SCPS Standards review for Curriculum team

1. Curriculum Reveiw
Workshop
2014
Seminole County Public Schools

3. Learning Goal:
Teachers will be able to evaluate the
current curriculum in relationship to
Standards and Proficiency based
instruction and assessment in order to
improve teaching practice and increase
student proficiency in World Languages
learning.

5. What are Standards?
Content Standards (NGSS Standards for World languages)
• What should students know and be able to do?
Performance Standards
• How can students show they are achieving the content standards?
Proficiency Standards
• How well are students achieving – how can we measure progress
over time?
Program Standards (district curriculum and resources)
• When? Where? Who? – the elements of program design
State Standards: Connecting a National Vision to Local Implementation (PDF)
by Paul Sandrock, ACTFL
5

6. How to find Language Goals for Each
Course Level:
1. Go to Cpalms
(http://www.cpalms.org )
2.Read FLDOE Course Description
3.Find PROFICIENCY level expected in
that level
4.Understand Performance and
Performance indicators for each level

7. Proficiency Vs. Performance
Proficiency
• to communicate
meaningful
information
• in spontaneous
interaction
• understandable to
native speakers
• does not mean
perfection
Performance
• performance in
familiar contexts
• practiced and
rehearsed
• connected to specific
curriculum

9. Proficiency Levels
What are the proficiency levels?
Novice
Intermediate Superior
Advanced

10. Proficiency Levels

11. Proficiency is like…Pizza
Novice
Superior
Advanced
Intermediate

12. Proficiency is like…Pizza
You start eating at the point of
the pizza and there’s really not
much there.
When you start learning a
language there’s very little you
can do with the language because
there’s not much there.

13. Proficiency is like…Pizza
The farther up the pizza slice you eat, the
more there is to eat.
The more language you learn, the more
you can do with the language.

14. Proficiency is like…Pizza
Some people eat the crust and some
don’t.
Some people speak language at the
superior level, and some never achieve
that (even in their native language).

15. Proficiency is like…Pizza
Some people eat a cheese pizza, others
eat pepperoni, while others eat only
veggies, and that’s ok.
When it comes to learning a language,
not everyone learns the same
vocabulary, and that’s ok, too.

16. Proficiency Levels Defined

17. Expected Proficiency Levels for Florida
Level 1: Novice Mid - Novice High
Level 2: Intermediate Low-Mid
Level 3: Intermediate High-Advanced Low
Level 4: Advanced Low-Advanced Mid
Novice low Novice Mid Novice High
Intermediate
Low
Intermediate
Mid
Intermediate
High
Advanced
Low
Advanced Mid
Level 1 Level 2 Level 3
Level 4

18. Proficiency Sublevels
LOW
a baseline performance for the level; sustained but
skeletal for the level; “Just hanging on”
MID (the largest sublevel)
solid performance for level; quantity/quality for the
level; may have some features of the next level
HIGH
sustained performance close to the next major level

19. Proficiency Sublevel Differences
• Differences between low and mid is the
quantity and quality with the same
function
• Differences between mid and high is
not being able to sustain criteria for the
next level

21. ACTFL Proficiency and Performance
Descriptions
http://actflproficiencyguidelines2012.org/
http://www.actfl.org/sites/default/files/pdfs/Per
formanceDescriptorsLanguageLearners.pdf

22. The Modes of Communication – critical to
understanding the standards
Interpersonal
Interpretive
Presentational

23. Interpersonal Communication
Students engage in conversation, provide and
obtain information, express feelings and emotions,
and exchange opinions.
1.The active negotiation of meaning among
individuals
2.Participants observe and monitor one another to see
how their intentions and meanings are being
communicated
3.Adjustments and clarifications can be made
accordingly.
4.Participants need to initiate, maintain, and sustain
the conversation

24. Interpersonal communication
Is NOT IS
One-way communication Two-way exchange
Memorized (dialogues) Spontaneous (and
unpredictable)
Only asking (all) the questions Helping each other
Strict turn taking Following up and reacting;
maintaining the conversation
Ignoring your partner; waiting
to say something
Indicating interest: interactive
body language, eye contact
Overly concerned about
accuracy
Focusing on the message
Giving up when you don’t
understand
If communication fails/falters,
asking for clarification

25. Interpretive Communication
Students understand and interpret
written and spoken language on a
variety of topics
1.The interpretation of meaning,
including cultural
2.The source is something heard, read, or
viewed
3.No opportunity to interact with the
writer, speaker, or producer
4.The task is to try to understand the gist
and as many layers of details as
possible

26. Interpretive communication
Is NOT IS
Translation Context-driven understanding
(gist)
Hunt for trivial details Whole picture; mediating
meaning with the text; focused
task
Glossed readings; teaching all
new vocabulary first
Familiar words in new context;
and new words in a familiar
context (authentic)
Reading, listening or viewing
from the reader's perspective
only
Use the author’s perspective
and cultural perspective
Reading word for word Re-phrasing chunks, retelling;
predicting; using the structural
clues

27. Presentational Communication
Students present information, concepts,
and ideas to a audience of listeners or
readers on a variety of topics
1.The creation of messages
2.The message may be delivered via
writing, speaking or visually presenting
3.No immediate opportunity to interact
with the reader, listener, or viewer
4.The creator of the message needs to
be aware of the audience and how to
make an impact on that audience

28. Presentational communication
Is NOT IS
Negotiated communication One-way communication
Random Practice, rehearsed, polished (or
on demand)
Unplanned Organized
Speaking or writing in a vacuum An awareness of audience
(formal/informal; cultural
context)
Reliance of circumlocution Improved with dictionary and
spell-check tools
Talking or writing only for the
teacher
Maintaining attention of
intended audience

29. We need to make sure
ALL standards and ALL
modes of
communication are
addressed in our
curriculum

30. What is working?
What are we currently
emphasizing in
curriculum?
What do we need to do
more of?
What do we need to do less
of?

31. Works Cited
ACTFL PERFORMANCE DESCRIPTORS FOR LANGUAGE LEARNERS.
Alexandria, VA: American Council on the Teaching of Foreign Languages,
2012. Print.
"ACTFL Proficiency Guidelines." ACTFL Proficiency Guidelines.
Sandrock, Paul. Through World Languages: Developing Literacy through
Language Learning. N.p.: American Council on the Teaching of Foreign
Languages, n.d. PDF.
Sandrock, Paul. The Keys to Assessing Language Performance: A
Teacher's Manual for Measuring Student Progress. Alexandria, VA:
American Council on the Teaching of Foreign Languages, 2010. Print.
Swender, Dr. Elvira. "ACTFL Proficiency Levels in the Work World."
Proc. of CIBER 2012 Conference, Chapel Hill, North Carolina.
N.p.: n.p., n.d. 5-16. Print.