a positive disposition, sets a supportive tone, and comes across as a person who is there to help support programs and the team leader

• uses positive language and remains professional at all times, represents STARTALK with no personal agenda

• provides language and cultural specific insight and expertise and/or expertise in program organization and management

• communicates effectively and collegially with team leaders and STARTALK Central

• responds to all STARTALK requests in a complete and timely manner

• knows the STARTALK-endorsed Principles and follows the procedures of STARTALK

• contributes to the debrief and to the site visit report

• reviews final site visit report and makes suggestions if revisions are required

SITE VISITOR RESPONSIBILITIES

AN EFFECTIVE SITE VISITOR

Preparing for the Site Visit

• becomes familiar with program by reading the proposal, budget, previous site visit reports, and curriculum templates

• coordinates travel plans with team leader and then makes personal travel arrangements

Coordinating withTeam Leader

• attends pre-visit breakfast or alternative meeting as arranged by team leader

• asks clarifying questions as necessary in preparation for the site visit

• takes an active role as observer during the site visit

• shares observations with team leader and other site visitors during private debrief time

• avoids providing direct feedback to program directors and/or instructors, even if they request it

SITE VISIT PROTOCOLS

Debrief, Final Report, and Follow-up

• contributes to the draft of final report in a timely manner

• supports the team leader during the debrief

• submits receipts to STARTALK Central for reimbursement of expenses

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List of Online Resources

Administrative Guides and Forms

Administrative Resources Home Page https://startalk.umd.edu/public/resources/administrative Program Director Guide http://startalk.umd.edu/system/files/resources/programdirectorguide.pdf

Instructor Guide http://startalk.umd.edu/system/files/resources/instructorhuide.pdf

STARTALK Consent Forms

https://startalk.umd.edu/public/consent/forms Field Trip Planning Guide and Templates

https://startalk.umd.edu/system/files/resources/fieldtripguide.pdf

Curriculum and Lesson Planning

Curriculum‐Planning Resources (curriculum overviews) https://startalk.umd.edu/public/resources/curriculumtemplates

Learning Plan Guide and Template (formerly lesson plans) https://startalk.umd.edu/public/resources/learning‐plan

Model Student Curricula https://startalk.umd.edu/public/model‐curricula/

Model Student Curricula adapted for Hindi https://startalk.umd.edu/public/model‐curricula/hindi‐curricula Model Student Curricula adapted for Urdu https://startalk.umd.edu/public/model‐curricula/urdu‐curricula

Teacher Development and Certification

STARTALK‐Endorsed Principles and Characteristics of Effective Language Lessons http://startalk.umd.edu/public/principles

World‐Readiness Standards for Learning Languages https://startalk.umd.edu/public/system/files/resources/worldreadinessstandardsforlearninglanguages.pdf

STELLA Modules https://startalk.umd.edu/public/resources/stella

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Professional Learning Resources to Support STARTALK‐endorsed Principles https://startalk.umd.edu/public/resources/advancelearning Kean University’s Master’s Degree Program in Hindi/Urdu Language Pedagogy https://startalk.umd.edu/public/resources/keanmasters LangCred http://langcred.org/ Putting the Standards Front and Center https://startalk.umd.edu/public/resources/oxy/ STARTALK Multimedia Teacher Workshops Collection http://startalk.umd.edu/public/teacher‐development/workshops

TeacherFolio https://startalk.umd.edu/public/resources/teacherfolio

The LMU STARTALK Professional Learning Module for Instructional Leads https://startalk.umd.edu/public/resources/instructional‐leads‐module

Classroom and Instruction Resources

LinguaFolio Materials (access, tutorials, and contact information) http://lfonetwork.uoregon.edu/

STARTALK Classroom Video Collection https://startalk.umd.edu/public/resources/classroom‐video‐collection

Russian and Chinese Instructional Modules https://startalk.umd.edu/public/resources/concordiamodules STARTALK Multimedia Teacher Workshops Collection http://startalk.umd.edu/public/teacher‐development/workshops

