Program Guide - STARTALK · check for learning at the end of each learning episode. PROGRAMS...
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Program Guide https://startalk.umd.edu/public/resources/administrative 1
Transcript of Program Guide - STARTALK · check for learning at the end of each learning episode. PROGRAMS...
Program
Guide
https://startalk.umd.edu/public/resources/administrative
1
Contents Welcome to STARTALK: Introduction ....................................................................................................... 4
What’s New? ....................................................................................................................................... 6
The STARTALK Experience.................................................................................................................... 8
Focused and Aligned with a Growth Mindset ....................................................................................... 9
STARTALK- Endorsed Principles for Effective Teaching and Learning .................................................. 10
Shared Practice: Introduction ................................................................................................................ 12
Requirements for Grant Management ............................................................................................... 14
Financial Management of your STARTALK Grant from NSA ................................................................ 16
STARTALK Program Timeline .............................................................................................................. 22
STARTALK Program Resources: Introduction .......................................................................................... 24
STARTALK Support with SOPHIE Overview ......................................................................................... 26
Consent Forms .................................................................................................................................. 27
Student Curriculum Template At-A-Glance ........................................................................................ 28
Student Curriculum Template Overview ............................................................................................ 29
Teacher Curriculum Template At-A-Glance ........................................................................................ 32
Teacher Curriculum Template Overview ............................................................................................ 33
Model Curricula ................................................................................................................................. 36
The Learning Plan Resources ............................................................................................................. 37
The Learning Plan At-A-Glance........................................................................................................... 38
The Learning Plan Template............................................................................................................... 39
The Annotated Learning Plan ............................................................................................................. 42
Lesson Can-Do Statements ................................................................................................................ 44
LinguaFolio: An Overview .................................................................................................................. 47
STARTALK Essential Resources ............................................................................................................... 48
World-Readiness Standards for Learning Languages .......................................................................... 50
TELL Project Framework .................................................................................................................... 51
NCSSFL-ACTFL Global Can-Do Benchmarks ......................................................................................... 53
Commitment to Growth ........................................................................................................................ 56
The Site Visit and Site Visit Report ..................................................................................................... 58
Student Program Site Visit Report...................................................................................................... 60
Teacher Program Site Visit Report ..................................................................................................... 62
Site Visit Interview Questions ............................................................................................................ 64
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STARTALK Surveys ............................................................................................................................. 65
The Final Report ................................................................................................................................ 67
Partners for Growth .............................................................................................................................. 68
STARTALK Central: Who We Are ........................................................................................................ 69
Team Leaders: At-A-Glance................................................................................................................ 71
Site Visitors: At-A-Glance ................................................................................................................... 73
List of Online Resources ..................................................................................................................... 74
Additional Resources for Planning Your Program ............................................................................... 77
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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 is committed to continuous improvement
through all elements of the STARTALK program experience.
The STARTALK program proposal, curriculum templates, learning plans, site visit experience,
and final report are focused and aligned for learning and growth. The STARTALK-Endorsed
Principles and the Teacher Effectiveness for Language Learning (TELL) Project framework guide
the standards- and proficiency-based approach to teaching and learning within and across all
STARTALK programs.
This guide and its accompanying online resources are designed to support the success of your
STARTALK program. Your assigned team leader is available to address questions about the
procedures and materials outlined in this guide. STARTALK Central staff may be reached at
[email protected] for additional support.
Best wishes for your STARTALK program. Thank you for bringing the mission of STARTALK to
your local community and for taking the lead with STARTALK language teaching and learning.
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5
What’s New?
Instructional Planning
Curriculum
Teacher programs will identify learning targets and checks for learning related to how participants will acquire, process, apply, and reflect in order to meet the TELL Criteria addressed within the curriculum.
Learning Plans—Student Programs
Completion of all three stages of the learning plan will be required this year.
The improved format places increased emphasis on Lesson Can-Do Statements.
The Learning Plan Template now includes a space to plan strategies for differentiation.
Learning Plan Guide Updates
The Learning Plan resources has been updated to align with the 2017 Learning Plan Template (available at https://startalk.umd.edu/public/resources/learning-plan), with a focus on the Gradual Release of Responsibility model: I do, we do, you do.
LinguaFolio Online
The use of LinguaFolio Online is mandatory only for high school and college students (grades 9 and above). It is optional for middle school students (grades 5–8).
Program Management
Program-Specific Timelines
SOPHIE now includes the option for you to track the completion of your STARTALK tasks through an online timeline. This timeline includes fixed due dates for certain tasks that are global to all the programs, as well as due dates that are specific to each program. The program-specific dates are calculated based on your program’s start date, end date, and site visit date. The timeline feature will help you keep track of your progress by allowing you to check off the tasks that have been completed.
Consent Forms and Surveys
All consent forms will be collected online this year. Visit https://startalk.umd.edu/public/consent/forms to learn more.
Surveys will be collected via SurveyMonkey. Links to share with your program participants and survey data reports will be available in SOPHIE.
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Site Visits
Site visit LookFors have been revised for both the student and teacher programs. Again this year, the site visit debrief and report will focus on observational feedback and recommendations for continuous improvement. The LookFors will not be part of the site visit report.
The interview questions used by site visitors have been revised. New Resources
Several new resources are available online, via STARTALK’s 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 77.
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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.edu8
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GE 1
:
Wh
at
will
lea
rne
rs b
e
ab
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o d
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ith
wh
at
the
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kn
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by t
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CH
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me
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rk
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RTA
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en
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rin
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d in
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DEN
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rib
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als
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rld
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ntify
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ma
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cip
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STA
GE 2
:
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w w
ill
lea
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nst
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wh
at
the
y c
an
do
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at
the
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f th
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rib
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te h
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mo
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the
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wh
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the
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:
Wh
at
will
pre
pa
re
lea
rne
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o
de
mo
nst
rate
wh
at
the
y c
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do
with
wh
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the
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w?
