Ohio’s Model
Competency-Based
Programs
Making The Connections
Foreign Languages
9–12
Higher Student Achievement
Staff Development
Continuous Improvement Plans
Proficiency Tests
District Competency–Based Education Programs
Ohio Department of Education
1999
State Board of Education
Martha W. Wise, President
Sue Westendorf, Vice President
Richard E. Baker, Hollansburg
Melanie Bates, Cincinnati
Charles A. Byrne, Cleveland Heights
Charles M. DeGross, Chagrin Falls
Diana M. Fessler, New Carlisle
Deborah Owens Fink, Richfield
Dwight H. Hibbard, Cincinnati
Jack C. Hunter, Youngstown
Virginia E. Jacobs, Lima
William E. Moore, III, Woodsfield
Gail M. Nolte, Cincinnati
Marie S. Pfeiffer, Columbus
Cyrus B. Richardson, Jr., Bethel
Joseph D. Roman, Fairview Park
Emerson J. Ross, Jr., Toledo
Jennifer L. Sheets, Pomeroy
Jo Ann Thatcher, Portsmouth
Ohio Department of Education
Susan Tave Zelman
Superintendent of Public Instruction
Roger C. Nehls
Deputy Superintendent of Public Instruction
2
Marilyn B. Troyer, Executive Director
Division of Professional Development and Licensure
Kent J. Minor, Assistant Director
Division of Professional Development and Licensure
This document is a publication of the Ohio Department of Education and does not represent official policy
of the State Board of Education unless specifically stated.
The Ohio Department of Education does not discriminate on the basis of
race, color, national origin, sex, religion, age, or disability in employment or provision of services.
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Dear Teacher:
Since becoming State Superintendent for Public Instruction in Ohio, one of
the things that has struck me is that teachers are interested in seeing the
connections between curriculum and the proficiency tests. This booklet is
intended to provide you with the curriculum objectives that are contained in
the state competency–based models, which provide the foundation for the
proficiency tests.
In this booklet you will find in the “Curriculum Connections” section a brief
discussion of how the curriculum models, proficiency tests, courses of study,
competency–based education programs, and continuous improvement plans
are all related. These are integrated parts of a comprehensive effort to
provide our students with the best education possible.
The major part of this booklet consists of the instructional objectives for
grades 9–12 that are in the state model competency–based program for your
discipline that has been adopted by the State Board of Education. These are
the state expectations of what students should learn in order to be
progressing toward being a well–educated individual, as well as being
prepared for the proficiency tests.
If you want the complete K–12 objectives for this or the other state model
competency–based programs, contact Karen Paschal, Publications Specialist,
at (614) 728-3471.
I hope you find these booklets to be helpful.
Sincerely,
Dr. Susan Tave Zelman
State Superintendent of Public Instruction
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CURRICULUM CONNECTIONS
What is the Connection Between the District Courses of Study
and the State Model Competency–Based Programs?
Each district is required by law and state standards to have a course of study for every subject taught that
is reviewed every five years. The courses of study provide a basis for student instruction.
The State Board of Education has adopted model competency–based programs in six areas: Arts, Foreign
Languages, Language Arts, Mathematics, Science, and Social Studies. These models can serve as useful
guides to school district curriculum committees as they develop their courses of study.
What is the Connection Between Competency–Based Education
and the State Model Competency–Based Programs?
Each district is required by Ohio law and state standards to have competency–based education (CBE)
programs in language arts, mathematics, science, and social studies. School districts may also consider
developing CBE programs for the arts and foreign languages.
The main purpose of CBE is to assure that attention is paid to each child’s learning needs. Performance
objectives are identified from the district’s course of study. These objectives are critical to the student’s
success at the next level. Continued efforts at instruction, assessment, and intervention are made to
assure student success with these objectives. Sample competency–based assessments are available from
the Ohio Department of Education for grades 1–8 in Language Arts, Mathematics, Science, and Social
Studies. Assessments for grades 9–12 are being developed and should be available in 2001.
The State Board of Education adopted model competency–based programs in the six areas listed above.
Each model includes instructional and performance objectives preK–12 with recommended strategies for
assessment and intervention. These models can serve as a helpful starting point for districts as they
develop their competency–based education programs.
What is the Connection Between the State Proficiency Tests
and the State Model Competency–Based Programs?
State law currently requires proficiency tests be given in citizenship, mathematics, reading, science, and
writing in grades four, six, nine, and twelve; with the high school graduation qualifying exam replacing the
current graduation (ninth–grade) test by 2005. The outcomes on these tests are derived from the objectives
in the state model competency–based programs. To enhance student performance on the proficiency tests,
it is important that the local courses of study and competency–based education programs be similarly
aligned. This booklet provides you with information at your grade level to assist with that alignment.
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Committees of Ohio educators determine the learning outcomes for each grade and subject area of the
proficiency tests. These content review committees use the objectives in the models to determine the
specific learning outcomes for each test.
What is the Connection Between Continuous Improvement Planning
and the State Model Competency–Based Programs?
State law requires any district not designated as “effective” to develop a three–year continuous
improvement plan (CIP), starting with the issuance of the local report card in 2000. Districts need to
identify and analyze factors contributing to performance on the state performance standards, establish
priorities for improvement, and specify strategies and resources to address areas needing improvement.
Since most of the performance standards reflect performance on Ohio’s outcomes on the proficiency tests,
the CIP will need to address the improvement of curriculum, instruction, and assessment in the school
district. Planning for the development and implementation of courses of study and competency–based
education is a critical part of the CIP. The state model competency–based programs can provide the
foundation for this improvement in curriculum, instruction, and assessment.
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THE STATE MODEL COMPETENCY–
BASED PROGRAMS AT A GLANCE
Language Arts: Ohio’s Model Competency–Based Program
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Is consistent with national standards for English/Language Arts
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Supports an integrated language arts curriculum
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Includes instructional and performance objectives at each grade level K–12
Includes a model program for instruction in composition, reading, listening, and oral
communication
Recommends strategies for assessment
Provides strategies for intervention in reading and writing
Serves as the basis for proficiency test outcomes in reading and writing
Supports the common set of expectations drafted by the Joint Council of the State Board of
Education and the Ohio Board of Regents
Mathematics: Ohio’s Model Competency–Based Program

