Building Capacity with a
Collaborative PD Model
Collaborative Conference for Student
Achievement 2013
North Carolina
World Language Essential Standards
K-12
Classical
Languages
Ancient
Greek, Latin,
etc., along
with classical
studies
Statewide
implementation
began Fall 2012
K-12 Dual &
Heritage
Languages
K-12
Modern
Languages
Dual
Language/
Immersion
Programs
Alphabetic
Heritage
Language
Courses I-II
Logographic
Visual
Novice
Listeni ng
Pers on to Person Communica ti on
Spoken Pro duction
Writing
P RESENTATIONAL
I NTERPERSONAL
Readi ng
INTERPRETIVE
ACTFL
Low
Mid
I can understand a
few familiar words.
I can understand
some words that are
similar to those in
my own language.
I can understand
some everyday
words, phrases and
questions about me,
my personal
experiences, and my
surroundings, when
people speak slowly
and clearly or there
is repetition.
I can identify some
words, phrases, or
characters,
especially those that
are similar to words
in my own language.
I can understand
familiar words,
phrases, and simple
sentences.
I can communicate
using single words
and memorized
phrases.
Low
NOVICE
Mid
Intermediate
High
High
Low
Low
Mid
INTERMEDIATE
Mid
High
High
Advanced
Low
Low
Mid
ADVANCED
Mid
High
High
SUPERIOR
I can understand
some ideas on
familiar topics
containing phrases,
simple sentences,
and frequently used
expressions.
I can understand the
main point in short
conversations,
messages and
announcements.
I can understand
some ideas in simple
texts that contain
familiar vocabulary.
I can understand the
main idea and some
details on familiar
topics expressed in
sentences, short
conversations,
presentations, and
messages.
I can understand the
main idea and many
details on familiar
topics in a series of
connected sentences,
conversations,
presentations, and
messages.
I can understand the
main points and
most details in
conversations,
presentations, and
messages on
familiar topics. I
can understand the
main idea and some
details on unfamiliar
topics.
I can understand
some extended
speech on unfamiliar
topics delivered
through a variety of
media.
I can understand
most spoken
language and some
technical
discussions. I can
understand some
accents and dialects.
I can clearly
understand extended
speech and short
lectures, even when
somewhat
complicated. I can
understand most
forms of media with
little effort.
I can understand any
kind of spoken
language, including
most accents and
dialects.
I can understand the
main idea and some
details in texts that
contain familiar
vocabulary.
I can understand the
main idea and many
details in texts that
contain familiar
vocabulary and
some details in texts
that contain
unfamiliar
vocabulary.
I can understand the
main idea and most
details in texts on
familiar topics. I
can understand the
main idea and many
details in texts that
contain unfamiliar
vocabulary.
I can usually
understand
viewpoints and
attitudes expressed
in literary and nonliterary texts.
I can easily
understand long,
complex texts and
recognize some
literary and
technical styles.
I can understand
abstract and
linguistically
complex texts. I can
make appropriate
inferences and
identify literary
elements.
I can understand
with ease virtually
all forms of written
language.
I can interact with
help using words,
phrases, and
memorized
expressions. I can
answer simple
questions on very
familiar topics.
I can exchange
information on
familiar tasks,
topics, and
activities. I can
handle short social
interactions using
phrases and simple
sentences, but
I may need help or
visuals to keep the
conversation going.
I can begin and
carry on a
conversation on a
limited number of
familiar topics.
I can ask and answer
simple questions and
exchange
information in
familiar situations
using phrases and a
series of sentences.
I can state my views
and carry on
conversations on a
variety of familiar
topics and in
uncomplicated
situations.
I can state and
support my views
and take an active
part in discussions.
I can handle some
complicated
situations on
familiar topics.
I can actively
express myself with
fluency and
flexibility on a range
of familiar and some
new topics,
including concrete
social, academic,
and professional
topics. I can express
and defend my
viewpoint or
recommendations.
I can express myself
with fluency,
flexibility and
precision on
concrete and some
abstract topics. I
can adapt my
language in most
situations.
I can effectively and
consistently use
language for all
purposes. I can take
part effortlessly in
any conversation or
discussion.
I can provide
information about
myself and my
immediate
surroundings using
single words or
memorized phrases.
I can provide
information about
myself and my
immediate
surroundings using
words, phrases, and
memorized
expressions.
I can provide basic
information on
familiar topics using
phrases and simple
sentences.
I can provide
information on
familiar topics using
a series of sentences
with some details.
I can describe
experiences, events,
and plans, give
opinions, narrate a
story, and make a
simple factual
presentation using
connected sentences
with many details.
I can present
information on
familiar topics with
clarity and detail. I
can present my
viewpoint on an
issue and support
my opinions.