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CH
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AN
D S
TUD
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T
PR
OG
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MS
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esc
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le
arn
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exp
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ill
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ill a
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ch
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to
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w
kn
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ge
an
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tea
ch
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skill
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nd
stu
de
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to
use
th
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mo
de
s o
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co
mm
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ica
tio
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TE
AC
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PR
OG
RA
MS
D
esc
rib
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he
ke
y
lea
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g e
xp
erie
nc
es
tha
t a
llow
pa
rtic
ipa
nts
to d
em
on
stra
te t
ha
t
the
y c
an
me
et
the
sta
ted
TELL
Crite
ria
.
STU
DEN
T P
RO
GR
AM
S
D
esc
rib
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he
ke
y
lea
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g e
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erie
nc
es
tha
t a
llow
stu
de
nts
to
me
et
the
sta
ted
Ca
n-
Do
sta
tem
en
ts.
TE
AC
HER
PR
OG
RA
MS
D
esc
rib
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ill
kn
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th
at
the
ma
jority
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ha
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me
t th
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arn
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targ
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s).
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itie
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ch
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arn
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TE
AC
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PR
OG
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MS
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serv
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ow
pro
gra
m
exp
erie
nc
es
inc
lud
e a
ba
lan
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of
ac
qu
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pro
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plic
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db
ac
k,
an
d r
efle
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n f
or
lea
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g.
STU
DEN
T P
RO
GR
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S
Ob
serv
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ow
le
arn
ing
exp
erie
nc
es
are
stru
ctu
red
in
wa
ys
tha
t
allo
w s
tud
en
ts t
o m
ov
e
tow
ard
in
de
pe
nd
en
t
pra
ctic
e.
TE
AC
HER
AN
D S
TUD
EN
T
PR
OG
RA
MS
De
scrib
e h
ow
yo
u w
ill
use
th
e in
form
atio
n
ga
the
red
fro
m t
he
pa
rtic
ipa
nt/
stu
de
nt
surv
eys
to in
form
yo
ur
pla
nn
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fo
r th
e
follo
win
g y
ea
r.
Im
ple
me
ntin
g t
he
STA
RTA
LK-e
nd
ors
ed
Pri
nc
iple
s fo
r Effe
ctive
Te
ac
hin
g &
Le
arn
ing
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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, providing input and modeling output, guiding and enabling cognitive processing, facilitating collaborative practice, and giving feedback to develop independent student language performance.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 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 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.
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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.
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 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 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. 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, reflect and self-assess in the final report. Additionally, in this section you can 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 direct your participants (or parents of minor participants) to complete online consent
forms in order to allow them to take the STARTALK surveys and be captured on photo or video for
STARTALK. Later in this guide you will find more details on consent forms, starting on page 27.
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 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, starting on page 16.
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 (pg 16) 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
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program director survey. Data from these surveys are critical to improving the STARTALK experience for
all.
After your STARTALK Program
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 (pg 16)
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.
NOTE: You are required to register with the System for Award Management (SAM) Registry
and the NSA Acquisition Resource Center ARC (see Paragraphs 2, and 3, below) in order to
receive and maintain your grant.
2) 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.
3) 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 email at [email protected].
4) 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
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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, you will be required to submit a revised
budget spreadsheet (to include revisions). This budget spreadsheet 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).
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 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, Revised
February 2017)
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. To avoid rejection of your invoice, the period covered by the invoice must have
passed before the invoice is submitted for payment.
NOTE: Sixty (60) days after the grant period of performance ends, the NSA Finance Office will
review grants in order to remove any remaining balance. Therefore, all invoices MUST be
submitted no later than 60 days after the period of performance ends.
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. Please send an email to Diane Varieur and Carol Maynard at [email protected] and [email protected] to obtain procedures for returning the check.
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In addition, please forward a copy of the check and explanation to both the National Security Agency and the Maryland Procurement Office. If your grant directs you to submit your invoice to ONR, please forward a copy of the check and explanation to 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 (page 3) and attachment 3 (paragraph 17).
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. Please include the CLIN, SLIN, and ACRN, found on page 2 of your grant, on the SF270.
NOTE: For 2017, a second CLIN will be included on the Grant Option you will receive for
the full funding of your grant. To ensure payment, please include both CLINS on all
invoices, once you have received the Grant Option.
c. After your initial SF270 is submitted, all subsequent invoices must have the Block #8 TO
Date on the SF270 state the end date of the Period Covered. The TO Date in Block #8 on
the SF270 must have passed before an SF270 can be submitted for that period.
d. NOTE: Not using the SF270 will cause your invoice to be rejected. Form SF270 can be
found at the following url:
http://www.whitehouse.gov/omb/grants_forms/
NEW FOR 2017:
The Maryland Procurement Office (MPO) website is the preferred method of invoice
submission by grantees. Invoice submission through the MPO website is highly encouraged
for organizations that have multiple grants with NSA and MANDATORY for grantees that have
a current PKI Certificate unless otherwise authorized by the NSA Grants/Agreements Officer .
Access to the MPO website requires an External Certificate Authority/Interim External
Certificate Authority (ECA/IECA) PKI Certificate. Information on purchasing an ECA/IECA
Certificate, including its initial and annual cost, is available on the internet at:
http://iase.disa.mil/pki/eca (must be a Medium Assurance Certificate). The grantee shall
contact the Electronic Commerce Office at (410) 854-5445 if they need additional information.
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After obtaining the ECA/IECA certificate, the grantee must contact the Electronic Commerce
Office to obtain an account if one does not currently exist.
The costs of the PKI and any associated costs may be allowed as a direct or indirect cost under
the grant award. PKI costs MUST BE APPROVED by the NSA Grant Officer IN WRITING to be
reimbursable under the grant award as a direct cost. Please contact the NSA Grant Officer or
Diane Varieur at [email protected] if you are unclear about what costs are allowable under your
award.