Learning Module on Proficiency https://startalk.umd.edu/public/resources/Learning‐Module‐on‐Proficiency Hindi Online Modules Project

https://startalk.umd.edu/public/resources/columbia‐hindi‐module

Module on Exploratory Practice https://startalk.umd.edu/public/resources/unl‐exploratory‐practice‐module

Module on Learner‐Centeredness https://startalk.umd.edu/public/resources/unl‐learner‐centeredness‐module

NOVA STARTALK eTower http://etower.nvcc.edu

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New Languages, New Opportunities. STARTALK Program Design Institute https://startalk.umd.edu/public/resources/actfl‐webinars

Assessment Resources

Checking for Learning https://startalk.umd.edu/public/resources/checkingforlearning Classroom Language Observation Checklist Kit (CLOCK) https://startalk.umd.edu/public/resources/cal/ ACTFL Oral Proficiency Interviews for Hindi and Urdu https://startalk.umd.edu/public/resources/OPI

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Additional Resources for Planning Your Program

STARTALK has developed diverse materials to aid you in your program implementation. From

training your instructors to assisting in planning field trips, all of these materials can be found

online by searching our STARTALK resources: https://startalk.umd.edu/public/searchresources

Teacher Development, Certification, and Classroom Resources Video on Classroom Management (NEW) https://startalk.umd.edu/public/principles/cm

This video addresses the relationship between effective planning and classroom management, and how

goals, expectations, modeling and student engagement influence behavior and learning. TeacherFolio for Learning Plans and Microteaching (UPDATED) https://startalk.umd.edu/public/resources/teacherfolio

TeacherFolio is a set of tools that can be used for teacher development in teacher and student

programs. The tools are designed to allow teachers to document the work that they are doing so that it

can be used for purposes beyond STARTALK. Individual teachers may elect to use the completed

documents as evidence of their professional growth and learning, and the work may become part of

their own professional portfolio. The use of these tools in STARTALK programs is voluntary, but it is

hoped that conversation about these tools will strengthen the work being done in STARTALK programs

and build consistency across programs to benefit teachers who elect to participate in more than one

program.

Guiding Principles for Early Literacy Experiences for Beginning Learners of Chinese(NEW) https://startalk.umd.edu/public/resources/chinese‐literacy‐development

This paper provides guiding principles for approaching and assessing literacy development in STARTALK

Chinese language and teacher education programs.

Learning Module on Proficiency (NEW) https://startalk.umd.edu/public/system/files/resources/ACTFLModule/index.html

This learning module defines proficiency and explains why proficiency is important to STARTALK teachers and students. After completing this module, you will be able to:

Describe what proficiency means for language teachers and learners. Explain why proficiency matters. Identify key features of language production at Novice, Intermediate, and Advanced levels. Design appropriate learning experiences based on the proficiency levels of students in your

program.

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Making Meaning in the Immersion Classroom https://startalk.umd.edu/public/videos/MakingMeaningInTheImmersionClassroom

Comprehensible Input

Developed by Global Village Academy, Making Meaning in the Immersion Classroom is a five‐

part video series developed to help immersion teachers understand the concept of

comprehensible input and to enable teachers to make input clear to students. Although

developed with the immersion classroom in mind, teachers in other types of language

programs will find the concepts and strategies applicable to their settings as well.

Comprehensible Output (Oral Communication)

Developed by Global Village Academy, Making Meaning in the Immersion Classroom: Oral

Communication discusses using comprehensible input as the foundation for developing oral

communication skills.

Classroom Video Collection https://startalk.umd.edu/public/resources/classroom‐video‐collection

This video collection was compiled to provide real‐life examples of teachers working to incorporate STARTALK‐endorsed effective practices in Arabic, Chinese, Hindi, Persian, Swahili, Turkish, and Urdu classroom settings. In these videos, you will find teachers interacting and engaging with students and encouraging students to engage one another. You will see the teachers utilize role‐playing to make students the center of the learning experience. You will see teachers use songs, videos, and other authentic materials in the target language, and you will see teachers use culturally rich activities, such as meals, to fully integrate the target language and target culture into the classroom.

