slide1
Download
Skip this Video
Download Presentation
National Standards Update: Your Input Needed! Marty Abbott, Director of Education

Loading in 2 Seconds...

play fullscreen
1 / 30

National Standards Update: Your Input Needed! Marty Abbott, Director of Education - PowerPoint PPT Presentation


  • 109 Views
  • Uploaded on

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.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' National Standards Update: Your Input Needed! Marty Abbott, Director of Education' - baird


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide1

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

slide2

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
slide5

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
slide8

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
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
slide18

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
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
grade clusters and proficiency ranges
Grade Clusters and Proficiency Ranges
  • 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

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.

slide25

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!

slide27

ACTFL PERFORMANCE GUIDELINES FOR K-12 LEARNERS

INTASC

Integrated Performance Assessment (IPA)

impact of the standards
Impact of the Standards
  • 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
  • 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

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?

ad