Is consistent with the 1989 standards of the National Council of Teachers of Mathematics

Includes goals related to problem solving and reasoning, communication, technology, and
multidisciplinary connections

Presents outcomes identified by grade level, K–12, across eight content strands

Identifies specific grade–by–grade outcomes critical to the mathematical development of students
across grades
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Specifies the outcomes upon which ninth and twelfth grade proficiency tests are based
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Provides examples of three assessment levels (knowledge/skill, concept, problem solving) for each
ninth grade proficiency test outcome
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Discusses various intervention activities for students experiencing learning difficulties
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Supports the common set of expectations drafted by the Joint Council of the State Board of
Education and the Ohio Board of Regents
Science: Ohio’s Model Competency–Based Program
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Is based on national standards, Benchmarks for Science Literacy, Project 2061 and the National
Science Education Standards
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Designed as a technical guide to help districts implement national standards
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Is the foundation for the development of all science proficiency test outcomes
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Is based on the belief that science is for ALL students
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Articulates five goals for science programs in The Nature of Science, The Physical Setting, The
Living Environment, Societal Perspectives, and Thematic Ideas

Is based on the constructivist theory of learning that supports the Learning Cycle

Articulates content for preK–12 which is grounded in and connects the three domains of science—
science in physical, living, and earth/space systems
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Encourages use of a variety of assessment strategies for students to demonstrate depth of
knowledge, evidence of inquiry, communication of thinking, and relevance to society
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Discusses various intervention activities for students experiencing learning difficulties
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Supports the common set of expectations drafted by the Joint Council of the State Board of
Education and the Ohio Board of Regents
Social Studies: Ohio’s Model Competency–Based Program

Is consistent with national standards in civics and government, economics, geography, history, and
social studies

Provides an integrated social studies program preK–12
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Includes instruction and performance objectives at each grade level organized under six strands

