Part IProficiency 101 - - - - - - - - - - - - Overview of the

NCSCSSummer Institute (SI) 2012

Part I Objectives

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

• Explain how the new Standard Course of Study (SCS) encompasses the K-12 curriculum being implemented locally.

• Describe the structure of my district’s World Language Program based on the North Carolina World Language Essential Standards.

Addressing Student Needs in an Era Of New Content Standards

New Standard Course of Study (SCS)

Common Core State Standards

English Language Arts

* Literacy Standards for History/Social Studies, Science, and Technical Subjects

Mathematics

North Carolina Essential Standards

Arts Education

*English Language Development

*Guidance

Healthful Living

*Information and Technology

Science

Social Studies

World Languages* Common Core Literacy Standards, English Language Development, Guidance, and Information & Technology Essential Standards are delivered through ALL content areas.

1.How do World Languages prepare students to be future ready?

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

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

North Carolina World Language Essential

StandardsK-12

Classical Languages

Ancient Greek, Latin, and classical

studies

K-12 Dual & Heritage

Languages

Dual Language/ Immersion Programs

Heritage Language

Courses I-II

K-12 Modern

Languages

Alphabetic

Logographic

Visual

Statewide implementation in 2012-2013

Structure of the WLESWLES

CLL strand

ES #1

2-5 COs

ES #2

2-5 COs

ES #3

2-5 COs

ES #4

2-5 COs

COD strand

CMT strand

Language Skills & Frameworks

CLL: Connections to Language & Literacy

COD: Connections to Other Disciplines

CMT: Communities

Strands

4 Essential Standards1. Use the language to engage in interpersonal

communication. (Interpersonal Mode)

2. Understand words and concepts presented in the language. (Interpretive Mode)

3. Use the language to present information to an audience. (Presentational Mode)

4. Compare the students’ culture and the target culture. (Culture)

Proficiency Level(Novice Low)

Strand(Connections to

Language & Literacy)

Essential Standard(#3) Clarifying Objective

(#1)

How to Read the WLESCLL: Connections to Language & Literacy

NL.CLL.3 Use the language to present information to an audience.

NL.CLL.3.1 Use single words and simple, memorized phrases in presentations to identify the names of people, places, and things.

NL.CLL.3.2 Use the language to recite memorized poetry and songs from the target culture.

NL.CLL.3.3 Use appropriate pronunciation to present memorized phrases.

Classical Languages, Levels I - VI

Dual & Heritage Languages• K-12 Dual Language/Immersion

• Heritage Language Programs, Levels I & 2

Modern Languages• FLES & Middle School, end of 2nd – 6th year of study

• High School Credit Courses, Levels I - VIII – Alphabetic

– Logographic

– Visual

Proficiency Outcomes by Program

1.How do World Languages prepare students to be future ready?

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

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

Activity: WLES Press Release

1. Outline your district/charter’s World Language program offerings using the cloze media form.

2. Read NPR’s “This I Believe” essays for your program(s):

– Classical LanguagesCredo Latinae

– Dual & Heritage and/or Modern LanguagesTravel and Learn Another Language

By the time many students hit middle school, disengagement has become a learned behavior. ~Keely Potter, Reading Specialist

Learning Paths

Data Literacy

How to find, evaluate, and use

data to inform instruction.

Knowledge to gather, analyze, and graphically convey

data to support decision-making.

Connecting to Serve

AllUniversal Design for

Learning

English Language Learners

Academically and Intellectually Gifted

RTI Problem-Solving Model

Digital Literacy

Embedded tools and resources

Connections to Information and

Technology Standards

Universal Design

Universal Design

A set of principles for curriculum

development that applies to the general

education curriculum to promote learning

environments that meet the needs of all

learners.

Universal Design for Learning (UDL)

Universal Design

Individualized

InstructionDifferentiated

Instruction

Universal Design

UDL Principles Principal 1:

Representation

Principal 3:Engagement

Principal 2:Action and Expression

Recognition NetworksThe "what" of learning

How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.

Strategic NetworksThe "how" of learning

Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.

Affective NetworksThe "why" of learning

How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.

Principle I:

Multiple Means of Representation

The what of learning

• To give diverse learners options for acquiring information and knowledge

• Present content in a variety of formats and modalities

Represent

Act/Express Engage

Multiple Means of RepresentationExamples: Manipulatives

Visual Displays

Anticipatory Guides

Graphic Organizers

Artifacts

Videos

Music

Movement

Text Readers

UDL requires Multiple Means of Representation.