Invoices shall be submitted using the Standard Form SF270 as 300 dpi black and white .TIF using
Group IV compression or as 300 dpi black-and-white .PDF images. Invoices shall be legible,
quality, un-skewed images. Invoices shall not contain smudges, markings, shading, writing,
stamps, annotation, coffee rings, highlighted data, circling, or redacted data.
Each invoice shall be submitted in a separate attachment. Each supporting document shall also
be submitted in a separate attachment.
If submission of hardcopy invoices has been approved, please refer to the grant award
document listing the locations where the hardcopy invoice SF270 must be submitted (see
paragraphs f. and g. below).
Any questions the grantee has regarding payment status shall be directed via email to the NSA
Finance and Accounting Office at [email protected] or contact Diane Varieur at
[email protected] , or Carol Maynard at [email protected].
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
g. Send a copy of the invoice to the following concurrently with submission of the invoice
to ONR or Contracts—Accounts Payable (stated on page 3 of your grant)
National Security Agency ATTN: Diane Varieur, 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]
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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/.
You will also be required to submit a Tangible Personal Property Report (SF-428) at time of
grant award and a Tangible Personal Property Report Final Report SF-428-B, 90 days after the
end of the grant period of performance, to close out your grant. The forms can be found at:
https://www.whitehouse.gov/sites/default/files/omb/grants/approved_forms/sf-428.pdf
NOTE: The threshold for reporting property is $5000 per item. However, if there is no
property with a value of $5000 or over per item, the forms must be completed stating no
property was acquired by this program.
Performance/Final Report
Clarification of the Final Technical Report stated on Attachment #4 of the STARTALK Grant
Document: The Summer Program Report and the Post Program Activities Report (if required)
submitted to STARTALK Central, at the end of your STARTALK program, are the only Final
Technical Reports required for STARTALK Grants. The Summer Program Report and the Post
Program Activities Report are submitted to the government for each STARTALK grant by
STARTALK Central each year. However, if you are required to submit invoices to a specific
Office of Naval Research (ONR) Office per the guidance in your grant documentation, they may
require a copy of the Summer Program Report and the Post Activities Report to close out your
grant.
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Here is a recap of the contacts for award, budget, and invoicing issues:
Award and budget—Diane Varieur ([email protected]) (410-854-1948)
Award and budget—Glenn Ellison ([email protected]) (410-854-7051)
Budget modification—Diane Varieur ([email protected]) (410-854-1948) and
Carol Maynard ([email protected]) (410-854-7980)
Invoicing and invoice preparation:
Status of payment of invoices—Diane Varieur ([email protected]) (410-854-1948)
Status of payment of invoices—Carol Maynard ([email protected]) (410-854-7980)
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
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. If you are submitting your invoice
electronically use the Maryland Procurement Office (MPO) website using the
procedures stated above in the NEW FOR 2017 paragraph.
Send one copy of the form via email to the National Security Agency (Diane Varieur and Carol Maynard at [email protected] and [email protected] )
Send one copy of the form via email to the Maryland Procurement Office (Glenn Ellison
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STARTALK Program Timeline
SOPHIE now includes the option for you to track the completion of your STARTALK tasks through an
online timeline. This timeline includes fixed due dates for certain tasks that are goblal to all programs,
and due dates that are specific to each program. The program specific dates are calculated based on
your program’s start date, end date, and site visit date. The timeline feature will help you keep track of
your progress by allowing you to check off the tasks that have been completed. You can access the
program timeline from the programs page in SOPHIE. Below is a screenshot of what the timeline looks
like:
The tasks that are included in the checklist are detailed below.
Pre-Program Tasks
Title Due Date
Submit Online Program Listing and Description 3/10/2017
Send your site visit date selections to STARTALK Central 3/10/2017
Reserve Hotel Room for Spring Conference 3/31/2017
Register Online for Spring Conference 3/31/2017
Spring Conference 4/28/17-4/29/17
Submit Site Visit Logistics Online 5/17/2017
Submit Site Visit Agenda online 5/25/2017
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Submit Curriculum for Team Leader Review – Stage 1 & 2 21 days before program start date
Submit Curriculum for Team Leader Review – Stage 3 14 days before program start date
Curriculum is complete (no further changes) 7 days before program start date
During Program Tasks
Title Due Date
Administer online consent forms to participants and parents of minor participants
On or before 2 days after program start date
Instruct Parents of K-5 Participants to Complete the Parent Survey
5 days after program start date
Enter List of Instructors on Online Contact Form 14 days before program start date
Introduce Participants to LinguaFolio (Student Programs)
Program start date
Site Visit Day To be assigned by STARTALK
Receive Site Visit Report from Team Leader 7 days after site visit day
Respond to Site Visit Report online and submit response 14 days after site visit day
Instruct Participants (teacher/student 6-undergrad) to complete STARTALK survey
2 days before program end date
After Program Tasks
Title Due Date
Complete Program Director Stakeholder Survey The last day of the month of program end date
Register Online for Fall Conference 10/6/2017
Reserve Hotel Room for Fall Conference 10/6/2017
Submit Final Report online 9/15/2017
Fall Conference 11/3/17-11/4/17
Submit Supplemental Report (programs with activities beyond the summer only)
2/28/2018
Complete Program Impact Survey 3/1/2018
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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. Additionally, on page 74 of this guide you will find a list of our online resources. 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. Programs 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. Please note that curricula will be published, with or without approval, at that time. Model curricula are available for reference to support you in preparing your curriculum, although the format of the models from earlier years may may vary from the current online 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 can-do statements and learning episodes aligned with curriculum goals. Finally, 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. 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 support 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. 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.
Program Timeline (New!)
Program directors can track milestone tasks and events using the Program Timeline. A checklists allows
program directors to check off the tasks they complete ask they progress through the year.