This collection is intended for current and future world language teachers in pre‐K–16 programs, including those at heritage‐ and community‐based schools. These videos can be used alone or incorporated into more extensive teacher education materials. Whether you are teaching now, preparing to become a world language teacher, or training and mentoring teachers, we feel certain that you will find these videos beneficial to your continued development as a language educator.

STARTALK Multimedia Teacher Workshop Collection https://startalk.umd.edu/public/teacher‐development/workshops

This collection of twelve online, multimedia workshops was developed by staff of STARTALK‐funded

teacher preparation programs to enable teachers who cannot participate in on‐site STARTALK programs

to improve their skills in critical areas. The workshops were adapted from summer programs for

teachers of the world languages offered by STARTALK, but most of the workshops are useful for any

language teacher, teacher educator, or teacher supervisor. The workshops cover a wide range of skills,

knowledge, and techniques that all world language teachers need. Anyone may use these workshops,

and they may be incorporated into any teacher education or professional development program. When

you use these materials in a course or a presentation or cite them in a document, we ask that you

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attribute them properly to the institution or organization that developed them and to the STARTALK

project.

AdvanceLearning’s Professional Learning Resources to Support STARTALK‐endorsed Principles

(UPDATED) https://startalk.umd.edu/public/resources/AdvanceLearning

Designed to support professional learning in STARTALK teacher development programs, professional

development in STARTALK student programs, as well as independently by any language teacher, these

resources address instructional topics found in STELLA modules and support the STARTALK‐endorsed

Principles for Effective Teaching & Learning and Characteristics of Effective Language Lessons. The

following resources support each instructional topic:

1. A video featuring classroom vignettes, as well as interviews with practicing STARTALK teachers and their students reflecting on the impact of the selected instructional topic

2. An overview essay written by world language experts Greg Duncan and Helena Curtain, providing an introduction to the instructional topic as well a connection to research

3. An at‐a‐glance infographic providing visual representation as an overview to the instructional topics highlighting important features of the concept, sample strategies, helpful tips and more

4. A teacher presentation developed by a practicing veteran STARTALK teachers providing an explanation of the instructional topic as well as practical tips from the teacher’s classroom

5. A feedback form designed for teachers to use in order to determine the degree to which their work exemplifies the characteristics identified in the instructional topic

6. A processing guide designed to provide teachers with a self‐moderated professional learning experience through deepening their understanding of the instructional topic

Occidental College’s Putting the Standards Front and Center: An Infrastructure Project for Teacher Development (UPDATED) https://startalk.umd.edu/public/resources/oxy/

Occidental College’s Putting the Standards Front and Center: An Infrastructure Project for Teacher Development provides program directors and lead instructors with multiple resources that can be used individually or collectively.

The materials present concepts simply, are reflected in instructional materials and video‐clips of on‐target practice, provide participant‐centered activities that stimulate reflection and the use of tools to gauge on target practice, focus on the delivery and differentiation of model materials, and offer a modular approach that can be used to construct a variety of professional development experiences.

The materials include a model unit, lessons, and learning episodes

HADI‐CLASSRoad’s LangCred (UPDATED) http://langcred.org/ LangCred is a first of its kind interactive website designed for US teachers of less commonly taught languages (LCTLs) that functions as a clearinghouse of up‐to‐date information and reliable guidance on obtaining a teachingcertificate/credential. The second phase of LangCred includes a NEW searchable list

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of state‐approved language teacher preparation programs in the US with additional resources to aid language teachers in designing their own personalized roadmaps for certification, highlighting known pathways, procedures, requirements, exams and advisory sources in individual states. On LangCred.org you can:

Search from hundreds of credential routes in the US

Locate a language teacher preparation program near you

Create an account and build a LangCred profile to save searches

View Matched Routes based on your LangCred profile

Compare credential routes and language teacher programs in the US

Participate in a LangCred Community forum to get tips on credentialing

View a rich Resources section for articles, news, a glossary, and a comprehensive and searchable list of transcript evaluation agencies per state

Concordia Language Village’s Russian and Chinese Instructional Modules www.concordialanguagevillages.org/startalk

With a 2014 STARTALK Infrastructure Building grant, Concordia Language Villages created ten

instructional modules in both Russian and Chinese. Using themed cultural topics, each module is

comprised of 3 lesson plans providing three or more hours of lessons and activities. Each module is

augmented with a video of native speakers addressing one of the cultural topics, or being interviewed

about the cultural topic being taught. In addition, each module is accompanied by hand‐produced art

illustrations for classroom use.

