2015 nclc - implementing proficiency-based standards in k–12 chinese programs for success in...
TRANSCRIPT
Implementing
Proficiency-Based
Standards in K-12
Chinese
Programs
for Success in
College and
Career
Thursday, April 16, 2015
Ryan Wertz
President of NCSSFL
Ann Marie Gunter
President-Elect of NCSSFL
Overview: Workshop Agenda
○ Introductions & Overview
○ Understanding Language Proficiency
○ Analyzing Proficiency Targets
○ Using LinguaFolio® to Build Learner
Capacity to Self-Assess Proficiency
○ Measuring Proficiency
○ Wrap-up & Next Steps
Overview:
Workshop Goals ○ I can understand language proficiency.
○ I can describe what proficiency is to a language education colleague.
○ I can describe what proficiency is to another stakeholder outside of language education.
○ I can assess my own language proficiency.
○ I can analyze proficiency targets for Chinese programs.
○ I can understand the policies and politics that support proficiency targets.
○ I can create age-appropriate proficiency targets for a Chinese language program.
○ I can describe the research that supports proficiency targets.
Overview:
Workshop Goals
○ I can use LinguaFolio® to build learner capacity to self-assess proficiency.
○ I can define the components of LinguaFolio. ○ I can describe the impact of formative
assessment on building proficiency. ○ I can describe the Reflective Learning Process. ○ I can access LinguaFolio materials for myself
and my learners.
○ I can measure proficiency. ○ I can describe different types of classroom
assessments. ○ I can identify tools for use in assessing
program effectiveness that support proficiency-based learning opportunities.
Overview: Introductions
In a moment, please share:
Your name and official title(s)
Your state, organization, and school
location
Your responses to the Socrative
questions
Overview: Individual Needs
Restrooms
Refreshments & Climate
Wireless Network Login and password information
Devices & Gadgets Switch to silent, mute or vibrate
Access to Power
Overview: Access Materials
Online
http://wlnces.ncdpi.wikispaces.net/
NCLC+2015 Lunch Information
Introductions On an Internet-accessing device, go to:
m.socrative.com and go to room 942133
What is your teaching background?
○ Elementary
○ Secondary
○ K-12
○ Post-secondary
○ Other
Introductions On an Internet-accessing device, go to: m.socrative.com and go to room 942133
What type of program do you work in currently?
○ Dual Language/Immersion
○ FLES or Exploratory
○ High School (Chinese I, II, III, etc.)
○ Heritage Language
○ Higher Education
○ Other
Introductions On an Internet-accessing device, go to:
m.socrative.com and go to room 942133
What is your first language or L1?
○ Chinese (Mandarin)
○ Chinese (other dialect)
○ English (American)
○ English (other dialect)
○ Other
Introductions On an Internet-accessing device, go to: m.socrative.com and go to room 942133
How many years of experience do you have in education?
○ 1 – 5
○ 6 – 10
○ 11 – 20
○ > 21
○ Retired
Overview: Introductions
Please share:
Your name and official title(s)
Your state, organization, and school location
Be sure to listen closely – you’ll be working with others throughout the afternoon!
Understanding
Language
Proficiency
Goal #1: I can understand language proficiency.
▫ I can describe what proficiency is to a language
education colleague.
▫ I can describe what proficiency is to another
stakeholder outside of language education.
▫ I can assess my own language proficiency.
Activity: Think-Pair-Share
1. What does the term “language
proficiency” mean to you?
2. How do you describe language
proficiency to your students?
3. How do you describe language
proficiency to your students’ parents?
(Do you?!?)