Curriculum Development
Curriculum development, reviews, feedback and approval is facilitated online within SOPHIE.
Survey Reports
STARTALK will provide links to survey reports in SOPHIE for each program.
Reporting
Program directors will complete their final report in SOPHIE and submit it to STARTALK Central.
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Consent Forms
Consent forms are now online!
All program directors are required to request and administer the completion of online consent forms
from participants. Programs should request that all participants (or their parents) complete online
consent forms. STARTALK Central at the University of Maryland needs these consent forms from
participants who will take STARTALK surveys and/or will be photographed or video-taped during the
program.
Any participant whose consent form has not been signed should not complete a survey and photos or
video of those participants should not be shared with STARTALK Central or shared publically.
Participants will receive a confirmation email after completing the consent form. Please ask your
participants to forward their confirmation emails to you, so that you are aware who has completed the
forms for your program.
Cover letters in Traditional Chinese, Simplified Chinese, and Spanish are available for program directors
to distribute if needed at https://startalk.umd.edu/public/consent/forms.
Below are the consent form links to share with participants based on age and participant type (student
or teacher).
STARTALK Consent Form Links:
Student Participants: Ages
5-17
Student Participants: Ages 18+ Teacher Participants
Consent forms to be filled
by parents:
https://www.surveymonkey
.com/r/STARTALK_Parents_
Consent
Consent forms to be filled
by participants:
https://www.surveymonkey.co
m/r/STARTALK_18Plus_Consent
Consent forms to be filled out
by participants:
https://www.surveymonkey.com/r/ST
ARTALK_Teacher_Consent
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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.
REMINDERS
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
the end of the program?
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
Review and approval process is done online; checklist is embedded in online process
Programs should seek approval for Stages 1 and 2 prior to drafting Stage 3
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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?
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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?
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TEACHER CURRICULUM TEMPLATE
The teacher curriculum template is designed to connect program content to 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.
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 road map 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 the end of the program?
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 that 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 and
should indicate how
participants will acquire,
process, apply, and reflect
on learning.
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.
Learning targets
Curriculum template must be completed online; some fields autopopulate from proposal. Approval process is done online; checklist is embedded in online process. Programs should seek approval for STAGES 1 & 2 prior to drafting STAGE 3.
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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: Does the evidence or product
developed by participants align with program goals you identified? Does the evidence or product allow
participants to apply their learning beyond the program in an actual teaching environment? Does the
evidence or product allow participants to reflect on their learning/professional growth in the program?
Does the evidence or 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?
33
STAGE 3: What will prepare participants to demonstrate
what they can do with what they know?
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. Specify how participants will acquire, process, apply, and
reflect on learning toward targeted TELL Criteria. Finally, name the major resources that will be used for
each TELL Criterion (you may wish to consult the STELLA documents for aligned sample learning activities and resources). This section is intended to capture the learning targets, checks for learning, and learning
experiences throughout the program and should include online or post-program experiences.
TELL CRITERIA STATEMENT #___
The criteria statement here were identified in Stage 1.
Click on each statement and complete one table to identify learning targets, checks for learning,
and resources outlining a learning progression for participants.
Learning Target
Identify program-specific Can-
Do statements that lead
participants to meet the
identified TELL Criterion.
Check for Learning
Identify how and when
participants will demonstrate
and get feedback on meeting
the program-specific Can-Do
statements.
Acquiring
How will participants gain new
knowledge and skills through
input?
Processing
How will participants build
personal understanding of new
knowledge and skills?
Applying
How will participants use new
knowledge and skills?
Reflecting
How will participants explore
ways to use new knowledge
and skills beyond the program?
Resources
What resources will participants
interact with to support their
new knowledge and skills?
Curriculum Review Question
Does the evidence or product allow the participant to demonstrate new knowledge in a
way that transfers to the classroom?
34
Curriculum Review Questions:
Do the learning targets clearly align with the Tell 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 will be used for each learning target?
Does this section capture the activities that address the identified learning targets before,
during, and after the program?
35
Model Curricula
STARTALK Central has created model curricula to provide a frame of reference for student programs in
the curriculum development process. Teacher programs may use these examples when helping
participants understand standards-based, backward design approaches to curriculum development. 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. Please note that the format
and content elements of model curricula developed prior to 2016 vary from that of our current
curriculum template.
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
Additionally,STARTALK model curricula have been adapted for Arabic, Dari, Hindi, Persian, and Urdu
programs. These language-specific model curricula are also available on our model curricula page.
Companion Guides
Companion guides containing examples of curricula are also available online: Teacher program curriculum companion guide https://startalk.umd.edu/system/files/resources/teacher_program_curriculum_companion_guide.pdf Student program curriculum companion guide
https://startalk.umd.edu/system/files/resources/student_program_curriculum_companion_guide.pdf
36
The Learning Plan Resources
For STARTALK student programs, the lesson plan is referred to as 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 learning targets 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 lesson can-do statement. Programs are required to complete learning plan STAGES 1, 2, and 3.
The learning plan resources, including model learning plans, can be found at
https://startalk.umd.edu/public/resources/learning-plan
Instructions for preparing learning plans for the site visit:
STARTALK student programs are required to complete learning plans for all lessons leading to curriculum learning goals for the duration of the program. Site Visit teams will need access to learning plans at the time of the site visit in either print or digital form, for learning plans from day one through the day following the site visit. These learning plans give the site visit team a window into your program experience beyond the day of the site visit and allow them to assess the degree to which your program as proposed is being implemented in practice. Programs are required to submit an electronic version of learning plans for the day before, day of, and day after the site visit. This documentation helps us to identify professional learning priorities and to identify effective practices within STARTALK programs.
The electronic versions of learning plans for the day before, day of, and day after the site visit should be labeled using a file name that is descriptive enough so that the team leader and STARTALK Central will understand the contents of the document based on the file name alone. Please be sure to also include the program’s name and serial number in the file name.
