Preparation for the IHE Institute World Language Content Session

1. Preparation for the IHE InstituteWorld Language Content Session • Read through the WLES Content Session agenda to see how we’ll be spending our time together. • Skim the “I can” statements on the back for a preview of the journal reflections. • Verify that your computer is online and charging (if needed). • Login to your Penzu account and set-up your journal for the day. • Pull up the World Languages wiki at http://wlnces.ncdpi.wikispaces.net/

2. IHE Institute 2012 - 2013 World LanguageContent Session- - - - - - - - - - - - Proficiency 101

3. IHE Institute 2012 - 2013 Welcome, Introductions & Overview

4. Introductions With the group, please share: • Name • Current Title(s) • Institute of Higher Education • 1 PD Goal for Yourself(in 12 words or less)

5. Overview:Content Session Objectives By the end of today, I will be able to share with others about: • Understanding the 8 proficiency levels in the World Language Essential Standards. • Teaching to build proficiency. • Assessing proficiency, formatively and summatively, in the classroom.

6. Overview: IHE Institute Agenda • Welcome & Overview of NCSCS • Proficiency 101 • Communication Modes + Culture → Assessment • Backwards Design with P101 Project • Spiraling of Proficiency & FA • Proficiency-Based Assessment • Wrap-up & Webinar Preparation

7. Web Tools - World Language Content Session • Google Docs & Forms collaborative document editing and surveys • LiveBinder online media sharing • Penzu PD journal to reflect and share • Screencast-O-Matic online podcasts for sharing

8. Overview: Comfort & Considerations • Restrooms, Breaks & Refreshments • Wireless Network & Electronic Gadgets • Coding System in PPT • Parking Lot on chart paper • Power Strips & Extension Cords

9. Web Tool: Penzu Login to your Penzu account and set-up your journal for the day. Introductions will include: • Name, Current Title(s) • Institute of Higher Education • 1 PD Goal for Yourself(in 12 words or less)

10. Introductions With the group, please share: • Name • Current Title(s) • Institute of Higher Education • 1 PD Goal for Yourself(in 12 words or less)

11. Activity: WLES Wiki Tourhttp://wlnces.ncdpi.wikispaces.net

12. IHE Institute 2012 - 2013 Part IProficiency 101 - - - - - - - - - - - - Overview of the NCSCS

13. Part I Objectives By the end of Part I, I will be able to: Explain how the Standard Course of Study (SCS) may impact language educators as they implement proficiency-based. Describe how I could use the North Carolina World Language Essential Standardsprofessional development resources with my students.

14. Standard Course of Study (SCS) Common Core State Standards English Language Arts * Literacy Standards for History/Social Studies, Science, and Technical Subjects Mathematics North Carolina Essential Standards Arts Education *English Language Development *Guidance Healthful Living *Information and Technology Science Social Studies World Languages * Common Core Literacy Standards, English Language Development, Guidance, and Information & Technology Essential Standards are delivered through ALL content areas.

15. North Carolina World Language Essential Standards Statewide implementation in 2012-2013

16. Structure of the WLES

17. Activity: Screencast Exploration On your own or with a partner: Review the list of WLES PD Screencasts from 2011-2012 linked from the wiki: http://wlnces.ncdpi.wikispaces.net/2011-2012+Screencasts Choose 1 screencast to listen to and answer the following questions . . .

18. Activity: Screencast Exploration Screencasts from 2011-2012: http://wlnces.ncdpi.wikispaces.net/2011-2012+Screencasts • On a scale of 1(not) to 5 (very), how familiar is this material to you and/or your colleague(s)? • How could you use or adapt the screencasts as classroom tools or professional development?

19. Activity: Screencast Exploration Share out!

20. Connecting to Serve All UDL Universal Design for Learning UDL Principles: • Representation • Action & Expression • Engagement RtI Responsiveness to Instruction

21. Connecting to Serve ALL • How do World Languages prepare students to be future ready? • How do World Languages connect to other content areas? • What are the implications for meeting the needs of all learners as related to World Languages?

22. SI 2012 Activity: WLES Press Release Outline your district/charter’s World Language program offerings using the cloze media form at http://tinyurl.com/SI2012WLPressRelease Let’s look at the article from a Region 3 participant . . .

23. The Daily HeraldRRDailyHerald.com Serving the Roanoke Valley and Lake Gaston Regina Ash, CAONorthampton County Schools We can’t be isolated anymore, even in some of the rural counties in North Carolina. Everything we do, we must be able to transact with people around the world. Classroom approach getting makeover By Jacqueline Hough | Posted: Sunday, August 12, 2012 12:00 pm Starting Aug. 27, the way teachers teach and students learn in the Roanoke Valley and state will change dramatically due to the implementation of the Common Core State and North Carolina Essential Standards.