Correlates the objectives at each grade level to the citizenship proficiency test outcomes at the
fourth, sixth, and ninth grade levels and to the graduation qualifying exam
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Includes assessment and intervention strategies
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Supports the common set of expectations drafted by the Joint Council of the State Board of
Education and the Ohio Board of Regents
Comprehensive Arts Education: Ohio’s Model Competency–Based Program

Supports the philosophy that arts education (including dance, drama/theatre, music, and visual art)
is essential to the basic education of all students
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Reflects the national standards in each of the arts disciplines
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Includes curriculum goals that focus on understanding the role of the arts in people’s lives:
communicating, responding, and valuing the arts
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Identifies performance and instructional objectives at each grade level related to overall curriculum
goals
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Provides sample instructional ideas in each of the arts disciplines
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Provides assessment samplers for instructional and performance activities
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Identifies methods for large–scale assessment in the arts
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Presents intervention strategies based on assessment
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Supports the common set of expectations drafted by the Joint Council of the State Board of
Education and the Ohio Board of Regents
Foreign Languages: Ohio’s Model Competency–Based Program

Is based on the national standards in foreign languages, Standards for Foreign Language Learning
in the 21st Century
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Includes goals in communication, culture, and multidisciplinary connections
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Defines four stages of language competency with benchmarks for each stage
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Provides for a continuous, articulated foreign language program preK–12
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Identifies instructional and performance objectives for each grade level, preK–12, organized in four
strands: cultural knowledge; multidisciplinary connections, insights into the nature of language
and culture; and participation in multilingual communities at home and around the world.
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Provides suggested learning activities for each grade level.
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Provides a rich source for teacher professional development