ACTFL
Inverted
Pyramid
of
Language
Proficiency
ACTFL Proficiency Guidelines 2012
http://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012
○ Descriptions of Novice – Distinguished
in 13 languages, including Chinese (simplified and traditional characters)
○ English descriptions include samples in
listening, reading, speaking and writing
Proficiency Scales Worldwide ACTFL TESOL CEFR* ILR
NL-Novice Low
Entering – Level 1
Emerging – Level 2 A1 (Breakthrough)
0-0+ NM-Novice Mid
NH-Novice High
IL-Intermediate Low Developing – Level 3
1-1+ IM-Intermediate Mid
Expanding – Level 4
A2 (Waystage)
IH-Intermediate High B1 (Threshold)
AL-Advanced Low
2-2+ AM-Advanced Mid Bridging – Level 5 B2 (Vantage)
AH-Advanced High
S-Superior Reaching – Level 6
Exit program…
C1 (Effective
Operational
Proficiency)
3-3+
D-Distinguished C2 (Mastery) 4
S/R-5
*CEFR A, B, C designations represent approximations pending final results of ongoing alignment studies.
Activity: LinguaFolio Norming
Use the K – 12 Benchmark Grid handout with the
NCSSFL-ACTFL Global Can-Do’s to self-assess
your communication and inculturality skills in a 2nd
or 3rd language
1. Read the ‘I can’ statements in each row.
2. Circle the highest level you can demonstrate
for each skill.
3. Respond to the reflection prompts on the back
after you finish the analysis with ALL skills.
Analyzing
Proficiency
Targets
Goal #2: I can analyze proficiency targets.
▫ I can understand the policies and politics that support
proficiency targets.
▫ I can create age-appropriate proficiency targets for a
Chinese language program.
▫ I can describe the research that supports proficiency
targets.
Activity: Musical Chairs 1. When the music begins, go to the table marked for
your program area and find a new chair.
“Bamboo under the Moonlight”
by Gong Yue
Posted by:
Sunset Park Elementary School
on SchoolTube.com
at http://bit.ly/oZZuGw
2. When the music stops, sit down and introduce
yourself to the others at your table.
3. As a group, look at the organization and structure of
the program area proficiency grid.
Future-Ready Students
North Carolina State Board of Education(SBE)
○ Mastery of languages
○ Proficiency-based models
Vision: Every public school student will graduate
ready for post secondary education and work,
prepared to be a globally engaged
and productive citizen
Shared Philosophies of the
NC World Language Essential Standards
and
Ohio’s New Learning Standards for K-12 World
Languages
○ Communication is central to human nature
○ Technology brings the world closer together
○ Language learning is essential for global citizens
○ Leads to insights into culture
○ Makes interdisciplinary connections
○ Builds proficiency for a multilingual world
North Carolina and Ohio
Proficiency Targets
○ Challenging, yet reasonable expectations based
on published research and educator expertise
○ Available for each type of program, K – 12
○ Differentiated for:
○ Language type
○ Instructional time
○ Developmental level of students
Activity: Proficiency Targets
per Program Model, Part I
Using the blank chart at your table . . .
1. Discuss how language proficiency grows in the program, given the amount of instructional time and the level of the students.
2. Fill in the chart with the estimated proficiency targets for each course, program, etc.
3. Be ready to share your group’s work.
Language Difficulty Considerations
Research compiled by Liskin-Gasparro (1982) indicates that
learners of level I and II difficulty languages gain proficiency
faster than learners of level III and IV difficulty languages.
○ Level I: French, Italian, Latin, Portuguese, Spanish,
Swahili
○ Level II: ASL, Farsi, German, Modern Greek, Hindi
○ Level III: Hebrew, Polish, Russian, Tagalog, Turkish
○ Level IV: Arabic, Chinese, Japanese, Korean
Ohio CAAP Findings
○ The Collaborative Articulation and Assessment Project
(CAAP) at The Ohio State University
○ Tests Level III language students’ language
proficiency as an indicator of college readiness.
○ Listening, speaking, reading and writing are tested.
○ 25 years of data indicate that students learning level I
or II difficulty languages consistently test at the
Intermediate Low level of proficiency at the end of a
3rd year high school course.
Anecdotal AP Evidence Anecdotal evidence and an examination of the scoring guidelines indicate that:
○ students who score a 3 on an AP language exam show evidence of Intermediate Mid proficiency;
○ students who score a 4 or 5 show evidence of Intermediate High proficiency;
○ students who score a 5 sometimes show evidence of Advanced Low proficiency.
