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Linking Standards and Proficiency to Your Classroom
Regional Conference Session - Linking Standards and Proficiency to Your Classroom Linking Standards and Proficiency to Your Classroom Mary Lynn Redmond Marty Abbott ACTFL President ACTFL Executive Director
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Today’s Learning Goals
I can … Describe the WHAT, HOW, and HOW WELL to guide my teaching and my students’ learning Connect key national initiatives to my daily classroom instruction Identify effective and appropriate means to measure student growth Describe various components for supporting and evaluating teacher effectiveness Hello
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Unlock the Gateway to Communication
Regional Conference Session - Linking Standards and Proficiency to Your Classroom Unlock the Gateway to Communication How do you see these initiatives linking together? How would you explain these key “ingredients” to a non-educator (or your students!)? How do these components help us “unit the core” and “unite the corps”? – come back to this question at the end of the hour.
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Backward Design 1. What are the goals? Identify desired results
2. How will you and learners know they reached the goals? Identify acceptable evidence 3. What does it take to get there? Plan learning experiences and instruction
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Backward Design 1. What are the goals? Identify desired results
WHAT Standards HOW WELL Proficiency Levels
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Standards for Learning Languages
Timeline Standards for Learning Languages 1993 – Standards developed under Goals Educate America Act 1996 Publication of Standards for Foreign Language Learning: Preparing for the 21st Century (with 10 languages) 2000 Publication of Standards for Foreign Language Learning in the 21st Century (with Chinese) 2006 Publication of Standards for Foreign Language Learning in the 21st Century (with Arabic) 2013 Refreshed World-Readiness Standards for Learning Languages Hello
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Standards Collaborative Board (16 national language organizations)
Our “Common Core”: 5 Cs and the 11 descriptive standards State Standards in over 40 states Local curricula based on these Standards Teacher preparation based on these Standards
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Process to “refresh” the Standards influenced by 2011 report, A Decade of Foreign Language Standards: Impact, Influence, and Future Directions Guiding Principles for “refreshing” standards: Maintain the essence of each standard Clarify the language
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FROM: Interpersonal Communication: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. TO: Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions
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FROM: Practices of Culture: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. TO: Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied
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FROM: Lifelong Learning: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment TO: Lifelong Learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement
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Regional Conference Session - Linking Standards and Proficiency to Your Classroom
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Linking Common Core & World Languages Reading Listening Writing
Regional Conference Session - Linking Standards and Proficiency to Your Classroom January 13-14, 2014 Linking Common Core & World Languages Reading Listening Interpretive Presentational Proficiency Levels: Novice Intermediate Advanced Interpersonal Writing Speaking Speaking and Listening Conventions How language functions Vocabulary Language
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Performance Points Toward Proficiency
Documenting Student Growth
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Describing Performance Performance Descriptors 2012
WHAT: Standards for Learning Languages Five Cs Three Modes of Communication HOW WELL: 2012 Performance Descriptors for Language Learners Update and revision of 1998 Performance Guidelines for K-12 Learners – Publications – Performance Descriptors
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Performance Three Ranges of Performance: Novice Intermediate Advanced
Three Modes of Communication: Interpersonal, Interpretive, Presentational
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ACTFL Proficiency Guidelines
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ACTFL Proficiency Guidelines
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Domain Examples What it describes
Functions Ask formulaic questions Initiate, maintain, and end a conversation Create with language Narrate and describe Make inferences Functions are the global tasks the learner can perform in the language
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Domain Examples What it describes
Functions Ask formulaic questions Initiate, maintain, and end a conversation Create with language Narrate and describe Make inferences Functions are the global tasks the learner can perform in the language Contexts and Content Oneself One’s immediate environment General interest Work-related Contexts are situations within which the learner can function; Content is the topics which the learner can understand and discuss
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Domain Examples What it describes