Represent

Act/Express Engage

Judy Augatti

Principle II:

Multiple Means of Action and Expression

Represent

Act/Express Engage

UDL requires Multiple Means of Action and Expression.Examples:

Thumbs Up/Thumbs Down

Gallery Walks

Pair/Share

Chalkboard/Whiteboard Splash

Response Hold-Up Cards

Quick Draws

Numbered Heads Together

Line-Ups

and

Represent

Act/Express Engage

Principle III:

Multiple Means of Engagement

Represent

Act/Express Engage

UDL requires Multiple Meansof Engagement.

Examples:Bounce Cards

Air Writing

Case Studies

Role Plays

Concept Charades

Response Hold-Up Cards

Networking Sessions

Simulations

Represent

Act/Express Engage

With UDL more

students are:

• Engaged

• Learning

• Achieving

• Motivated

Multiple Means of Representation for ELLs(and all language learners . . . )

Non-verbal• Modeling

• Pictures

• Realia/Concrete objects

• Gestures

• Manipulatives

• Demonstrations

• Hands-on

• Picture dictionaries

Language Support• Word banks

• Word walls

• Labels

• Graphic organizers

• Sentence starters

• Sentence frames

Represent

Act/Express Engage

Multiple Means of Expressing for ELLs(and all language learners . . . )

• Role-play

• Illustrations/ Drawings / Visuals

• Gestures

• Circumlocution

• First language

Represent

Act/Express Engage

Multiple Means ofEngagement for ELLs(and all language learners . . . )

• Student Interaction– Oral comprehension supports reading and

writing development

– Differentiate collaborative activities

Represent

Act/Express Engage

Learning about Language

• What does it say?

• What does it mean?

• What does it matter?

Implications for the Classroomexplicit teaching of language

• Create a language-sensitive classroom

• Deconstruct/reconstruct complex text

• View all languages as assets

Activity: WLES Press Release

3. Add approaches or accomplishments from your World Language programs to your cloze media form that highlight UDL principles in action.

4. Connect this information to other content areas from across the curriculum, with a special focus on literacies.

Tools and Strategies for Challenging All Learners• Concept-Based Teaching• Tiered Assignments• Project-Based Learning• Curriculum Compacting• Independent Study with Rubrics• SeminarsOther:

All with appropriate challenge!

Non–Negotiables for Gifted Learners

• Gifted Children Vary in Needs and Strengths• Mindset of Differentiation in Class, School, LEA• Pre-assessment to understand needs and

strengths; Flexible Grouping• Social and Emotional Needs Addressed• Academic and Cognitive Growth Addressed

AIG: ALL DAY, EVERY DAY

NCDPI Arts Education Literacy Institute 2004

37

Serving All is a Process

Response to InstructionNC DPI has identified RtI as a research-based school improvement model and provides support to district and school implementation through professional development, technical assistance, and coaching.

Problem-Solving, Data, & Decision-Making

• Decision making is aided by access to data• Providing instruction on a problem-solving model

(TIPS) will result in problem solving that is – Thorough– Logical– Efficient– Effective

• Structure of meetings lays foundation for efficiency and effectiveness

(Newton et al, 2009)

Collect & UseData

Develop Hypothesis

Discuss & Select

Solutions

Develop &ImplementAction Plan

Evaluate &Revise

Action Plan

Problem Solving Meeting Foundations

Team Initiated Problem Solving (TIPS) Model

Identify Problems

(Define & Clarify)

(Newton et al, 2009)

Addressing the whole child prepares future-ready students who are competitive for work and post-secondary education and prepared for life in the 21st century.

Activity: WLES Press Release

5. Finish with a statement that spotlights the State Board of Education’s mission and goals to graduate globally prepared students.

6. If time allows, brainstorm a list of local media outlets that you could share your press release with for distribution to your community.

Part I ReflectionPlease respond to these statements in your Penzu journal.

Yes, easily and well

Still one of my goals

1. I can explain how the new Standard Course of Study (SCS) encompasses the K-12 curriculum that is being implemented locally.

2. I can describe the structure of my district’s World Language Program based on the North Carolina World Language Essential Standards.