Includes strategies for instruction, assessment, and intervention

Supports the common set of expectations drafted by the Joint Council of the State Board of
Education and the Ohio Board of Regents
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Foreign Languages Education
The grade level instructional objectives in this listing have been reproduced directly from Foreign Languages: Ohio’s
Model Competency–Based Program. Columbus, Ohio: State Board of Education.
GRADE NINE
FOREIGN LANGUAGE COMPETENCY—STAGE THREE
Stage Three learners can initiate and sustain conversations by making statements, asking questions, and
giving appropriate responses. They can communicate using appropriate time frames on everyday topics
both orally and in writing. When writing, learners are able to compose cohesive paragraphs related to
familiar topics and personal experiences. Stage Three learners are able to understand the main ideas and
significant details in extended discussions and presentations, both live and recorded. They are able to
acquire new knowledge and information from authentic texts including short literary texts and media.
GRADE NINE INSTRUCTIONAL OBJECTIVES
Cultural Knowledge
Suggested Activities
The learner will
1. interact in a variety of cultural contexts that reflect both peer–
group and adult activities of the target culture(s) using
appropriate verbal and non–verbal language.
2. discuss and analyze patterns of behavior typical of people of the
target culture(s).
Discuss meals, shopping, transportation,
holidays, celebrations, education,
recreation, entertainment, etc.
3. discuss cultural changes that have occurred, over time, in the
target culture(s).
Use examples in government, religion,
social conventions, roles of adults and
children, work habits, ecology, family,
education, etc.
4. demonstrate understanding of the inadequacies of stereotypes
and generalizations about cultural patterns.
5. interpret physical gestures and/or body language that
communicate common expressions and colloquialisms.
6. describe social conventions of peers in the target culture(s).
7. discuss and analyze the causes and impacts of a variety of
current events in the target culture(s).
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Give a verbal interpretation of several
gestures common to the target culture(s).
In skits and role–plays, use appropriate
gestures to reinforce verbal
communications.
Discuss dating customs, leisure time
activities, school routines, family
relationships, health issues, use of money,
friendships, etc.
Multidisciplinary Connections, Information,
and Knowledge
Suggested Activities
The learner will
1. give examples of social, political, and economic interdependence
of the home and target cultures.
2. read, listen to, and view works of literature and the arts that
describe contemporary life in the target culture(s).
List products manufactured in the U.S.
which are exported to the target language
country (countries).
List products imported to the U.S. from
the target language country (countries).
Investigate the work of international
agencies such as the United Nations, the
Organization of American States, the
American Red Cross, the Peace Corps, etc.
Discuss situations which have caused
significant social changes in both the home
and target cultures (e.g., changing role of
women, large–scale immigration, youth
violence, etc.).
3. identify ways in which natural processes and human activities
in the target culture(s) contribute to environmental issues.
Discuss issues such as the destruction of
the rain forests, over–population,
urbanization, industrialization, farming
techniques, and transportation.
4. use a variety of methods to illustrate information about the
target culture(s) (e.g., graphs, charts, diagrams, tables, etc.).
Prepare a survey on a selected topic for
peers in a target language country and
graph the results.
5. participate in individual, paired, small group, and whole–class
communication activities to develop communication skills.
Participate in interviews, debates,
cooperative learning groups, panels,
paired–partner activities, simulations, and
role–plays.
Insights Into the Nature of Language and Culture
The learner will
1. compare patterns of behavior of the home and target culture(s).
2. explore how people in the target culture(s) view the role of the
United States in world affairs.
3. read authentic texts and view media related to universal issues
such as environment, family, terrorism, health, etc. and
compare the treatment of these issues in both the home and
target cultures.
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Use examples dealing with meals,
shopping, use of time, education, holiday
celebrations, entertainment, and sports.
Read target language newspapers to gain
an understanding of how the United States
is perceived in other countries.
Prepare questions on selected topics for
peers in a target language country to gain
perspectives on how others view the
United States.
4. compare how various linguistic elements are expressed in
English and in the target language.
Compare how people express apologies,
condolences, praise, reprimands, requests,
etc. in the target language and English.
Participation in Multilingual Communities at Home
and Around the World
Suggested Activities
The learner will
1. extend communications with peers in the target culture(s) to
discuss topics of personal interest and community and world
concerns.
Exchange letters, audio and video
cassettes with peers in the target
language.
Use the Internet to communicate with
peer in the target culture(s).
2. establish interpersonal relationships with speakers of the target
language through student exchanges.