Important: This correlation is based on an examination of the AP scoring rubric and anecdotal evidence. It is not based on a formal research study.
FLES/Early Start & Middle School
Student Proficiency Expectations
Alphabetic & Logographic Languages
Proficiency
Assessment →
End of 2nd year
of study
End of 3rd
year of study
End of 4th
year of study
End of 5th
year of study
End of 6th
year of study
↓MODE & Skill
INTERPRETIVE
Listening Novice Mid Novice High Intermediate Low
Intermediate
Mid
INTERPRETIVE
Reading
Novice Low-
Mid
Novice Mid–
High Novice High
Intermediate
Low
INTERPERSONAL
Person-to-Person Novice Mid Novice High
Novice High-
Intermediate
Low
Intermediate
Low
Intermediate
Mid
PRESENTATIONA
L
Speaking
Novice Low-
Mid
Novice Mid–
High
Novice High-
Intermediate
Low
Intermediate
Low
Intermediate
Low–Mid
PRESENTATIONA
L
Writing
Novice Low-
Mid Novice Mid–High
Novice High –
Intermediate Low
K-8 Programs FLES (90 min./week)
or Middle School
Novice Intermediate Advanced
Interpersonal
NM: after 2 years
NH: after 3 years
NH-IL: after 4 years
IL: after 5 years
IM: after 6 years
Interpretive NL-M: after 2 years
NM-H: after 3 years
Reading NH:
after 5 years
Listening
IL: after 5 years
IM: after 6 years
Reading IL:
after 6 years
Presentational NL-M: after 2 years
NM-H: after 3 years
Writing NH-IL:
after 6 years
Speaking
NH-IL: after 4 years
IL: after 5 years
IL-M: after 6 years
Elementary FLES Proficiency Targets for Level 3 & 4 Difficulty Languages
These include logographic languages taught via elementary/middle school FLES programs
at a minimum of 3 times per week and a minimum of 90 minutes of instruction per week.
MODE AND SKILL
End of 2nd year End of 3rd year End of 4th year End of 5th year End of 6th year End of
7th year
End of
8th year
INTERPRETIVE
Listening
Novice Mid Novice Mid Novice Mid Novice
Mid
Novice
Mid
Novice High Novice High
Novice
High
INTERPRETIVE
Reading
Novice Low Novice Low Novice
Mid
Novice
Mid
Novice
Mid
Novice
Mid
Novice
High
Nov. Mid Nov. High
INTERPERSONAL
Speaking
Novice Mid Novice
Mid
Novice
Mid
Novice
Mid
Novice
Mid
Novice High Novice High
Novice
High
PRESENTATIONAL
Speaking
Novice Low Novice Low Novice
Low
Novice
Mid
Novice
Mid
Novice
Mid
Novice High
Nov. Mid
PRESENTATIONAL
Writing
Novice Low Novice Low Novice
Mid
Novice
Mid
Novice
Mid
Novice
Mid
Novice High
Nov. Mid Nov. High
3/26/2015 •
page 35
High School Credit Courses
Student Proficiency Expectations
Logographic Languages
Level with →
total hours
I or
135-150
hours
II or
270-300
hours
III or
405-450
hours
IV or
540-600
hours
V or
675-750
hours
VI or
810-900
hours
VII or
945-1050
hours
VIII or
1080-
1200
hours ↓MODE & Skill
INTERPRETIVE
Listening
Novice
Low
Novice
Mid
Novice
High Int. Low Int. Mid Int. High Advanced Low
INTERPRETIVE
Reading
Novice
Low
Novice
Mid
Novice
High Int. Low Int. Mid Int. High Advanced Low
INTERPERSONAL
Person to Person
Novice
Mid
Novice
High Int. Low Int. Mid Int. High Adv. Low Advanced Mid
PRESENTATIONAL
Speaking
Novice
Low
Novice
Mid
Novice
Mid-High
Novice High-
Intermediate Low
Intermediate
Low-Mid
Int.