I can communicate
with a fair amount
of fluency and
spontaneity on
familiar topics, even
in complicated
situations.
I can link ideas in
extended
discussions. I can
participate actively
in most informal and
a few formal
conversations.
I can deliver a clear,
organized
presentation
appropriate to my
audience on a
variety of topics.
I can deliver a
clearly articulated
presentation on
personal, academic,
or professional
topics.
I can deliver a clear
and fluid
presentation and
appropriately
respond to the
audience.
I can deliver a
presentation for a
variety of purposes
in a style appropriate
to any type of
audience.
I can copy some
characters and
words.
I can provide some
basic information on
familiar topics in
lists, phrases, and
memorized
expressions.
I can write
descriptions and
short messages to
request or provide
information on
familiar topics using
phrases and simple
sentences.
I can write on
familiar topics and
experiences using a
series of sentences
with some details.
I can w rite
communications,
descriptions, and
explanations on
familiar topics using
connected sentences
with many details.
I can write
communications,
narratives,
descriptions, or
explanations on
familiar topics using
connected, detailed
paragraphs.
I can express ideas
on a variety of
topics in clear,
organized texts. I
can adjust my
writing for some
audiences.
I can write detailed
texts on a broad
variety of concrete
social and
professional topics.
I can express myself
with fluency and
precision on
concrete and some
abstract topics. I can
adapt my writing
style according to
purpose and
audience.
I can effectively and
consistently express
myself in a variety
of styles for
academic and
professional
audiences and
purposes.
Listeni ng
Pers on to Person Communica ti on
Spoken Pro duction
Writing
P RESENTATIONAL
I NTERPERSONAL
Readi ng
INTERPRETIVE
ACTFL
NOVICE
ADVANCED
SUPERIOR
Mid
High
Low
Mid
High
Low
Mid
High
I can understand a
few familiar words.
I can understand
some words that are
similar to those in
my own language.
I can understand
some everyday
words, phrases and
questions about me,
my personal
experiences, and my
surroundings, when
people speak slowly
and clearly or there
is repetition.
I can understand the
main idea and some
details on familiar
topics expressed in
sentences, short
conversations,
presentations, and
messages.
I can understand the
main idea and many
details on familiar
topics in a series of
connected sentences,
conversations,
presentations, and
messages.
I can understand the
main points and
most details in
conversations,
presentations, and
messages on
familiar topics. I
can understand the
main idea and some
details on unfamiliar
topics.
I can understand
some extended
speech on unfamiliar
topics delivered
through a variety of
media.
I can understand
most spoken
language and some
technical
discussions. I can
understand some
accents and dialects.
I can clearly
understand extended
speech and short
lectures, even when
somewhat
complicated. I can
understand most
forms of media with
little effort.
I can understand any
kind of spoken
language, including
most accents and
dialects.
I can identify some
words, phrases, or
characters,
especially those that
are similar to words
in my own language.
I can understand
familiar words,
phrases, and simple
sentences.
I can understand
some ideas on
familiar topics
containing phrases,
simple sentences,
and frequently used
expressions.
I can understand the
main point in short
conversations,
messages and
announcements.
I can understand
some ideas in simple
texts that contain
familiar vocabulary.
I can understand the
main idea and some
details in texts that
contain familiar
vocabulary.
I can understand the
main idea and many
details in texts that
contain familiar
vocabulary and
some details in texts
that contain
unfamiliar
vocabulary.
I can understand the
main idea and most
details in texts on
familiar topics. I
can understand the
main idea and many
details in texts that
contain unfamiliar
vocabulary.
I can usually
understand
viewpoints and
attitudes expressed
in literary and nonliterary texts.
I can easily
understand long,
complex texts and
recognize some
literary and
technical styles.
I can understand
abstract and
linguistically
complex texts. I can
make appropriate
inferences and
identify literary
elements.
I can understand
with ease virtually
all forms of written
language.
I can communicate
using single words
and memorized
phrases.
I can interact with
help using words,
phrases, and
memorized
expressions. I can
answer simple
questions on very
familiar topics.
I can exchange
information on
familiar tasks,
topics, and
activities. I can
handle short social
interactions using
phrases and simple
sentences, but
I may need help or
visuals to keep the
conversation going.
I can begin and
carry on a
conversation on a
limited number of
familiar topics.
I can ask and answer
simple questions and
exchange
information in
familiar situations
using phrases and a
series of sentences.
I can state my views
and carry on
conversations on a
variety of familiar
topics and in
uncomplicated
situations.
I can state and
support my views
and take an active
part in discussions.
I can handle some
complicated
situations on
familiar topics.