37
STUDENT PROGRAM LEARNING PLANS
The learning plan divides daily instruction into multiple learning episodes that indicate
specific Lesson Can-Do statements and the anticipated evidence that will be collected
to determine whether Lesson or Program Can-Dos 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 Program Can-Dos identified in the Curriculum Template to the learning experiences
that occur during the program
Requires programs to identify Lesson Can-Do statements 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 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 specific Lesson
Can-Do statements. Learning episodes
typically provide a limited amount of input
with time allowed for guided, collaborative,
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 thirty minutes.
Input (I Do)
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
Applying (You Do)
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 Can-Dos for the lesson
Guiding/Collaborating
(We Do)
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
years
Offers suggestions on how
STARTALK might better
38
Revised 2017
STUDENT PROGRAM LEARNING PLAN For step‐by‐step help in completing this document, please see the accompanying annotated learning plan and sample learning plans.
Date: Grade Range of Learners: Targeted Performance Level:
Time Allotted for This Learning Plan:
Lesson Can-Do Statements Identify specific Lesson Can-Do statement(s) from the Program Can-Do statements in the Curriculum Template (column 2) that are appropriate for and specific to this learning plan.
Indicate what learners need to know and understand to meet the Lesson Can-Do statements above.
Culture
Content Language
EPISODE ______ STAGE 1 Lesson Can-Do Statement(s) Addressed: See box above
STAGE 2 Check for Learning
Task or activity learners will do to provide evidence that they are making progress toward the Lesson Can-Do statement(s).
39
Revised 2017
STAGE 3 Enabling Activities Tasks that lead learners to demonstrate what they can do with what they know. Differentiation Strategies Adjustments to instruction or activities to meet learner needs based on age, readiness, process, or output.
Time:
EPISODE ______ STAGE 1 Lesson Can-Do Statement(s) Addressed: See box above
STAGE 2 Check for Learning
Task or activity learners will do to provide evidence that they are making progress toward the Lesson Can-Do statement(s).
STAGE 3 Enabling Activities Tasks that lead learners to demonstrate what they can do with what they know. Differentiation Strategies Adjustments to instruction or activities to meet learner needs based on age, readiness, process, or output.
Time:
Add additional learning episodes as needed by copying a learning episode box.
40
Revised 2017
MATERIALS NEEDED What supplies and materials will you need to successfully implement this learning plan?
PERSONAL REFLECTION How did this lesson go? What could you do to improve this learning plan if you do these activities again?
41
Revised 2017
ANNOTATED LEARNING PLAN This document provides step‐by‐step help in completing the learning plan template.
Date: Grade Range of Learners: Targeted Performance Level:
Time Allotted for This Learning Plan:
Lesson Can-Do Statements Identify specific Lesson Can-Do statement(s) from the Program Can-Do statements in the Curriculum Template (column 2) that are appropriate for and specific to this learning plan.
Indicate what learners need to know and understand to meet the Lesson Can-Do statements above.
Culture
Content
Language
It is necessary to break apart Program Can‐Do statements for learning plan development. By pulling apart the language, content, and
cultural context of a Program Can‐Do statement, you create Lesson Can‐Dos and can clearly see the smaller incremental steps within a learning plan that will lead to student progress. For more on Lesson
Can‐Do statements, see the Lesson Can‐Dos document.
The targeted performance level will come from your Curriculum Template.
Within the context of the Lesson Can‐Do statements, list what the
learners need to know and understand about cultural practices, products, and/or
perspectives.
Within the context of the LessonCan‐Do statements, list the content‐related topics and
academic connections associated with the program theme that
learners need to know.
Within the context of the Lesson Can‐Do statements, list the
functions, vocabulary words and phrases, and grammatical
structures that learners need to know and apply.
42
Revised 2017
EPISODE ______
STAGE 1
Lesson Can-Do Statement(s) Addressed: See box above
STAGE 2
Check for Learning
Task or activity learners will do to provide evidence that they are making progress toward the Lesson Can-Do statement(s).
STAGE 3 Enabling Activities Tasks that lead learners to demonstrate what they can do with what they know. Differentiation Strategies Adjustments to instruction or activities to meet learner needs based on age, readiness, process, or output.
Time:
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?
PERSONAL REFLECTION How did this lesson go? What could you do to improve this learning plan if you do these activities again?
Describe how learners will demonstrate that they can
meet the Lesson Can-Do statement that this learning
episode is focusing on. Identify the mode(s)
addressed.
Initial Learning Episode: I DO
Sets the focus and intention for the
learning sequences
Subsequent (Multiple) Learning Episodes: WE DO
Guided and Collaborative learning
sequences
Final Learning Episode: YOU DO
Independent application of learning
These episodes build on the previous episode(s) to move students to the
target performance. Initially with teacher guidance and then working
collaboratively, learners should be processing and practicing
applications of new learning in real-world and relevant contexts. The learners, not the teacher, are the
active participants. This is the WE DO phase of the Gradual Release of
Responsibility model. The goal for the final episode in the learning sequence is for learners to demonstrate in
meaningful and unrehearsed ways that they are able to independently, without teacher guidance, use what they know to show that they have met the Lesson Can-Dos derived from the Program Can-Do statements. This is the YOU DO phase of the Gradual Release of
Responsibility model. Allotted time for learning episode
How will you capture the students’ attention, interest, and energy in this learning
episode?
Since this is the first learning episode of the sequence, you should provide
multiple and sufficient opportunities for students to acquire new language and structures before expecting production. Highly visual contexts will make meaning transparent. This is the I DO phase of the Gradual Release of Responsibility model.
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LESSON CAN-DO STATEMENTS
Lesson Can-Do statements are smaller indicators or descriptors of how learners incrementally move toward
selected Program Can-Do statements. These indicators or descriptors are derived by pulling apart the
language, content, and cultural context of the Program Can-Do statements and using them to focus your
learning plan. These Lesson Can-Do statements are small enough that they can be the focus of single learning
episodes. Learners can show that they can accomplish these Lesson Can-Dos in the check for learning at the
end of each learning episode.