Mid-
High
PRESENTATIONAL
Writing
Novice
Low
Novice
Mid
Novice
Mid-High
Novice High-
Intermediate Low
Intermediate
Low-Mid
Int.
Mid-
High
Proficiency Expectations
Logographic Languages
Logographic
Languages
Novice Intermediate Advanced
Interpersonal Levels I, II Levels III, IV, V Levels VI, VII,
VIII
Interpretive Levels I, II, III Levels IV, V, VI Levels VII, VIII
Presentational Levels I, II, III, IV,
V
Levels V, VI, VII,
VIII
Middle School/High School Proficiency Targets for Level 3 & 4 Difficulty Languages
These include logographic languages that are taught with a balanced emphasis on reading, writing, listening and speaking.
MODE AND SKILL
LEVEL I 135-150 hours
LEVEL II 270-300 hours
LEVEL III 405-450 hours
LEVEL IV 540-600 hours
LEVEL V 675-750 hours
LEVEL VI 825-900 hours
INTERPRETIVE
Listening
Novice Mid Nov. Mid Novice High Int. Low Int. Low Int. Mid
Nov. High Int. Mid
INTERPRETIVE
Reading
Novice Low Novice Mid Novice Mid Novice High Int. Low Int. Low
Novice High
INTERPERSONAL
Speaking
Novice Mid. Nov. Mid Novice
High
Int. Low Int. Low Int. Mid
Nov. High Int. Mid
PRESENTATIONAL
Speaking
Novice Low Novice Mid. Novice Mid. Novice High Int. Low Int. Low
Novice High
PRESENTATIONAL
Writing
Novice Low Novice Mid Novice Mid Novice High Int. Low Int. Low
Novice High
3/26/2015 •
page 38
Dual Language/Immersion
Student Proficiency Expectations
Logographic Languages
Gradespan and →
Exit level for
assessment
K-2 →
2nd grade
3-5 →
5th grade
6-8 →
8th grade
9-12 →
12th grade
↓MODE & Skill
INTERPRETIVE
Listening Novice High
Intermediate
Low-Mid
Intermediate
Mid-High
Advanced
Low- Mid
INTERPRETIVE
Reading Novice Mid
Novice High-
Intermediate Low
Intermediate
Low-Mid
Intermediate High-
Advanced Low
INTERPERSONAL
Person-to-Person Novice High
Intermediate
Low-Mid
Intermediate
Mid-High
Intermediate High-
Advanced Low
PRESENTATIONAL
Speaking Novice High
Intermediate
Low-Mid
Intermediate
Mid-High
Advanced
Low-Mid
PRESENTATIONAL
Writing Novice Mid
Novice High-
Intermediate Low
Intermediate
Low-Mid
Intermediate High-
Advanced Low
Proficiency Expectations
Dual & Heritage Languages: DLI
Logographic
Languages
Novice Intermediate Advanced
Interpersonal End of 2nd grade End of 5th grade (IL-IM)
End of 8th grade (IM-IH)
End of 12th grade
Interpretive Listening End of 2nd grade End of 5th grade (IL-IM)
End of 8th grade (IM-IH)
End of 12th grade (AL-AM)
Interpretive Reading
End of 2nd grade(NM) End of 5th grade (NH-IL) End of 12th
grade(IH-AL)
End of 8th grade (IL-IM)
Presentational
Speaking
End of 2nd grade End of 5th grade (IL-IM)
End of 8th grade (IM-IH)
End of 12th grade (AL-AM)
Presentational Writing End of 2nd grade(NM) End of 5th grade (NH-IL) End of 12th
grade(IH-AL)
End of 8th grade (IL-IM)
K-12 Immersion Program Proficiency Targets for Level 3 & 4 Difficulty Languages
These include logographic languages that are taught with a balanced emphasis on reading, writing, listening and speaking.