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

25. IHE Institute 2012 - 2013 Part IIIProficiency 101 - - - - - - - - - - - - Review the 3 Communication Modes & Culture linked to Assessment

26. Part III Objectives By the end of Part III, I will be able to: Explain the three modes of communication. Provide examples of assessments for each mode of communication. Describe the components of culture and their impact on lesson and unit design. Explain how the modes of communication and culture are integrated with the three strands.

27. 3 Communication Modes & Culture = 4 WLES ES #1Interpersonal Mode ES #2Interpretive Mode ES #3Presentational Mode ES #4Culture

28. Three Modes of Communication

29. Activity: Mode Mind Mapping • On the Mode Mind Maps around the room, write words, phrases or activities that you associate with each mode of communication: • Interpersonal Communication Mode • Interpretive Communication Mode • Presentational Communication Mode • Pick 1 item from a Mode Mind Map that was new information for you and share this learning with a partner.

30. Activity: Venn Diagram with AEs – 1 of 3 • Read the assessment example (AE) slipsand indicatethemode of communication being practiced by placingthe slips on the Venn diagram. Note: Some AEs might incorporate more than one mode of communication. • Share out about the placement of 1 AE slip: Where was it placed? Why?

31. Culture’s 3 Ps and Interculturality

32. Activity: Venn Diagram with AEs – 2 of 3 3. Review the AEs on the Venn diagram and consider this question: What cultural elements enrich these activities? • Practices • Products • Perspectives 4. Share out with the group.

33. 3 Strands in the WLES CLLConnections to Language & Literacy CODConnections to Other Disciplines CMTCommunities

34. Activity: Venn Diagram with AEs – 3 of 3 5. Choose1 AE and explainhow students . . . • Draw on and build their language and literacy skills? • Make connections with other disciplines? • Use their knowledge to function well with people from diverse communities? If one of these aspects is not present, how could it be incorporated?

35. Assessment Examples (AEs) for World Language Programs

36. Part III ReflectionPlease respond to these statements in your Penzu journal.

37. Plus/Delta Feedback What worked well? Suggestions for improvement!

38. Exit Activity: Assessment Stoplights • Look at the 6 stoplight posters, each with an assessment concept, that are posted outside the room. • Place a sticker on the chart paper next to each poster in the appropriate color to indicate your understanding and comfort level with that concept. RedNot yet familiar Yellow Somewhat familiar but may need support before explaining to others GreenVery familiar and can explain to others

39. Regroup: Plus/Delta Feedback What worked well? Suggestions for improvement!

40. IHE Institute 2012 - 2013 Part IIProficiency 101 - - - - - - - - - - - - Introduce the Backwards Design Process with the P101 Lesson Plan Template

41. Part II Objectives By the end of Part II, I will be able to: • Understand how the work of the Proficiency 101 Project is impacting NC language educators, K-20. • Describe the components of an Integrated Performance Assessment (IPA). • Explain the Backwards Design process and how the P101 Lesson Plan template and materials incorporate the process.

42. NCDPI WL Training Team

43. Proficiency 101 Project

44. Collaboration Author: Paul Sandrock Co-editor: Lynn Fulton-Archer

45. Proficiency 101 Project Highlights from 2011-2012 • Blended approach • Virtual book study • P101 background information • Review of RESA materials • Creation of: • P101 Lesson Plan Template • SI 2012 Materials

46. Summer Institute 3 July 12-13, 2012 West Stokes High School Stokes County Summer Institute 5 July 19-20, 2012 JH Rose High School Pitt County Summer Institute 2 July 10-11, 2012 Maiden High School Catawba County Schools Summer Institute 1 June 21-22, 2012 Enka High School Buncombe County Summer Institute 4 July 17-18, 2012 Croatan High School Carteret County Summer Institute 6 July 24-25, 2012 SanLee Middle School Lee County 2012 Common Core and Essential Standards Summer Institutes North Carolina Department of Public Instruction

47. SI 2012Evaluation Results

48. Proficiency 101 Project – Year 2 Create a foundation of resources and PD content materials that will help educators . . . • Understand the 8 proficiency levels in the WLES • Know how to teach to build proficiency • Assess proficiency, formatively and summatively, in the classroom

49. Independent Project Groups • Expanding the WL Assessment Examples (AEs) for all K-12 Programs • Piloting the World Language Student Growth Portfolio • Revising the Principals’ Briefs for the WLES • Streaming & Packaging PD on the WLES wiki

50. Activity: Backwards Design Comic Strip Sort SILENTLY . . . Pull out a set of the comic strip frames from the Backwards Design Sort envelope at your table. Put the images in order, 1-6, to create a plausible narrative.