NCSSFL-ACTFL Global Can-Do Statements (column 1 in Curriculum Template)
Program Can-Do Statements (column 2 in Curriculum Template)
o Lesson Can-Do Statements (identified in Learning Plan, page 1): several smaller incremental
Can-Do statements leading to a Program Can-Do
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?
Look at the following examples, all from Student Programs (2016). Note that these examples are
noncontextualized in order to highlight the Lesson Can-Do.
Global Can-Do
Statements
Program Can-Do Statements
Summative Assessments
Lesson Can-Do Statements
Checks for Learning
Formative Assessments
44
Example: NM Presentational Speaking
Global Can-Do: I can present information about myself and some other very familiar topics using a variety of
words, phrases, and memorized expressions.
Program Can-Do: I can describe my family to others.
Lesson Can-Do Statements: (these will vary based on the program theme, the learning episode check for
learning, and Stage 2 performance assessments)
I can give the names of my family members and identify their relationship to me.
I can give the age and birthday of members of my family.
I can state the physical characteristics of members of my family.
I can state the personality characteristics of members of my family.
Example: NH Interpretive Listening
Global Can-Do: I can often understand words, phrases, and simple sentences related to everyday life. I can
recognize pieces of information and sometimes understand the main topic of what is being said.
Program Can-Do: I can understand simple descriptions of famous cultural places/landmarks in the target
culture.
Lesson Can-Do Statements: (these will vary based on the program theme, the learning episode check for
learning, and Stage 2 performance assessments)
I can connect the names of (up to five) cultural places and landmarks to corresponding visuals.
I can match words and phrases to cultural places and landmarks.
I can connect short descriptions to familiar cultural places and landmarks.
Example: IH Interpersonal Communication
Global Can-Do: I can participate with ease and confidence in conversations on familiar 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.
Program Can-Do: I can exchange information and opinions with others about my family history.
Lesson Can-Do Statements: (these will vary based on the program theme, the learning episode check for
learning, and Stage 2 performance assessments)
I can ask and answer questions about cultural artifacts from my family history and the family history of
others.
I can share and explain my opinion with others about the importance of a few cultural artifacts in my
family.
I can exchange information about the origin of important family cultural artifacts.
To contextualize how the Lesson Can-Dos work within the learning plan, see the sample below.
45
Performance Target: NM
Global Can-Do Statements:
I can ask and answer simple questions about family, animals, likes, and dislikes. (Interpersonal Speaking)
I can sometimes understand simple questions or statements on familiar topics related to biographical
information, animals, or other likes and dislikes. (Interpretive Listening)
Lesson Can-Do Statement(s)
Interpersonal speaking Lesson Can-Do statements for this learning sequence:
I can talk about animals I like and dislike.
I can talk about activities I like and dislike.
I can ask classmates about activities they like and dislike.
I can ask classmates about animals they like and dislike.
Interpretive listening Lesson Can-Do statements for this learning sequence:
I can demonstrate understanding of simple statements about Mulan’s likes and dislikes.
I can demonstrate understanding of simple statements about the animals and activities on Mulan’s
farm.
I can identify family members.
I can identify farm animals and family pets.
EPISODE ___1___
STAGE 1
Lesson Can-Do Statement(s) Addressed:
See box above
I can identify family members from the story
of Mulan.
STAGE 2
Checkfor Learning Task or activity learners will do to provide
evidence that they are making progress toward the Lesson
Can-Do statement(s).
Learners draw a family tree based on what the teacher
says about Mulan’s family. Interpretive We Do Guided
Learners pair and share information about the images as
the teacher circulates. Interpersonal We Do Collaborative
STAGE 3
Enabling Activities
Tasks that lead learners to demonstrate what they can do with what they know.
Teacher draws Mulan’s family tree and introduces Mulan’s family and farm. I Do
Teacher shares information, retells story while students draw the family tree. We Do Guided
Learners draw images associated with teacher’s statements. We Do Collaborative
Learners pair and read or explain words on family tree to partner. You Do
Differentiation Strategies
Adjustments to instruction or activities to meet learner needs based on age, readiness, process, or output.
Younger learners have Mulan’s family tree and match images to places on the tree.
46
LinguaFolio Online
LinguaFolio Online (LFO) is an online language learning portfolio that was derived from the paper-based portfolio developed by the National Council of State Supervisors for Languages (NCSSFL). The language portfolio 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. As a result, their learning becomes increasingly self-directed. Why should I use STARTALK LFO in my STARTALK program? The use of LinguaFolio Online is mandatory for high school and college students (grades 9 and above). It is optional for middle school students (grades 5–8). A customized version of LinguaFolio Online, specifically designed for STARTALK student programs, helps your program to be successful in the following ways:
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 reflect on their growing proficiencies
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 learning happens, a free mobile application called LFO to Go (Android and iOS) accompanies the web version of LinguaFolio Online. With a wireless or data connection, learners can easily capture their language use as it happens and where it happens, saving your program the time of reserving and using a computer lab. 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, assigning Can-Do Statements, and uploading and reviewing evidence. How can 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] at any time or at 541-357-8048 Monday- Friday 8:00am – 3:00pm Pacific Time from May 15-August 11.
47
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 curricula. The TELL Project 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.
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49
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.
50
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/
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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.
I can present informa-tion about myself and
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
stories and descriptions of some length and in various time frames.
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
related to everyday life and personal interests
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
and experiences in various time frames.
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
53
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
I can present informa-tion about myself and
some other very familiar topics using single
words or memorized phrases.
I can present informa-tion about myself and
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
stories and descriptions of some length and in various time frames.
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
related to everyday life and personal interests
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
and experiences in various time frames.