MODE AND SKILL
End of K-2 End of 3-5 End of 6-8 End of 9-12
INTERPRETIVE
COMMUNICATION:
Listening
Novice High
Int. Low
Int. Mid
Adv. Low
INTERPRETIVE
COMMUNICATION:
Reading
Novice Mid
Novice High
Int. Low
Int. High
INTERPERSONAL
COMMUNICATION:
Speaking
Novice High
Int. Low
Int. Mid
Adv. Low
PRESENTATIONAL
COMMUNICATION:
Speaking
Novice Mid
Int. Low
Int. Mid
Int. High
PRESENTATIONAL
COMMUNICATION:
Writing
Novice Low
Novice High
Int. Low
Int. High
3/26/2015 •
page 41
Heritage Language – Level I & Level II
Student Proficiency Expectations
Logographic Languages
Level and →
total hours
Level I or 135-150 hours
Level II or 270-300 hours
↓MODE & Skill
INTERPRETIVE
Listening Novice High Intermediate Low
INTERPRETIVE
Reading Novice Low-Mid Novice High
INTERPERSONAL
Person-to-Person Novice High Intermediate Low
PRESENTATIONAL
Speaking Novice Mid-High
Novice High-Intermediate
Low
PRESENTATIONAL
Writing Novice Low-Mid Novice Mid-High
Proficiency Expectations
Dual & Heritage Languages: HL I & II
Logographic
Languages
Novice Intermediate Advanced
Interpersonal Level I
Level II
Interpretive Listening: Level I
Reading: Levels I &
II (NL - NM & NH)
Listening: Level II
Presentational Speaking: Level I
Writing: Levels I & II
(NL - NM & NM - NH)
Speaking: Level II
Activity: Proficiency Targets
per Program Model, Part II
Return to the chart at your table . . .
1. Discuss how language proficiency is expected
to grow in the program based on the North
Carolina and Ohio examples.
2. Fill in the chart with the proficiency targets for
your course(s), program(s), etc.
3. Be ready to share your group’s work.
Break
10 minutes
Please return
promptly!
Using LinguaFolio® to Build
Learner Capacity to Self-Assess
Proficiency
Goal #3: I can use LinguaFolio® to build learner
capacity to self-assess proficiency.
▫ I can define the components of LinguaFolio®.
▫ I can describe the impact of formative assessment on
building proficiency.
▫ I can describe the Reflective Learning Process.
▫ I can access LinguaFolio® materials for myself and
my learners.
Essential Questions
1. What is LinguaFolio®?
2. Where does it come from?
3. What are its components?
4. How does it go hand-in-hand with proficiency-
based learning and performance assessment?
5. How does LinguaFolio® benefit learners?
6. How do we know that it benefits learners?
7. How can LinguaFolio® be used to measure
students’ proficiency growth?
It’s Your Turn
○ What do you think LinguaFolio® is?
○ If you’ve already heard of it, what do you already
know about it?
Discuss with a neighbor!
What Is LinguaFolio®?
○ comprehensive, portable record of learner proficiency & ongoing progress
○ record of cultural experiences and intercultural growth
○ standards- and proficiency-based tool for language learners
○ self-directed goal-setting and formative assessment
http://www.ncssfl.org/LinguaFolio/index.php?linguafolio_index
What Is LinguaFolio®?
ACTFL National Standards
Common
European
Framework of
Reference &
European
Language
Portfolio
ACTFL
Proficiency &
Performance
Guidelines
LF
LinguaFolio®
What Are LinguaFolio’s Components?
I. Passport
Captured in the Language Passport Form are:
○ Self-Assessment of the Modes of Communication
○ Documentation of External Assessments
○ Self-Assessment of Intercultural Competencies
○ Documentation of All Languages Learned
○ Summary of Language-Learning Experiences
Language background is documented through:
○ Learning Summary
○ Language Activities
○ Learner Inventory
○ Requires learners to consider all of the ways in
which they’ve used the target language.
○ “How Do I Learn?” Inventory
○ Has learners better understand their individual
learning styles by considering the learning
strategies that are most effective to them.