Functions Ask formulaic questions Initiate, maintain, and end a conversation Create with language Narrate and describe Make inferences Functions are the global tasks the learner can perform in the language Contexts and Content Oneself One’s immediate environment General interest Work-related Contexts are situations within which the learner can function; Content is the topics which the learner can understand and discuss Text Type Words Phrases Sentences Questions Strings of sentences Connected sentences Paragraphs Text type controlled by the learner is that which the learner is able to understand and produce in order to perform the functions of the level
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How / How well able to be understood and to understand
Domain What it answers What it describes Language Control How accurate is the language learner’s language? Describes the level of control the learner has over certain language features or strategies to produce or understand language
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How / How well able to be understood and to understand
Domain What it answers What it describes Language Control How accurate is the language learner’s language? Describes the level of control the learner has over certain language features or strategies to produce or understand language Vocabulary How extensive and applicable is the language learner’s vocabulary? Describes the parameters of vocabulary used to produce or understand language
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How / How well able to be understood and to understand
Domain What it answers What it describes Language Control How accurate is the language learner’s language? Describes the level of control the learner has over certain language features or strategies to produce or understand language Vocabulary How extensive and applicable is the language learner’s vocabulary? Describes the parameters of vocabulary used to produce or understand language Communica-tion Strategies How does the language learner maintain communication and make meaning? Describes the strategies used to negotiate meaning, to understand text and messages, and to express oneself
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How / How well able to be understood and to understand
Domain What it answers What it describes Language Control How accurate is the language learner’s language? Describes the level of control the learner has over certain language features or strategies to produce or understand language Vocabulary How extensive and applicable is the language learner’s vocabulary? Describes the parameters of vocabulary used to produce or understand language Communica-tion Strategies How does the language learner maintain communication and make meaning? Describes the strategies used to negotiate meaning, to understand text and messages, and to express oneself Cultural Awareness How is the language learner’s cultural knowledge reflected in language use? Describes the cultural products, practices, or perspectives the language learner may employ to communicate more successfully in the cultural setting
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Proficiency – Performance
Advanced Intermediate Novice
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Quantity and Organization of Language Expands
Isolated words Words and phrases Discrete sentences Strings of sentences Connected sentences Single paragraphs Multiple paragraphs Extended cogent discourse
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Backward Design 1. What are the goals? Identify desired results 2. How will you and learners know they reached the goals? Identify acceptable evidence
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NCSSFL-ACTFL Can-Do Statements
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The NCSSFL-ACTFL Can-Do Statements
Regional Conference Session - Linking Standards and Proficiency to Your Classroom The NCSSFL-ACTFL Can-Do Statements Culmination of a collaborative effort between NCSSFL and ACTFL Combination of two documents into one cohesive set of statements NCSSFL LinguaFolio® ACTFL Proficiency Guidelines 2012 Tool that supports curriculum development and performance assessment Tool to support college and career readiness with 21st century communication skills Building on LinguaFolio and Proficiency Guidelines: Why a new version? Desire to provide greater understanding of the ACTFL proficiency levels Show how performance points to proficiency Provide a means to “unpack” the Standards
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Intermediate Low - Interpersonal
Regional Conference Session - Linking Standards and Proficiency to Your Classroom Intermediate Low - Interpersonal ACTFL Proficiency Guidelines - Speaking Can-Do Global Benchmark Speakers at the Intermediate Low sublevel are able to handle successfully a limited number of uncomplicated communicative tasks by creating with the language in straightforward social situations. Conversation is restricted to some of the concrete exchanges and predictable topics necessary for survival in the target-language culture. These topics relate to basic personal information; for example, self and family, some daily activities and personal preferences, and some immediate needs, such as ordering food and making simple purchases. Speakers are primarily reactive and struggle to answer direct questions or requests for information. They are also able to ask a few appropriate questions. I can participate in conversations on a number of familiar topics using simple sentences. I can handle short social interactions in everyday situations by asking and answering questions. Organized By Communicative Modes Interpersonal Interpretive Presentation Organized by proficiency level and sub-level Novice Low through Distinguished Aligned to the functions, contexts and content, text type, and accuracy features in the ACTFL Proficiency Guidelines 2012.