Russian modules and supporting materials are focused on a homestay in Russia. On the website for

downloading teachers will find introduction to the project, an overview of all materials, 30 lesson plans,

10 art illustrations, 10 videos and several video documents. The intended level is Novice High.

Chinese modules and supporting materials are focused on a trip to China. On the website for

downloading teachers will find introduction to the project, an overview of all materials, 30 lesson plans,

10 art illustrations, 10 videos and several video documents. The intended level is Novice High to

Intermediate Low.

Master’s Degree in Hindi/Urdu Language Pedagogy at Kean University https://startalk.umd.edu/public/resources/keanmasters

Pending approval, Kean University’s Master’s Degree Program in Hindi/Urdu Language Pedagogy will address the current lack of a strong infrastructure at national and state levels to support Hindi/Urdu teacher development and research in the area of Hindi/Urdu‐specific second language pedagogy. The program is designed for cohorts of Hindi/Urdu Native/Advanced‐Mid(or higher) speakers who reside in the U.S., possess a Bachelor’s Degree, and wish to teach Hindi/Urdu at the K‐12/post‐secondary level or to continue study and research on Second Language Acquisition and foreign language pedagogy at the graduate level.

The 2‐year 30‐credit program consists of three components: (1) Acquisition of Content through online courses taught by Kean and Affiliate/Partner Faculty; (2) Acquisition of Pedagogical Knowledge and Skills (methods and assessment practices) through summer onsite courses; and (3) Integration of Content,

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Theory and Pedagogy into Clinical Practice through participation in Kean STARTALK Summer Student Programs. The hallmark of the program is its focus on the use of pedagogical approaches for teaching/learning Hindi/Urdu that foster global/intercultural competence, mediated by ongoing integration of innovative learning technologies in both face‐to‐face and online learning environments. The MA Program also offers participants the opportunity to earn a NJ Certificate of Eligibility (CE) which authorizes candidates to seek and accept employment in NJ schools and leads to standard certification through the Provisional Teacher Program.

Hindi Online Modules Project (NEW) https://startalk.umd.edu/public/resources/columbia‐hindi‐module

This STARTALK Hindi Audio‐Visual project introduces 36 thematic modules, which are based on real life

situations with varied linguistic, social and cultural contents. The clips are short and offer samples of

Hindi speech in the presentational and interpersonal modes of communication. They are unscripted,

unrehearsed and non‐sequential.

Module on Learner‐Centeredness (NEW) https://startalk.umd.edu/public/resources/unl‐learner‐centeredness‐module

In this module, the concept of learner‐centeredness is introduced and modeled in a video‐taped Learner‐Centered Workshop for STARTALK teacher leaders of critical languages. Based on research conducted in previous STARTALK workshops, three areas were identified by STARTALK teachers as challenging: creating a learner‐centered classroom, classroom management, and using the target language in the language classroom. This video focuses on the first two challenges and is intended to serve as one model of professional development for STARTALK teachers that illustrates the how and why of creating a learner centered classroom that minimizes classroom disruptions. Materials included in this module:

video of a model Learner‐Centered Workshop conducted for STARTALK teacher leaders at the University of Nebraska‐Lincoln

suggested reading about learner centeredness PowerPoint presentation to be used in conducting a Learner‐Centered Workshop with STARTALK

teachers of critical languages handouts to accompany the Learner‐Centered Workshop PowerPoint in the form of sample

instructional tasks

Module on Exploratory Practice (NEW) https://startalk.umd.edu/public/resources/unl‐exploratory‐practice‐module