I can actively
express myself with
fluency and
flexibility on a range
of familiar and some
new topics,
including concrete
social, academic,
and professional
topics. I can express
and defend my
viewpoint or
recommendations.
I can express myself
with fluency,
flexibility and
precision on
concrete and some
abstract topics. I
can adapt my
language in most
situations.
I can effectively and
consistently use
language for all
purposes. I can take
part effortlessly in
any conversation or
discussion.
I can provide
information about
myself and my
immediate
surroundings using
single words or
memorized phrases.
I can provide
information about
myself and my
immediate
surroundings using
words, phrases, and
memorized
expressions.
I can provide basic
information on
familiar topics using
phrases and simple
sentences.
I can provide
information on
familiar topics using
a series of sentences
with some details.
I can describe
experiences, events,
and plans, give
opinions, narrate a
story, and make a
simple factual
presentation using
connected sentences
with many details.
I can present
information on
familiar topics with
clarity and detail. I
can present my
viewpoint on an
issue and support
my opinions.
I can communicate
with a fair amount
of fluency and
spontaneity on
familiar topics, even
in complicated
situations.
I can link ideas in
extended
discussions. I can
participate actively
in most informal and
a few formal
conversations.
I can deliver a clear,
organized
presentation
appropriate to my
audience on a
variety of topics.
I can deliver a
clearly articulated
presentation on
personal, academic,
or professional
topics.
I can deliver a clear
and fluid
presentation and
appropriately
respond to the
audience.
I can deliver a
presentation for a
variety of purposes
in a style appropriate
to any type of
audience.
I can copy some
characters and
words.
I can provide some
basic information on
familiar topics in
lists, phrases, and
memorized
expressions.
I can write
descriptions and
short messages to
request or provide
information on
familiar topics using
phrases and simple
sentences.
I can write on
familiar topics and
experiences using a
series of sentences
with some details.
I can w rite
communications,
descriptions, and
explanations on
familiar topics using
connected sentences
with many details.
I can write
communications,
narratives,
descriptions, or
explanations on
familiar topics using
connected, detailed
paragraphs.
I can express ideas
on a variety of
topics in clear,
organized texts. I
can adjust my
writing for some
audiences.
I can write detailed
texts on a broad
variety of concrete
social and
professional topics.
I can express myself
with fluency and
precision on
concrete and some
abstract topics. I can
adapt my writing
style according to
purpose and
audience.
I can effectively and
consistently express
myself in a variety
of styles for
academic and
professional
audiences and
purposes.
Interpretive – Listening
Interpretive – Reading
Interpersonal - Person to Person
Communication
Presentational – Spoken Production
Presentational – Writing
*CEFR
*TESOL
INTERMEDIATE
Low
A1 (Breakthrough)
Entering-Level 1
Emerging-Level 2
A2 (Waystage)
Developing-Level 3
B1 (Threshold)
Expanding-Level 4
B2 (Vantage)
Bridgin g-Level 5
C1 (Effective
Operational
Pr oficiency)
ReachingLevel 6
Classical Languages
Student Outcomes
Classical Languages
Level and →
total hours
↓MODE & Skill
I or
II or
135-150 hours 270-300 hours
INTERPRETIVE
Listening
Novice
Low - Mid
Novice
Mid - High
INTERPRETIVE
Reading
Novice High –
Intermediate
Low
Intermediate
Low
PRESENTATIONAL
Speaking
Novice
Low
Novice
Mid
PRESENTATIONAL
Writing
Novice
Mid
Novice
High
III or
405-450
hours
IV or
540-600
hours
V or
675-750
hours
VI or
810-900
hours
Intermediate
Low-Mid
Intermediate
Mid
Intermediate
High
Advanced Mid
Novice
High
Intermediate
Low
Intermediate
Mid - High
Modern Languages, K-8
Student Outcomes
FLES/Early Start & Middle School
Alphabetic & Logographic Languages
Proficiency Assessment
→
End of 2nd year of
study
End of 3rd year
of study
INTERPRETIVE
Listening
Novice Mid
Novice High
Intermediate Low
Intermediate
Mid
INTERPRETIVE
Reading
Novice Low-Mid
Novice Mid–
High
Novice High
Intermediate
Low
Novice Mid
Novice High
Novice HighIntermediate
Low
Intermediate
Low
Intermediate
Mid
PRESENTATIONAL
Speaking
Novice Low-Mid
Novice Mid–
High
Novice HighIntermediate
Low
Intermediate
Low
Intermediate
Low–Mid
PRESENTATIONAL
Writing
Novice Low-Mid
End of 4th year
of study
End of 5th year
of study
End of 6th year
of study
↓MODE & Skill
INTERPERSONAL
Person-to-Person
Novice Mid–High
Novice High –
Intermediate Low
Proficiency 101 Project
Proficiency 101 Project
Create a foundation of resources and PD
content materials that will help teachers . . .