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Global Benchmarks Global Can-Do Benchmarks
General description of the proficiency level for each of the modes
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Screen shot Bold Global Can-Do Benchmarks
General description of the proficiency level for each of the modes
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Screen shot Bold Bold statements
Regional Conference Session - Linking Standards and Proficiency to Your Classroom Screen shot Bold Bold statements Main indicators for the level and the mode
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Screen shot Bold Target statements (Checklist)
Provide instructional focus Create class evidence Should emphasize “re-spiraling”
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Screen shot Bold
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Today’s Learning Goals
I can … Describe the WHAT, HOW, and HOW WELL to guide my teaching and my students’ learning Connect key national initiatives to my daily classroom instruction Identify effective and appropriate means to measure student growth Hello
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Backward Design 1. What are the goals? Identify desired results
2. How will you and learners know they reached the goals NCSSFL-ACTFL Can-Do Statements Integrated Performance Assessment AAPPL
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IPA - Novice Level TASK OVERVIEW: The university will be traveling to various study abroad fairs in Spanish-speaking countries. You have been assigned the responsibility of creating a flier to promote our university to prospective international studies interested in studying in the U.S. INTERPRETIVE TASK: In order to understand what international universities are like, you look for information on the Internet. Your teacher finds the following text about la Universidad de Puerto Rico en Río Piedras. Read the text carefully and complete the comprehension questions that accompany it. INTERPERSONAL TASK: Now you need to gather more information about the university experience of other students at our university. Talk with a classmate to learn more about his/her personal activities at the university. You want to know about his/her majors, classes, daily schedule, living situation, weekend/leisure activities, and transportation. Find out as much as you can from your partner in order to incorporate details into your flier. PRESENTATIONAL TASK: Based on what you have learned from your research, your knowledge of the university, and class discussions, create a flier in which you promote GVSU to Spanish-speaking university students. Your flier might include information about classes, living situations, transportation, recreational opportunities (sports/clubs/other campus/regional activities).
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Regional Conference Session - Linking Standards and Proficiency to Your Classroom
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AAPPL - Demo http://aappl.actfl.org/ http://aappl.actfl.org/demo
Regional Conference Session - Linking Standards and Proficiency to Your Classroom AAPPL - Demo
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Today’s Learning Goals
Regional Conference Session - Linking Standards and Proficiency to Your Classroom Today’s Learning Goals I can … Describe the WHAT, HOW, and HOW WELL to guide my teaching and my students’ learning Connect key national initiatives to my daily classroom instruction Identify effective and appropriate means to measure student growth By adopting this WHAT, HOW and HOW WELL – what will students notice is different in language classrooms? Hello
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Today’s Learning Goals
I can … Describe the WHAT, HOW, and HOW WELL to guide my teaching and my students’ learning Connect key national initiatives to my daily classroom instruction Identify effective and appropriate means to measure student growth Describe various components for supporting and evaluating teacher effectiveness Hello
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Position Statement - Draft
Teacher Effectiveness & Student Growth Demonstrate for stakeholders the value of successful language learning and teaching; Need multiple measures of student growth based on evidence over time Employ performance assessments aligned to NCSSFL-ACTFL Can-Do Statements (all three modes of communication, linked to proficiency levels) Feedback/data on learning targets should inform teachers and students (next steps for instruction and reflection for goal-setting) Hello
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Backward Design 1. What are the goals? Identify desired results 2. How will you and learners know they reached the goals? Identify acceptable evidence 3. What does it take to get there? Plan learning experiences and instruction The Keys to Planning for Learning: Effective Curriculum, Unit, and Lesson Design
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The Keys to Planning for Learning – Unit Design
Regional Conference Session - Linking Standards and Proficiency to Your Classroom 2/18/2014 Plan learning experiences and instruction The Keys to Planning for Learning – Unit Design The Curriculum Framework is based on building proficiency in the three modes of Communication embedded in a Cultural context, and enriched by Connections, Comparisons, and Communities.
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Resources and Templates
Plan learning experiences and instruction Website: Resources and Templates
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iPad App ACTFL Unit and Lesson Planner (Available on iTunes)
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www.actfl.org www.caepnet.org. Teacher Education Program Credentialing
Regional Conference Session - Linking Standards and Proficiency to Your Classroom Teacher Education Program Credentialing and Shawn Fox & Morrison, ACTFL, 2013 Fox & Morrison, ACTFL 2013, Orlando
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International Standard for Technology Education (ISTE)
Regional Conference Session - Linking Standards and Proficiency to Your Classroom 2013 ACTFL/CAEP Standards developed between 2009 and 2013 with input from the profession at all levels, aligned with the: Standards for Foreign Language Learning in the Twenty-First Century (2006) [the Five Cs], refreshed as World-Readiness Standards for Learning Languages (2013); Interstate Teacher Assessment and Support Consortium (InTASC) Standards National Board for Professional Teaching Standards for accomplished teachers (NBPTS) International Standard for Technology Education (ISTE) For the ACTFL/CAEP standards, go to
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Regional Meeting of States
State Teacher Certification States Using Demonstration of Language Proficiency for Some Aspect of Teacher Credentialing Alaska Arizona Arkansas Connecticut Delaware * Florida Georgia * Hawaii Maine * Maryland * New Jersey New York * North Carolina * Ohio * Oklahoma Pennsylvania * Texas Utah Vermont Virginia * Washington Wisconsin Wyoming 23 states now require demonstration of language proficiency for some aspect of teacher credentialing. Boldface = States where this is a requirement for all language teacher candidates in order to be certified to teach in that state. Boldface + * = Required for some languages; available as alternative for other languages Non-boldface = States where this is a requirement for teacher candidates in only some languages * = State where this is a requirement for those seeking alternative certification
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Which standards to use? 2002 (ACTFL/NCATE) or 2013 (ACTFL/CAEP)?
