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National Standards Update: Your Input Needed! Marty Abbott, Director of Education American Council on the Teaching of Foreign Languages (ACTFL) Helene Zimmer-Loew, Executive Director American Association for Teachers of German (AATG) SWCOLT Conference Salt Lake City Februrary 29, 2008.

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National Standards Update:

Your Input Needed!

Marty Abbott, Director of Education

American Council on the Teaching of Foreign Languages (ACTFL)

Helene Zimmer-Loew, Executive Director

American Association for Teachers of German (AATG)

SWCOLT Conference

Salt Lake City

Februrary 29, 2008


THE NATIONAL STANDARDS IN FOREIGN LANGUAGE EDUCATION PROJECT

A Collaborative Project of ACTFL, AATF, AATG, AATI, AATSP, ACL/APA, ACTR, CLASS, & NCJLT)


Foreign language collaborative projects
Foreign Language Collaborative Projects

  • 1993 Federal funding received to develop national standards for students K-12

  • 1996 Publication of generic standards.

  • 1999 Publication of language-specific standards in

  • Chinese, Classical Languages, French, German,

  • Italian, Japanese, Portuguese, Russian, Spanish;

  • (seven languages developed K-16)


  • More language specific standards
    More Language-specificStandards

    • Arabic Published 2006

    • African Languages—Swahili, Yoruba, and Zulu [in development]

    • Hindi [in development]

    • American Sign Language (ASL) [in development]

    • Need to include more Critical Need Languages


    ACTFL PERFORMANCE GUIDELINES

    FOR K-12 LEARNERS

    www.actfl.org


    Benchmarks
    Benchmarks

    • Novice Learner Range

      • Parallels Novice High in ACTFL Proficiency Guidelines (K – 4, 5 – 8, 9 – 10)

    • Intermediate Learner Range

      • Parallels Intermediate Mid in ACTFL Proficiency Guidelines (K-8, 5-12, 9-12)

    • Pre-advanced Learner Range

      • Parallels Intermediate High in ACTFL Proficiency Guidelines (K-12)


    Domains

    Comprehensibility How well is the student understood?

    Comprehension How well does the student understand?

    Language Control How accurate is the student’s language?

    Vocabulary How extensive and applicable is the student’s vocabulary?

    Cultural Awareness How is the student’s cultural knowledge reflected in language use?

    Communication Strategies How does the student maintain communication?

    Domains


    I P A

    Integrated Performance Assessment (IPA)

    Project

    www.actfl.org


    What is an ipa

    I P A

    What is an IPA?

    • Authentic

      • Reflects tasks that individuals do in the world outside the classroom

    • Performance-Based

      • Reflect how students USE the language and cultural knowledge in communicative tasks

    • Integrated

      • Integrates Communication plus other goal areas of the Standards

    • Developmental Progress of Proficiency

      • Novice Intermediate Pre-advanced

    • Blend with Classroom Instruction and Experiences

    • Based on the 3 Modes of Communication

      • Interpretive Interpersonal Presentational



    The fl naep assessment framework visual
    The FL NAEP Assessment Framework Visual



    Ncate
    NCATE

    • determines which colleges of education meet rigorous national standards in preparing teachers and other classroom specialists.

    • is a coalition of 33 national education organizations representing teachers, teacher educators, subject matter specialists, and policy makers.


    Ncate 2000 unit standards
    NCATE 2000 Unit Standards

    • are performance-based—radical departure from input-based system

    • focus on what teacher candidates should know and be able to do

    • require institutions to show candidate performance data


    Required program components
    Required Program Components

    • Development of proficiency, especially oral

    • Ongoing assessment of proficiency

    • Language, linguistics, culture, & literature components

    • Methods course: on teaching of foreign languages, taught by qualified faculty


    Program components cont d
    Program Components cont’d.