II. Biography
NCSSFL-ACTFL Can-Do Statements
○ NCSSFL-ACTFL Can-Do Benchmarks
○ Progress Indicators
○ Sample Learning Targets
○ Personalized Can-Do Targets
Can-Do Benchmark
Progress Indicator
Sample Learning Targets
Personalized Can-Do
Learning Target
○ This is my goal.
○ I can do this with help.
○ I can do this easily.
○ I have provided evidence to
demonstrate this.
NCSSFL-ACTFL Can-Do Statements
Interculturality
Definition:
The dynamic process of actively communicating
with people from different cultural backgrounds
while being guided by one’s knowledge and
understanding of the target cultures.
3 Competencies:
○ Investigation of products and practices
○ Understanding of cultural perspectives
○ Participation in cultural interaction
Interculturality
Presentational
Interpretive
Products
Practices
Perspectives Interpersonal
Co
mm
un
icati
on
C
ultu
res
Interculturality Self-Assessment Statements
Three tools are provided by LinguaFolio to guide
learners’ self-assessment of their intercultural growth:
○ Interculturality Self-Assessment Statements by
Proficiency Range
○ Interculturality Self-Assessment Statements by
Modes of Communication
○ Intercultural Encounter Reflection Tool
Interculturality Can-Do Benchmark
Intercultural Progress Indicator
Intercultural Learning Targets
Personalized
Intercultural
Learning Target
K-12 Benchmark Self-Assessment Grid
○ Proficiency Levels ○ Novice, Intermediate, Advanced
○ Low, Mid, High
○ Modes ○ Interpretive
○ Interpersonal
○ Presentational
In Summary
Three LinguaFolio Biography components specifically
promote communication and assist with the
measurement of language proficiency and intercultural
competency:
1. NCSSFL-ACTFL Can-Do Statements
2. K-12 Benchmark Self-Assessment Grid
3. Intercultural Can-Do statements
III. Dossier
Examples of Evidence:
○ Role Play
(Digital Recording)
○ Poster Board
(Digital Photos)
○ Written Presentation
(Scanned)
○ Oral Presentation (mp3)
○ Blog Entry
○ Multimedia
Presentation
○ Others . . .
It’s Your Turn
○ With the goal of proficiency in mind, how do we get learners to take charge of their own learning?
○ What skills, tools and mentality do learners require to take charge?
○ How must the role of the learning facilitator (teacher) change to promote learner autonomy?
Discuss with a neighbor!
Proficiency-Based Learning and
Performance Assessment Both…
○ Require immersive use of the target language and
exposure to a lot of comprehensible input;
○ Focus on providing learners with contextualized
(real life or life-like) opportunities to create
meaning and use higher order thinking skills;
○ Deemphasize grammar as the central focus of
learning language and demonstrating ability; and
○ Integrate learners’ ability to communicate in
context with intercultural ability.
Learner-driven
Active participants
Intrinsically motivated
Learning-how-to learn
Learner-Centered Teacher-Centered
Performance-Based Approach
Teacher-driven
Passive recipients
Extrinsically
motivated
Direct instruction
Lingua
Folio®
Identify
targeted
proficiency
Set
goals
Chart
language
progress
Reflect on
learning
Chart
intercultural
growth
Demystify
language
learning
House
evidence
Why Use LinguaFolio® ?
It’s Your Turn - Poll
Often – Infrequently - Never
How often do you allow students to:
○ set their own learning goals?
○ select their own learning activities?
○ engage in metacognitive reflection?
How often do you face learner apathy or
a lack of learner motivation?
Keeping It Real:
Setting Realistic Proficiency Goals
What do your learners ultimately want to be able to
do and at what level of accomplishment?
Reflective
Learning
Process
Set / Adjust
Learning Goals
Select
Strategies
Reflective
Learning
Process
Set / Adjust
Learning Goals
Select
Strategies
Provide
Evidence
Reflective
Learning
Process
Set / Adjust
Learning Goals
Select
Strategies
Provide
Evidence
Reflective
Learning
Process
Set / Adjust
Learning Goals
Self-Assess
and Reflect
Facilitator Role in Goal Setting
○ Model goal setting
○ Focus on functional use of language
○ Employ the principles of backward design in
goal-setting to focus on the standards
○ Provide ample opportunities for learners to
set their own goals and reflect on them
○ Ensure students set SMARTER goals
LinguaFolio ® SMARTER Goals
○ Specific
○ Measurable
○ Achievable
○ Relevant
○ Time-bound
○ Evidenced
○ Reflected
It’s Your Turn:
SMART(ER) or Not?