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
54
55
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. This section also includes information about the participant and stakeholder surveys, as well as an overview of the final report.
56
57
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 recommendations 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 program’s
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
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 discussion of findings with the
program director. Program Directors 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 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.
58
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 following 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. Please see
page The Learning Plan Resources37 for more information about learning plan collection.
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.
59
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
60
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 so that
the programs can receive meaningful feedback. Although STARTALK Central will receive data on individual LookFors, it will be used only to compile data on the implementation of STARTALK-
endorsed principles for all programs.
Program Design
1. The observed program matches the written
description of the program.
2. For combination programs: Combination
teacher program is essential in 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
learners 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 learning targets are clear to the
learners.
12. The teacher provides multiple opportunities
for learners to communicate in pair and
small group activities.
13. Learners interpret and express ideas about
topics of interest to them.
14. There is a balance between learner-to-
learner communication and teacher talk.
15. Learning episodes are designed to move
learners from “I do” to “we do” to “you do.”
Evidence of Target Language Use and
Comprehensible Input
16. The target language is used at least 90
percent of the time.
17. The teacher uses a variety of verbal and
nonverbal strategies to make language
comprehensible without 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 nonprint 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 teacher checks for learning at the end
of each learning episode.
25. Learners receive timely feedback on how
to improve their performance.
26. The teacher uses assessment evidence to
adjust instruction.
27. Learning is assessed in the interpretive
mode of communication.
28. Learning is assessed in the interpersonal
mode of communication.
29. Learning is assessed in the presentational
mode of communication
61
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?
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 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
62
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 so that the programs can receive meaningful feedback. Although STARTALK Central will receive data
on individual LookFors, it will be used only to compile data on the implementation of STARTALK-endorsed principles for all programs.
Program Design (as seen in the proposal, curriculum template, and interviews)
1. The observed program matches the written descriptions of the program. 2. The STARTALK-endorsed principles are reflected in the program.
3. The schedule and content are appropriate and realistic for the length of the program. 4. The program design meets the professional learning needs of the participants.
5. (for programs that have an online component) The online component is essential in participants’ meeting the learning targets of the program.
6. (for combination programs) Combination student program is essential in meeting the
goals of this teacher program.
Learning Experiences (as seen during observations and interviews) 7. There is a balance and logical sequence of learning experiences (acquisition
processing application reflection).
8. Participants acquire new knowledge and skills.
9. Participants process new knowledge and skills to build personal understanding through observation, collaboration, and reflection.
10. Participants apply new knowledge and skills. 11. Participants reflect and explore ways to use new knowledge and skills beyond the
program.
Instructional Strategies (as seen during observations and interviews) 12. Instructors respond to the linguistic and cultural background and experience of
participants.
13. Instructors model strategies that can be used in the classroom. 14. Instructors continually check for learning to monitor and adjust instruction.
15. Instructors provide ongoing feedback to participants. 16. Instructors model the effective use of technology that can be used in language learning.
17. Instructors facilitate ongoing networking among participants.
63
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 questions will only be used to interview participants in
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?
How do you help your teachers improve their instruction (before and during the program)?
Instructors for Student/Teacher Programs
How has the program helped you be a better teacher?
What would have helped you be better prepared?
What is working well? What is a highlight so far?
What would make the program better?
Students
What is the most exciting thing you have learned so far in this program?
What are the activities in this program that have helped you learn the most?
If you were designing this program, is there anything you would like to do differently?
Is there anything else you want to share with us about the program?
**** For residential programs? How much language are you using outside of class? How are evening and weekend activities helping you learn more of your language?
Participants in Teacher Programs
What are you hoping to learn from this program?
How is this program helping you 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 participant 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. In SOPHIE 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
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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]
Rebecca Damari Director of Research [email protected]
Nicole Rumeau Senior Project Manager:
Programs [email protected]
Biviana Sanchez Senior Project Manager:
Software Development
Startalk-
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]
Naima Shameem Travel Coordinator [email protected]
Mary Lewis Finance Coordinator [email protected]
Yoonjee Hong Graduate Assistant [email protected]
Katie Pulupa Graduate Assistant startalk @nflc.umd.edu
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Wei You Faculty Research Assistant startalk @nflc.umd.edu
Soomin Hong Intern [email protected]
Krisnadi
Poedjosoedarmo Senior Programmer
startalk-
Gargy Dave QA Software Test Lead Startalk-
Deepti Agrawal Technical Business Analyst Startalk-
Romi Patel Software Support Specialist Startalk-
Anish
Balasubramanian Graduate Assistant
Startalk-
Phaneendra Namala Graduate Assistant Startalk-
Aniket Jadhav Graduate Assistant Startalk-
STARTALK Helpdesk For assistance with SOPHIE Startalk-
STARTALK General
Inquiries
For general assistance with
STARTALK [email protected]
Government Sponsor Representatives
Diane Varieur [email protected]
Carol Maynard [email protected]
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• 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
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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 plansto observe a residential program theevening before the site visit
• obtains access to online learningcomponents prior to site visit
Coordinating with Site Visitors• has organizational responsibility for
coordinating and confirming site visitarrangements with team and STARTALK Central
• organizes a pre-visit breakfast meeting oralternative time to meet with team to discussthe 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, Site Visit 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 site visit report and shares with site visitors for input• publishes site visit 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
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• 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, Site VisitReport and Follow-up
• contributes to the draft of site visit 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 Guide https://startalk.umd.edu/system/files/resources/programguide.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 https://startalk.umd.edu/public/resources/learning-plan
Model Student Curricula https://startalk.umd.edu/public/model-curricula/
Model Student Curricula adapted for Arabic https://startalk.umd.edu/public/model-curricula/arabic-curricula
Model Student Curricula adapted for Dari https://startalk.umd.edu/public/model-curricula/dari-curricula
Model Student Curricula adapted for Hindi https://startalk.umd.edu/public/model-curricula/hindi-curricula Model Student Currricula adapted for Persian https://startalk.umd.edu/public/model-curricula/persian-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
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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 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 Berkeley-STARTALK Teacher Certification Enrichment Program for Chinese Language Teachers https://startalk.umd.edu/public/resources/berkeleyteachercertification
LangCred http://langcred.org/ Putting the Standards Front and Center https://startalk.umd.edu/public/resources/oxy/ STARTALK Multimedia Teacher Workshops Collection https://startalk.umd.edu/public/resources/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
Discover Russia! https://startalk.umd.edu/public/resources/discoverrussia 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 Learning Module on Proficiency https://startalk.umd.edu/public/resources/Learning-Module-on-Proficiency
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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 New Languages, New Opportunities. STARTALK Program Design Institute https://startalk.umd.edu/public/resources/actfl-webinars
Assessment Resources
K-5 Word Frequency Dictionary for Chinese L2 Learners https://startalk.umd.edu/public/resources/WordFrequencyDictionary 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 STELLA Modules https://startalk.umd.edu/public/resources/stella STARTALK Central collaborated with the Teacher Effectiveness for Language Learning (TELL) Project team to develop a framework called the STARTALK-TELL Alignment (STELLA). STELLA modules are organized by TELL Domain and include topics, tasks and resources designed to help pre-service and in-service teachers develop skills for effective language teaching and learning, aligned with TELL Criteria. STELLA resources are designed to support a continuum of professional learning within STARTALK teacher and student programs. Video on Classroom Management https://startalk.umd.edu/public/videos/classroom-management
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
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
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.