Write letters to international corporations
to inquire about job qualifications
including second language skills.
Write governmental agencies such as the
Peace Corps, Central Intelligence Agency,
the Departments of State and
3. explore careers that require communicative competence in the
target language.
4. explore opportunities to live and study in a target language
country.
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Interview students who have lived and
studied in a foreign country. Seek
information by contacting a local service
organization that sponsors youth exchange
programs such as the Rotary or Kiwanis.
Foreign Languages Education
The grade level instructional objectives in this listing have been reproduced directly from Foreign Languages: Ohio’s
Model Competency–Based Program. Columbus, Ohio: State Board of Education.
GRADE TEN
FOREIGN LANGUAGE COMPETENCY—STAGE THREE
Stage Three learners can initiate and sustain conversations by making statements, asking questions, and
giving appropriate responses. They can communicate using appropriate time frames on everyday topics
both orally and in writing. When writing, learners are able to compose cohesive paragraphs related to
familiar topics and personal experiences. Stage Three learners are able to understand the main ideas and
significant details in extended discussions and presentations, both live and recorded. They are able to
acquire new knowledge and information from authentic texts including short literary texts and media.
GRADE TEN INSTRUCTIONAL OBJECTIVES
Cultural Knowledge
Suggested Activities
The learner will
1. identify and explain aspects of cultural and linguistic diversity
within the target language country (countries).
Use examples such as Spanish–speaking
cultures in Spain, Mexico and South
America; French–speaking cultures in
France, North America, Africa, and the
Caribbean, etc.
2. develop sensitivity to cultural differences.
Communicate with peers in the target
culture(s) to gain different perspectives on
issues common to both the home and local
cultures.
Respond to a situation by role–playing a
person from the target culture.
3. identify and analyze popular expressions of the target culture(s)
through texts and media.
4. identify and describe how people and events have influenced
the culture of the target language country (countries).
5. identify and describe contributions of the target culture(s) to the
home culture.
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Discuss how political figures, artists,
musicians, authors, and scientists have
impacted the target language culture(s).
Discuss how revolutions, world wars,
natural disasters, urbanization, and
environmental regulations have impacted
the target language culture(s).
Use examples of music, sports, language,
film, technology, foods, and fashion.
Multidisciplinary Connections, Information,
and Knowledge
Suggested Activities
The learner will
1. compare aspects of urban and rural life of the home and target
cultures.
2. recognize that the home and target cultures may interpret
historical events differently.
3. examine developments in the 20th century in the areas of art,
music, and literature in the target culture(s).
4. identify and discuss issues common to the home and target
cultures.
5. examine the role of sports, dance, leisure activities, and games
in the home and target cultures.
Examine modes of transportation, housing,
education, recreation, family life, etc.
Read selected literary texts; novels, short
stories, drama, and poetry.
Study the life and works of a 20th century
artist.
Investigate issues in ecology, education,
immigration, homelessness, terrorism,
family relationships, etc.
Interview peers in the target cultures
concerning their weekend
activities. Graph the amount of time
teens in the home and target cultures
spend engaged in athletics.
6. access information through authentic target language texts and
media to contribute to a topic being studied in another class.
7. gain knowledge about societal issues in the target culture(s)
through a variety of authentic texts and media.
8. examine how cultural institutions in the target culture(s) (e.g.,
family, education, and government) have changed over time.
Insights Into the Nature of Language and Culture
The learner will
1. develop the ability to paraphrase and circumlocute to facilitate
communication in the target language.
Give an oral description of an object for
other students to identify.
2. recognize that the target language does not necessarily follow
English structures and patterns.
Examine word order and the use of
punctuation.
3. identify and discuss linguistic concepts that are unique to the
target language which do not exist in English and vice versa.
Discuss the uses of the past tenses in
Spanish and French and the uses of the
subjunctive in Spanish, French, and
German.
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Participation in Multilingual Communities at Home
and Around the World
The learner will
1. participate in a career exploration or school–to–work project
which requires proficiency in the target language and culture.
2. use media in the target language and culture for entertainment
and/or personal growth.
3. interview people who have studied and/or worked in a target
language country for an extended period of time to gain
information on a topic of personal interest.
4. establish and maintain verbal and written communication with
peers in the target language culture(s).
5. reside or travel in the target language country (countries).
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Foreign Languages Education