I can… ○ order from a restaurant menu.
○ conjugate the verb “to be.”
○ list irregular adjectives and their endings.
○ describe a recent travel experience.
○ read and summarize a real estate ad from a Web site.
○ get an “A” on my language test.
LinguaFolio® helps learners to…
○ understand the purpose of learning what is being presented
○ accept responsibility for their own learning
○ share in the setting of learning goals
○ participate in selection and use of learning strategies and activities that will meet their individual learning styles and needs
○ reflect on learning outcomes and self-assess proficiency
○ collect evidence
Dr. Ali Moeller, University of Nebraska, has completed
a five-year longitudinal study with 120 teachers and
their students in grades 7-12 investigating…
○ the impact of learner autonomy
○ the impact of goal setting on student achievement
○ the role of self-assessment.
How Do We Know LinguaFolio® Benefits Learners?
LinguaFolio ® Timeline
○ Can-Do Statements:
At the beginning & end of a course; maybe mid-year for
year-long courses
○ Learning Inventory & How Do I Learn Checklist:
At the beginning of a course
○ Reflection/Metacognition:
Build into every unit of study, beginning with goal-setting
prior to the initiation of new learning
○ Evidence Collection/Dossier:
Only upon completion of a Progress Indicator
○ Passport Data Collection:
At the beginning & end of a course
LinguaFolio Online
LinguaFolio ® Information
○ LinguaFolio Information & Resources http://www.ncssfl.org
○ NCSSFL-ACTFL Can-Do Statements http://www.ncssfl.org (or) http://www.actfl.org/ (Publications Tab)
o LinguaFolio Software Options and other details are available on the LinguaFolio Fact Sheet →
Measuring
Proficiency
Goal #4: I can measure proficiency.
▫I can describe different types of classroom
assessments.
▫I can identify tools for use in assessing program
effectiveness that support proficiency-based learning
opportunities.
Activity:
Assessment Familiarity Rubric
1. On the Formative and Summative Assessment
Familiarity Rubric, indicate your familiarity with each
assessment using the 1 – 4 scale:
2. With a partner or small group, discuss 1 assessment
that you indicated as a 3 or 4. ○ How recently did you use this assessment?
○ Did you use it formatively or summatively?
○ What was your rationale for using this assessment?
How does it help you gauge language proficiency
growth? (Or does it?)
Impact of 3+ years of
World Language Study on SAT Scores
440
460
480
500
520
540
560
580
600
US Mean 3 years 4 years >4 years
Critical Reading
Math
Writing
Recent Research . . .
Ex. EMT annual salaries
Monolingual $30,360
Bilingual $40,000
+ $200,000 for career
Recent Research . . .
International Education Rubric for Ohio Schools
○ Rubric was created for Ohio educators to evaluate the degree to which they are preparing students for the interconnected world of the 21st century
○ Column on the left lists the elements of effective global programs
○ Columns from the middle to the right describe a continuum of four levels of globalization
○ Schools scoring at advanced or exemplary levels in category are assumed to demonstrate criteria described at beginning and emerging levels as well
International Education
Rubric for Ohio Schools
International Education
Rubric for Ohio Schools
International Education
Rubric for Ohio Schools
International Education
Rubric for Ohio Schools
NC Global-Ready Schools Designation
NC Global-Ready Schools Designation
7.1 Students in language programs
7.2 Strategic language programs offered
7.3 High-quality resources for instruction
7.4 Students demonstrate language and cultural competencies
7.5 Multiple opportunities to learn
7.1 Students in language programs
Leading–edge Language Instruction
Key
Element
Early Developing Prepared Model
7.1 School is
developing plan
to implement
world language
instruction in
the next school
year.