Regional Conference Session - Linking Standards and Proficiency to Your Classroom Which standards to use? 2002 (ACTFL/NCATE) or 2013 (ACTFL/CAEP)? Use one set or the other, don’t mix them If your program starts with 2002, continue with that set until it achieves national recognition even if it takes until after spring You are “in the pipeline.” 2014 – fall 2015 2002 or 2013 Spring 2016 forward 2013 Except for programs in the pipeline of resubmissions, who may still be using 2002 in Example for report due in fall 2017 if you give the assessment in fall 2016 and spring 2017, that's two applications and you have your data to put in your report in fall If you give the assessment only in the fall you can give it in fall 2015 and again in fall 2016 and you'll have the data you need for the report in fall 2017. If you give the assessment in the spring only, then you can give it in spring 2016 and 2017 and put it in the report you write in fall 2017.
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Recommended FL Program Components (no change)
Regional Conference Session - Linking Standards and Proficiency to Your Classroom Recommended FL Program Components (no change) Development of proficiency in all areas, especially oral Ongoing assessment of proficiency Language, linguistics, culture, and literature components Dedicated methods course on teaching of FL, taught by qualified faculty Early field experiences in FL classrooms Field experiences and student teaching supervised by qualified FL faculty Opportunities for candidates to experience and use technology Opportunities for structured study-abroad / immersion experiences Judith L. Shrum Fox & Morrison, ACTFL 2013, Orlando
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Regional Conference Session - Linking Standards and Proficiency to Your Classroom
Standard for Foreign Language Learning in the 21st Century (2006); refreshed as World-Readiness Standards for Language Learning (2013) Programs should show that they ask their teacher candidates to know and be able to use these Five Cs with their P-12 students, also known as student standards. Especially relevant in Standards 3 & 4 but in others as well where appropriate; in your comments cite them as the title of this slide shows.
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Standards renamed Standard From (2002) To (2013) 1
Language, Linguistics, Comparisons Language Proficiency: Interpersonal, Interpretive, and Presentational 2 Cultures Literatures, Cross-Disciplinary Concepts Cultures, Linguistics, Literatures, and Concepts from Other Disciplines 3 Language acquisition theories and creating supportive environment Language Acquisition Theories and Knowledge of Students and Their Needs 4 Integration of Standards into Curriculum and Instruction Integration of Standards in Planning, Classroom Practice, and Use of Instructional Resources 5 Assessment Assessment of languages and cultures – Impact on Student Learning 6 Professionalism Professional Development, Advocacy and Ethics
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Resources/Questions Contact information: Judith Shrum
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How will you use these initiatives and the resulting documents to influence language teaching and learning?
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Advocate for language programs: early start, longer sequences
How will you use these initiatives and the resulting documents to influence language teaching and learning? Address teacher effectiveness/evaluation: role in providing evidence to meet requirements of your state’s formula Support language learners: in instructional settings or as independent learners Advocate for language programs: early start, longer sequences
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Position Statement - Draft
WHY: Reaching Global Competence The ability to communicate with respect and cultural understanding in more than one language is an essential element of global competency. Global Competence vital for global economy, diplomacy/defense, global problem-solving, diverse communities Global Competence described: readiness to communicate, interact, withhold judgment, be alert to differences and miscommunication, act with respect, and increase knowledge of other cultures Hello
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Today’s Learning Goals
I can … Describe the WHAT, HOW, and HOW WELL to guide my teaching and my students’ learning Connect key national initiatives to my daily classroom instruction Identify effective and appropriate means to measure student growth Describe various components for supporting and evaluating teacher effectiveness What is one way standards and proficiency will improve students’ language learning? Hello
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