The grade level instructional objectives in this listing have been reproduced directly from Foreign Languages: Ohio’s
Model Competency–Based Program. Columbus, Ohio: State Board of Education.
GRADE ELEVEN
FOREIGN LANGUAGE COMPETENCY—STAGE THREE
Stage Three learners can initiate and sustain conversations by making statements, asking questions, and
giving appropriate responses. They can communicate using appropriate time frames on everyday topics
both orally and in writing. When writing, learners are able to compose cohesive paragraphs related to
familiar topics and personal experiences. Stage Three learners are able to understand the main ideas and
significant details in extended discussions and presentations, both live and recorded. They are able to
acquire new knowledge and information from authentic texts including short literary texts and media.
GRADE ELEVEN INSTRUCTIONAL OBJECTIVES
Cultural Knowledge
Suggested Activities
The learner will
1. use appropriate language and gestures in a wide range of social
contexts.
2. identify and describe recent trends in social patterns and
conventions of the target culture(s).
3. explain features of American culture which may be
misunderstood by people in the target culture(s) (e.g., use of
leisure time, teacher–student relationships, tendency to display
material wealth, role of the federal government, etc.).
4. discuss similarities and differences between attitudes and
behaviors of adolescents in the home and target cultures (e.g.,
recreational and leisure time activities, upbringing, behavior at
home and school, attitude toward education, family
relationships, attitudes toward money, etc.).
5. modify personal opinions, interpretations, explanations, and
conclusions based on new information.
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Examine issues such as the role of women
in the family and the workplace, dating
and marriage, parent–child relationships,
teenage activities, etc.
Multidisciplinary Connections, Information,
and Knowledge
Suggested Activities
The learner will
1. identify and discuss linkages (e.g., economic, political,
geographical) that connect people of the home and target
cultures.
2. explain how events, both current and historical, have shaped
the lives of people in the target culture(s).
Investigate issues such as trade, tourism,
treaties, foreign aid, common borders, and
diplomacy.
Illustrate economic ties by listing imports
and exports between the home and target
cultures.
Contact the International Trade Division
of the Ohio Department of Development to
obtain information on trade patterns
between the home and target cultures.
3. examine how people of the target culture(s) preserve their
cultural traditions even though they have immigrated to the
United States.
Give examples such as uses of native
language, foods, music, family
relationships, and work patterns.
View documentaries that focus on the
issues of immigrants and the assimilation
process.
4. use authentic documents to compare the costs of goods and
services in the home and target cultures.
Seek explanations for disparities in cost of
selected items (e.g., gasoline, food,
clothing and shelter) between the home
and target cultures.
5. read literary texts and relate them to the historical period about
which or in which they were written.
6. read literary texts to connect themes and ideas across the
disciplines.
7. identify practices and beliefs in the target culture(s) that
support a healthy life style.
8. analyze examples of artistic expressions to gain understanding
of historical events that took place in the target culture(s).
9. use technology and other media as a means of expressing ideas.
Insights Into the Nature of Language and Culture
The learner will
1. compare how people use language in the home and target
cultures to perform certain functions (e.g., persuading,
negotiating, apologizing, offering advice, expressing emotions,
etc.).
2. analyze how people in the target culture(s) view the role of the
17
United States in the world arena.
3. compare the ways in which people in the home and target
cultures express universal themes (e.g., happiness, sorrow,
birth, death, humor, etc.)
Participation in Multilingual Communities at Home
and Around the World
Suggested Activities
The learner will
1. participate in a community service project which requires
proficiency in the target language and culture.
2. explore needs of corporations and businesses to identify job–
related skills.
3. maintain communications with peers in the target culture(s) for
personal enjoyment.
4. use the media in the target language for information and
entertainment.
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Prepare and conduct a survey among
corporations and businesses to identify
second language skills required of their
employees. Use information from the
survey to publish a brochure to distribute
to school guidance and career
counselors.
Foreign Languages Education
The grade level instructional objectives in this listing have been reproduced directly from Foreign Languages: Ohio’s
Model Competency–Based Program. Columbus, Ohio: State Board of Education.
GRADE TWELVE
FOREIGN LANGUAGE COMPETENCY—STAGE THREE
Stage Three learners can initiate and sustain conversations by making statements, asking questions, and
giving appropriate responses. They can communicate using appropriate time frames on everyday topics
both orally and in writing. When writing, learners are able to compose cohesive paragraphs related to
familiar topics and personal experiences. Stage Three learners are able to understand the main ideas and
significant details in extended discussions and presentations, both live and recorded. They are able to