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Learning Module on Proficiency
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.
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.
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STARTALK Multimedia Teacher Workshop Collection
https://startalk.umd.edu/public/resources/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
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
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 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.
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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 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 searchable list 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.
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Master’s Degree in Hindi/Urdu Language Pedagogy at Kean University https://startalk.umd.edu/public/resources/keanmasters
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, 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
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 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
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Module on Exploratory Practice 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
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 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:
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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 http://etower.nvcc.edu
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 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
Discover Russia! https://startalk.umd.edu/public/resources/discoverrussia
This project provides an online Learning Module for Russian language study aligned with the World-
Readiness Standards for learning languages and based on the STARTALK Model Curricula. The Module
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will target the intermediate-low proficiency level and will be made available free of charge to pre-
college students and teachers. This Module will fill the gap as a necessary, age-appropriate resource that
is seriously lacking for pre-college students who study Russian beyond the novice level and will serve as
a template for future Module development.
In keeping with the general theme of travel and identity, students prepare to travel around Russia in the
module and become “Ambassadors” for the places they visit. In this way, students learn to share their
own culture while learning about another culture. The topic for Module #1 is: Подготовка к поездке /
Travel Plans and is based on the STARTALK model curricula – “Oh, the Places We Will Visit! Tourist and
Traveler” Startalk model curricula, and includes six learning plans.
Berkeley-STARTALK Online Teacher Certification Enrichment Program
https://startalk.umd.edu/public/resources/berkeleyteachercertification
The 2017 Berkeley-STARTALK Online Teacher Certification Enrichment Program for Chinese Language Teachers is a second year STARTALK Infrastructure program with a goal of combining theory and practice using meaningful and practical pedagogical approaches. The four STARTALK courses will be fully supported by STARTALK with no additional tuition required. For the 15 students in the San Francisco Bay Area completing their first two courses offered in 2016, the 2017 program will offer two 3-unit courses titled “methods and materials of Teaching Chinese-II” and “Technology Use in the Chinese Language Classroom”. The program will offer five seats to people outside the San Francisco Bay Area with proof of admission from teacher licensing programs near the applicants. Two 3-unit courses titled “Chinese Linguistics for Chinese Language Teachers” and “Methods & Materials of Teaching Chinese-I” will be offered to the 2017 new group. This 2017 program will be possible for any program certifying Chinese language teachers to incorporate the Chinese courses into their teacher certification programs in order to enhance the Chinese teacher candidates’ performance in the classrooms Teacher candidates will be recruited in collaboration with Holy Names University’s Teacher Credentialing (licensure) Program. After completing the STARTALK courses, the candidates must transfer their 12-unit to Holy Names University or any nearby teacher licensing program if away from the San Francisco Bay Area to continue their licensing program and pay for their own tuition to complete the teacher licensing program.
Assessment Resources
K-5 Word Frequency Dictionary for Chinese L2 Learners https://startalk.umd.edu/public/resources/WordFrequencyDictionary
The principal goal of the Mandarin Institute-Loyola Marymount University (LMU) STARTALK Infrastructure Building the K-5 Chinese Readability Scale for Assessing Early Literacy is to build the foundation for early Chinese reading instruction by creating lexiled vocabulary levels and assessments.
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Given the lack of assessments, measures and tools to support teachers in selecting grade-level reading materials and texts appropriate in a variety of Chinese immersion programs, the first baseline word frequency dictionary for K-5 Chinese L2 learners has been developed. These leveled lists can be used to determine text difficulty of a particular literature or informational reading materials/texts along with an online searchable database tool. Together, the word lists and searchable database can be used to support teachers in the design of literacy instruction that addresses their students’ reading levels.
In order for this listing to be useful to classroom instructors, we needed to align the high frequency words with vocabulary requirements of Common Core and Content Standards for each grade level. The word frequency dictionary will serve as a foundation to creating a formula for measuring text complexity, and thus readability for grade level texts.
The Word Frequency Dictionary can help to:
Predict L2 student’s reading comprehension by grade Predict L2 student’s reading comprehension by grade Provide vocabulary guidelines for textbook writing and reading material selection Inform the development of assessments
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.
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
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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
This is a collection of Oral Proficiency Interviews (OPIs) conducted by ACTFL certified testers
demonstrating student performance at the different proficiency levels.
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
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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.
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