50% of students
enrolled in
world language
instruction.
75% of all
students
enrolled in
world language
instruction.
All students
enrolled in
world language
instruction.
Integrated into the
district K-12 world
language plan
that leads to
higher levels of
world language
proficiency and
cultural
competency.
7.4 Students demonstrate language and
cultural competencies Key
Element
Early Developing Prepared Model
7.4 There is a
school-wide
plan for
students to
demonstrate
language and
cultural
knowledge
and
competencies
Performance
-based
assessments
are used to
demonstrate
student
language and
cultural
competence
in alignment
with the NC
WLES.
Formative
assessment
tools and
performance-
based
assessments
are used to
demonstrate
student
language and
cultural
competence . . .
School provides a
comprehensive
and balanced
assessment
approach, along
with validated
instruments that
offer students
multiple
opportunities to
demonstrate
language
proficiency . . .
SBE Global-Ready Schools Designation
• Adopted at North Carolina State Board of
Education (SBE) January 2015 meeting
• Similar to the STEM school designation
• Rubric and Guidance documents posted as PDFs
• Applications became available in March 2015
For more information about the Global-
Ready Schools Designation, please visit: http://www.ncpublicschools.org/globaled/actions/item4-2
NC Dual Language/Immersion
Over 90 DLI programs . . .
○ 4 models in 7 languages
○ 27 of 115 districts or 23% have at
least 1 DLI program plus 2 charter
schools and 5 independent schools
Languages:
1 Cherokee
4 French
3 German
1 Greek
3 Japanese
8 Mandarin
75 Spanish
State Level Policies for DLI
2008 K – 5 Dual Language Curriculum 2009 K – 6 Dual Language Teacher Standards 2010 K – 12 Dual Language/Immersion proficiency-based outcomes as part of state standards for World Languages
State Level Policies for DLI 2013 NC State Board of Education Task Force Report on Global Education includes Commitment 2 overall: Commitment 2.1 Institute a plan for statewide access to dual language/immersion opportunities beginning in elementary school and continuing through high school.
2015 Global Languages Endorsement
State Level Supports for DLI
• Thomas & Collier NC Research Results
• Special Assistant for Global Education position
• NCDPI Dual Language/Immersion Team
• Dual Language/Immersion Advisory Group
developing Strategic Plan for Commitment 2.1
• High School Diploma Endorsement and Global-
Ready School and District Designations
• Resources: DLI Listserv, Memoranda of
Understanding (MOUs), Administrator Guide,
Professional Development, and the
NCDLI Programs Wiki:
http://ncdliprograms.ncdpi.wikispaces.net/
Wrap-up & Next Steps
Wrap - up
Please go to the Google Form
at http://bit.ly/NCLCProficiency
to give us feedback on the
workshop objectives!
Next Steps
○ Use the presentation and materials from
today’s workshop to share information with
colleagues: http://wlnces.ncdpi.wikispaces.net/
NCLC+2015
○ Resources: Explore what’s available online
○ ACTFL 2012 Proficiency Guidelines
○ NCSSFL-ACTFL Can-Do Statements
○ NCSSFL Interculturality Can-Do Statements
○ NCSSFL LinguaFolio
Next Steps
○ State & Local Connections
○ NCSSFL: Go to www.ncssfl.org and click on the
Current Members tab to see the list
○ NADSFL: Go to http://nadsfl.org/ and
click on the About tab to choose Regional Reps
and contact to find out about members in your area
○ Upcoming Conferences
○ F-LAN Conference (Network of Immersion Schools) July 16-17, 2015, in Utah
○ 2015 ACTFL Convention November 20-22, 2015, in San Diego, California
○ 6th International Immersion Conference October 2016 in Minnesota
Implementing Proficiency-Based Standards
in K-12 Chinese Programs for Success in
College and Career
Ryan Wertz
NCSSFL President
614-728-4630
Ann Marie Gunter
NCSSFL President-Elect
919-807-3865