– Understand the 8 proficiency levels in the
WLES
– Know how to teach to build proficiency
– Assess proficiency in the classroom
Proficiency
101 Project
Highlights from 2011-2012
• Blended approach
• Virtual book study
• P101 background information
• Review of Spring PD Materials
• Creation of:
– P101 Lesson Plan Template
– Summer Institute 2012 Materials
Collaboration
Author: Paul Sandrock
Co-editor:
Lynn Fulton-Archer
ACTFL Proficiency Levels
Advanced
(Storyteller)
Intermediate
(Survivor)
Novice
(Parrot)
Proficiency 101
Implementation & Impact
Leslie Baldwin
Winston-Salem/ForsythCounty
Schools
WLES Wiki
http://wlnces.ncdpi.wikispaces.net/
Professional Development
Summer Institutes 2012
P101 Part I: Overview of the North Carolina Standard Course of
Study (NCSCS)
P101 Part II: Introduce the Backwards Design Process with the
P101 Lesson Plan Template
P101 Part III: Link Communication Modes & Culture to
Assessment Products
P101 Part IV: Focus on the Spiraling of Proficiency Levels & the
Impact of Formative Assessment
P101 Part VI: Investigate Different Types of Proficiency-Based
Assessment
P101 Part VII: Introduce Proficiency-Based Prompts & Rubrics
Activity:
Venn Diagram with AEs – 1 of 3
1. Read the assessment example
(AE) slips and indicate the mode
of communication being practiced
by placing the slips on the Venn
diagram.
Note: Some AEs might incorporate more than
one mode of communication.
2. Share out about the placement of
1 AE slip:
Where was it placed? Why?
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.
Activity:
Venn Diagram with AEs – 3 of 3
5. Choose 1 AE and explain how
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?
Activity:
COs & Proficiency Levels
With a partner or two . . .
1. Read the slips of paper in an
envelope on your table that have
different sets of Clarifying
Objectives (COs).
2. Create a proficiency chart by
placing each group of COs under
the appropriate mode of
communication and at the correct
proficiency sublevel.
Activity:
Learning Scenarios – 1 of 3
1. Read the 3 sets with 3
scenarios each describing
summative, end-of-unit
assessments.
2. Identify the proficiency level
for each set:
• Novice
• Intermediate
• Advanced
Proficiency 101
Implementation & Impact
Thomas Soth
Northwest High School
K-12 Awareness and Training
Target audiences:
• K-12 Teachers
• FL Specialists
Delivery methods:
• Professional Development
Summer Institutes
• Targeted FL group presentations
– FLANC
(FL Association of North Carolina)
K-12 Presentation Outline
• Describe the K-12 World Languages
Standards and what they mean for
instruction and student learning
• Focus on proficiency
– Proficiency levels
– Integrated Performance Assessment
– Summarize how the proficiencybased organization of the North
Carolina World Language Essential
Standards makes student outcomes
for program area(s) clear so that
students, parents, administrators,
and other stakeholders understand
how language proficiency grows
WLES Wiki
http://wlnces.ncdpi.wikispaces.net/
Professional Development
Summer Institutes 2012
P101 Part I: Overview of the North Carolina Standard Course of
Study (NCSCS)
P101 Part II: Introduce the Backwards Design Process with the
P101 Lesson Plan Template
P101 Part III: Link Communication Modes & Culture to
Assessment Products
P101 Part IV: Focus on the Spiraling of Proficiency Levels & the
Impact of Formative Assessment
P101 Part VI: Investigate Different Types of Proficiency-Based
Assessment
P101 Part VII: Introduce Proficiency-Based Prompts & Rubrics
Activity: What do you want our
students to do in any language?
SILENTLY . . .
1. Think of a specific situation in life
where one must communicate in
writing or speaking and writing.
2. Text this information to XXX-XXXXXXX.
Proficiency 201
• Larger team representing various
levels/languages/areas of the state
• Developing 2013 RESA sessions and
Summer Institute materials
• Organizing Wiki to be more user friendly
• Revising Principal’s Briefs
• Expanding available assessment examples
WLES Wiki for Sharing
http://wlnces.ncdpi.wikispaces.net
Feedback
Need MORE . . .
Information
on
Assessment
Proficiency 101 Project
Team Members
Leslie Baldwin
Foreign Language Program Specialist
Winston-Salem/Forsyth County Schools
LWBaldwin@wsfcs.k12.nc.us
Thomas Soth
Spanish Teacher
Guilford County Schools
Sotht@gcsnc.com
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