    • Early field experiences in foreign language classrooms

    • Field experiences supervised by qualified faculty

    • Opportunities for candidates to experience and use technology

    • Opportunities for structured study-abroad/immersion experiences


    INTASC

    INTASC

    www.ccsso.org/intasc


    Intasc interstate new teacher assessment and support consortium
    INTASC: Interstate New Teacher Assessment and Support Consortium

    • Program of the Council of Chief State School Officers

    • Established to promote collaboration among states in standards-based reform of teacher preparation, licensing, and professional development

    • Centered around performance-based standards and assessments

    • Compatible with the National Board for Professional Teaching Standards


    www.nbpts.org Consortium


    National certification for teachers of world languages other than english
    National Certification for Teachers of World Languages Other than English

    • Designed to recognize accomplished practice in the field

    • Standards adopted in 2001

    • WLOTE Certificates:

      • Currently available in French and Spanish

      • Early Adolescence through Young Adulthood (ages 11-18+)

    • Revision of standards underway

    • More certificates available in the future


    Actfl assessment for the performance and proficiency of language aappl

    ACTFL than EnglishAssessment for the Performance and Proficiency of Language(AAPPL)


    Grade clusters and proficiency ranges
    Grade Clusters and Proficiency Ranges than English

    • Grade Clusters

      • PK - 7

      • 8 - 16

    • Proficiency Ranges

      • Advanced Low - Superior

      • Intermediate Mid - Advanced Low

      • Novice High - Intermediate Mid

      • Novice Low - Novice High


    Report example
    Report Example than English

    Sean’s performance

    Understanding Sean’s performance

    Sean’s performance falls in the Novice Mid range. He can understand conversations and recorded materials in familiar contexts. He relies heavily on memorized words, phrases, and structures and expends enormous effort to accomplish these listening tasks.

    Next Steps

    Language learners at this level would benefit from increasing their exposure to spoken language in live and recorded oral texts. Listening should focus on understanding key words and main ideas. Sources for listening practice include level appropriate texts that are related to academic content as well as individual student interests.


    Situation: Your Chinese class is partnering with a social studies class on a project designed to encourage Chinese-speaking people in the community to vote in the upcoming mayoral election. You’ve agreed to make signs to be placed around community showing each candidate’s priorities. The social studies team has come up with graphics for each sign. Task: Place the Chinese text next to the matching graphics.Type of Response: Modified selected response

    VOTE!


    ACTFL PERFORMANCE GUIDELINES FOR K-12 LEARNERS studies class on a project designed to encourage Chinese-speaking people in the community to vote in the upcoming mayoral election. You’ve agreed to make signs to be placed around community showing each candidate’s priorities. The social studies team has come up with graphics for each sign.

    INTASC

    Integrated Performance Assessment (IPA)


    Impact of the standards
    Impact of the Standards studies class on a project designed to encourage Chinese-speaking people in the community to vote in the upcoming mayoral election. You’ve agreed to make signs to be placed around community showing each candidate’s priorities. The social studies team has come up with graphics for each sign.

    • State Frameworks

    • Local curricula

    • Assessments

      • AAPPL (Assessment for Performance and Proficiency of Languages) Project

    • Individual classrooms—Annenberg video library www.learner.org


    Need to address lack of impact on instruction
    Need to address lack of impact on instruction studies class on a project designed to encourage Chinese-speaking people in the community to vote in the upcoming mayoral election. You’ve agreed to make signs to be placed around community showing each candidate’s priorities. The social studies team has come up with graphics for each sign.

    • Only 16 states have some kind of graduation requirement in languages

    • Several states are pushing for proficiency exit standard rather than “seat time”

    • IRS (USED) grant application to assess impact of standards


    Issues to consider
    Issues to Consider studies class on a project designed to encourage Chinese-speaking people in the community to vote in the upcoming mayoral election. You’ve agreed to make signs to be placed around community showing each candidate’s priorities. The social studies team has come up with graphics for each sign.

    Do the Goal Areas (5 C’s) or the Standards need revisions?

    What has the impact been on institutions of higher education?

    What kind of professional development is needed for teachers?

    Can standards-based assessments drive changes in instruction?


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