In this module, the concept of Exploratory Practice (EP) is introduced and a model for the

implementation of Exploratory Practice in the STARTALK classroom is presented. Exploratory Practice is

a framework for conducting practitioner research in the field of language education developed by

Richard Allwright in the early 1990’s by which teachers identify “puzzles” related to teaching and

learning that are relevant to their particular classroom situations. Exploratory Practice techniques are

used to explore and reflect upon those puzzles in a variety of ways. The purpose of an Exploratory

Practice inquiry is not to solve a problem per se, but instead to identify a conundrum, a question, or a

puzzle related to teaching and learning and to develop a deeper understanding of the issues surrounding

that puzzle. Exploratory Practice offers an indefinitely sustainable way for classroom teachers and

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learners to develop deeper understandings of issues that are puzzling while still getting on with the

business of teaching and learning. It is not an interruption of the teaching process, or an add on, but

rather an integral step that occurs during the natural course of teaching and learning.

Materials included in this module:

video of a model Exploratory Practice professional development workshop conducted for STARTALK teachers at the University of Nebraska‐Lincoln

three articles about Exploratory Practice

PowerPoint presentation to be used in conducting Exploratory Practice workshops with STARTALK teaching staff

handout to accompany the EP workshop PowerPoint

list of Exploratory Practice resources

sample Exploratory Practice projects conducted by STARTALK teachers

The LMU STARTALK Professional Learning Module for Instructional Leads (NEW) https://startalk.umd.edu/public/resources/instructional‐leads‐module

The Professional Learning Module for Instructional Leads is a hybrid set of resources, activities and

structured procedures that can be used to enhance, extend, and build the capacity of STARTALK

Instructional Leads prior to conducting teacher professional learning sessions for STARTALK Student

program teachers. This Professional Learning Module addresses the following four priority STARTALK‐

Endorsed Principles:

1) Implementing a Standards‐Based and Thematically Organized Curriculum

2) Facilitating a Learner‐Centered Classroom

3) Using the Target Language and Providing Comprehensible Input for Instruction

4) Conducting Performance‐Based Assessment

By completed these learning sequences, participants will be able to:

Use STARTALK‐endorsed Principles in curriculum templates, lesson plans, and classroom

instruction;

Demonstrate that you can teach in the target language and encourage students’ to use the

target language as well;

Use resources and materials from this Summer Institute to provide professional

development to other STARTALK student program instructors;

Demonstrate to site team visitors that STARTALK‐endorsed principles are evidenced in all

lesson plans and every class that is observed.

NOVA STARTALK eTower (NEW) http://etower.nvcc.edu

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The NOVASTARTALK eTower is an open, web‐based educational resource designed to help Chinese

students continue their language studies when face‐to‐face options are not readily available. The

technology powering the learning modules is designed for seamless access, allowing users to access the

content from computers and mobile devices alike. Thanks to a STARTALK Infrastructure‐building grant,

the eTower team was able to collectively build a sample module based on the most famous Chinese

painting “Qingmingshanghetu,” (Along the River During Qingming Festival). As the target users of this

OER are students seeking additional instruction at times when formal classroom instruction is not

available, the team utilized various learning strategies into the design of the modules to help learners

progress independently in the non‐traditional online setting. The integrated approach of offering free

access to presentational content and practice activities will have the direct benefit of reaching learners

in need of ways to continue their studies, but also the indirect benefit of supporting instructors who are

looking for robust and interactive tasks to complement their curriculum.

New Languages, New Opportunities. STARTALK Program Design Institute (NEW) https://startalk.umd.edu/public/resources/actfl‐webinars In 2015, ACTFL produced four instructional webinar presentations aimed at delving deeper into the

topics discussed at the program design institute meeting in Minneapolis. Each topic forms part of the

larger programmatic development effort for organizations, institutions and community schools looking

to expand their STARTALK summer programs into year‐round programs.