acquire new knowledge and information from authentic texts including short literary texts and media.
GRADE TWELVE INSTRUCTIONAL OBJECTIVES
Cultural Knowledge
Suggested Activities
The learner will
1. describe common behavior patterns, beliefs, and attitudes of
people in the target culture(s).
2. recognize patterns of behavior, beliefs, and attitudes when they
occur in target language media and texts.
3. give examples of regionalisms in language (e.g., vocabulary,
phrases and expressions, pronunciation, etc.).
4. describe social conventions of the youth culture (e.g., dating,
education, employment, language expressions, fashion, career
aspirations, etc.).
5. recognize elements of humor and satire in the target language
and culture(s).
6. analyze unique differences between the home and target
cultures and explain the reasons for such differences.
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Examine issues such as forms of
government and institutions, the justice
system, human rights, roles of women,
religions, etc.
Multidisciplinary Connections, Information,
and Knowledge
Suggested Activities
The learner will
1. use authentic resources (print and media) to analyze and
discuss current issues from the perspectives of the home and
target culture(s).
Compare the reporting of a world event by
having students read accounts in both a
home and target language newspaper.
Use electronic communications to conduct
a conversation about a world event with
peers in the target culture.
2. acquire information from a variety of target language resources
to complete projects in other classes.
Compare themes and ideas in literature
using target language and English
language texts.
Contribute to a discussion on world
environmental issues by presenting the
viewpoints of the target culture(s).
Show how the works of artists in the
target culture(s) have influenced the arts
in the home culture.
3. combine information from other school subjects with
information from authentic target language sources to complete
activities in the foreign language classroom.
Make a comparative study of a specific
time in history focusing on events that
took place in both the home and target
culture(s).
4. explore and analyze how people in the target culture(s) solve
societal issues (e.g., terrorism, welfare, unemployment, health
care, etc.).
Insights Into the Nature of Language and Culture
The learner will
1. function in a wide range of social and professional contexts
using appropriate language and gestures.
2. explore and describe the major forces that influence culture and
cultural change in the home and target cultures (e.g., media,
politics, economics, technology, etc.).
3. examine the influence of the target culture(s) on the home
culture and vice versa.
4. explain how actions of people in the home and target cultures
are a reflection of their beliefs and attitudes (e.g., why some
cultures rely on home remedies to cure illnesses or why it may
20
Investigate the behavioral effects of
television and advertising on young people.
Prepare a survey on television viewing for
peers in the target culture to compare
viewing preferences of teens in home and
target cultures.
Discuss the effects of technology on the
way people live in the home and target
cultures.
Examine issues in government, religion,
business, technology, entertainment,
literature, the arts, and sports.
be more important to spend time in establishing relationships
rather than completing a task).
5. recognize and describe characteristics of subcultures within the
target culture country (countries).
Participation in Multilingual Communities at Home
and Around the World
Suggested Activities
The learner will
1. extend exploration of career opportunities in which proficiency
in a foreign language is highly desirable.
2. establish and maintain communication with peers in the target
culture(s).
3. read authentic texts and view media in the target language for
personal enjoyment and enrichment.
4. interview speakers in the target language to gain information
on topics of personal interest.
5. participate in a student exchange program by traveling to the
target language country and/or hosting a peer from the target
language country.
21
Use classified advertisements in local and
national newspapers to identify career
opportunities.
Contact Information
For further information about curriculum, instruction, and assessment, contact the
following:
Kent J. Minor, Assistant Director for Curriculum and Instruction
614-466-7885/pd_minor@ode.state.oh.us
E. Roger Trent, Director, Assessment Center
614-466-2330/ae_trent@ode.state.oh.us
Language Arts
Cynthia Harris, 614-466-2211/usi_harris@ode.state.oh.us
Nicole Luthy, 614-995-0229/pd_luthy@ode.state.oh.us
Susan Massey, 614-466-1317/ae_massey@ode.state.oh.us
Susan Rapier, 614- 466-1317/ae_rapier@ode.state.oh.us
Ken Schatmeyer, 614-644-7308/pd_schatmeye@ode.state.oh.us
Mathematics
Kathleen Carpenter, 614-995-0228/pd_carpenter@ode.state.oh.us
Peggy Kasten, 614-466-2211/usi_kasten@ode.state.oh.us
Anne Mikesell, 614-466-1317/ae_mikesell@ode.state.oh.us
Science
Rowena Douglas, 614-466-2187/pd_douglas@ode.state.oh.us
LaTaunya Dunn, 614-466-2211/usi_dunn@ode.state.oh.us
Stan S. Santilli, 614-466-1317/ae_santilli@ode.state.oh.us
Social Studies
John Fischer, 614-466-2211/usi_fischer@ode.state.oh.us
William J. Muthig, 614-466-1317/ae_muthig@ode.state.oh.us
Donna Nesbitt, 614-995-0232/pd_nesbitt@ode.state.oh.us
Arts
Jan Fedorenko, 614-728-5959/pd_fedorenko@ode.state.oh.us
Roberta Newcomer, 614-466-7908/pd_newcomer@ode.state.oh.us
Foreign Languages
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Virginia Ballinger, 614-466-2190/pd_ballinger@ode.state.oh.us
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