1) Program Model, Content Focus and Connection, and Implementation of Guiding Principles of

Effective Instruction

2) Assessment – Measuring Progress of Learning

3) Professional Learning

4) Planning for Program Growth / Capacity Building

Assessment Resources

Classroom Language Observation Checklist Kit (CLOCK) https://startalk.umd.edu/public/resources/cal/

The CLOCK is a formative assessment tool designed for K‐5 STARTALK teachers to periodically assess

students’ speaking and listening comprehension skills based on observations of students’ use of the

target language in a classroom setting. Developing proficiency in a language is a process that takes place

gradually over time. The amount of progress a student makes over a set period of time depends on

many factors, including the type of language program, the extent to which the instructor uses the target

language in the classroom, the frequency and length of instruction time, the types of activities teachers

provide for students to use the language for real purposes in the classroom, and student motivation.

The CLOCK can help teachers track student language growth and inform instruction by documenting

student performance during different classroom activities. The CLOCK provides important formative

assessment data, but it is not a tool to assign a summative global proficiency level.

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The CLOCK consists of a User Manual and four components to help STARTALK teachers observe their

students during class activities and record what they can do. These class activities can include students

responding to questions or commands, interacting with classmates, or sharing information. There are

two versions of the CLOCK: one for Chinese teachers what includes Chinese language samples and a

generic version in English for teachers of other languages.

Checking for Learning https://startalk.umd.edu/public/resources/checkingforlearning

“Checking for Learning in STARTALK Student Programs” is specifically designed to be a resource to

leaders and teachers of STARTALK student programs. However, almost every feature of these materials

can serve the needs of teachers in any language program. The information contained within these

materials is distributed over eight sections.

“What Do We Mean by ‘Checking for Learning’?” provides thoughts about changing our perspective on assessment, moving it from testing and grading to one that students view as more helpful—one that checks on their learning and provides useful information about how to continue to grow in language use.

“How Do I Know What to Check” helps connect learning and assessment to national standards for language learning and to unit and lesson learning targets.

“When Do I Use Formative and Summative Checks for Learning?” clarifies the difference between these two approaches and when it is more appropriate to use each.

“How Do I Use Formative Checks for Learning?” gives numerous examples of formative checks for learning that language teachers can use to monitor and improve student learning.

“How Can Students Check for Learning?” focuses attention on the role that student self‐checks can play in the learning process.

“The Importance of Feedback” reminds us that without feedback, learners don’t know what or how to improve, and it provides specific information about how to give appropriate feedback to students.

“How Can I Report Progress of Learning in Meaningful Ways?” provides insights into the ways that teachers can communicate language growth to various audiences.

“How Can External Assessment Help in Checking for Learning?” discusses the value of external assessment in the language learning endeavor and the options that are available to language educators.

While each section may be considered a stand‐alone component, the reader will mostly likely derive the

greatest benefit by starting from the first one and continuing through the sequence. In each section,

readers will encounter background research on the specific topic being addressed in the section as well

as thoughts for implementation and resources to support it.

Understanding Hindi and Urdu Proficiency Levels: Student Performance during Oral Proficiency Interviews https://startalk.umd.edu/public/resources/OPI.xhtml

This is a collection of Oral Proficiency Interviews (OPIs) conducted by ACTFL certified testers

demonstrating student performance at the different proficiency levels.

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Administrative Resources https://startalk.umd.edu/public/resources/administrative

STARTALK Field Trip Planning https://startalk.umd.edu/system/files/resources/fieldtripguide.pdf

World language program administrators and teachers expect students to benefit from every aspect of

their programs, including field trips, which are learning experiences organized for a group of students

with a specific purpose outside the usual environment of a classroom. Due to the intensive and short‐

term nature of STARTALK programs, it is especially important that every program activity—including

field trips—contributes clearly to learning. In response to this need, STARTALK Central has developed

the Field Trip Guide and Field Trip Planning Templates. Use of these materials is not required, but the

resources are provided as tools for program personnel planning field trip activities.

program director guide - startalk.umd.edu · on checks for learning for each learning episode....

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