The State of the New Indiana Academic Standards for World Languages Summer 2019 | Indiana Schools

1. The State of the New Indiana Academic Standards for World Languages Summer 2019 | Indiana Schools IDOE Office of School Improvement Matt Walsh Curriculum Specialist Milken Educator Working Together for Student Success @geoeduktr @EducateIN

2. Today's Goals • Understand the state of language use and instruction in Indiana • Articulate the changes to the world languages standards • Describe processes to support teachers, students, and curriculum development @geoeduktr @EducateIN

3. Indiana and World Languages German Spanish 275 Languages are Spoken in IN - Not Including English Chin & Other Burmese Dialects Punjabi Arabic Mandarin @geoeduktr @EducateIN

4. Indiana and World Languages 25 Dual Language Immersion (DLI) Programs 65,847 ELs @geoeduktr @EducateIN

5. Indiana and World Languages @geoeduktr @EducateIN

6. The Work @geoeduktr @EducateIN

7. Rationale for WL Committee Work • Create awareness of cultures • Develop communications skills • Build linguistic proficiency • Prepare for the globalized economy • Provide instructional guidance @geoeduktr @EducateIN

8. IDOE Partners @geoeduktr @EducateIN

9. What is being revised? @geoeduktr @EducateIN

10. Heritage Language Learner Standards Indiana’s Academic Standards for Heritage Language are designed to allow heritage speakers to continue to develop their linguistic and cultural skills in order to become fully bilingual. There is a focus on academic language while building literacy skills in reading and writing as well as drawing uponand enhancing their cultural knowledge. 2,024 Spanish speakers in HLL coursesversus 14,458 Spanish speakers in Spanish for non-Spanish speakers @geoeduktr @EducateIN

11. Standards Are NOT Curriculum • Standards are the foundation for curriculum. • Standards are the basis for a guaranteed and viable curriculum. • Standards are similar to identical in format. • Standards are written for teachers. • Standards do not define how teachers should teach. @geoeduktr @EducateIN

12. Components of Standards @geoeduktr @EducateIN

13. What Do Teachers Need to Know? Indiana Academic Standards for World Languages are modeled after American Council for the Teaching of Foreign LanguagesWorld Readiness Standards (ACTFL) @geoeduktr @EducateIN

14. What Do Teachers Need to Know? The World Language standards provide teachers with guidelines for teaching and pacing. @geoeduktr @EducateIN

15. What Do Teachers Need to Know? The level of proficiency we should expect from students depends on the category of the target language and hours of instruction. *ASL-Secondary guidance incorporates wording on the use of little “d” and big “D” when using the word deaf/Deaf. **Classical-Modern incorporates guidance for the use of these standards with classical languages such as Latin and ancient Greek. @geoeduktr @EducateIN

16. Guidelines for Implementation @geoeduktr @EducateIN

17. Guidelines for Implementation “ “In theory there is no difference between theory and practice. But in practice there is!” - Jan LA van Computer Scientist and Educator @geoeduktr @EducateIN

18. Supporting Teachers and Students • Create a system the permits teachers to communicate proficiency levels of students at the end of a course • Allow curriculum planning time to discuss the amount of hours of instruction for a course • Allow curriculum planning time to decide the range of proficiency for a course • Consider implementation with students in Spanish I (2019-2020) and add as years progress. @geoeduktr @EducateIN

19. Teach to Reach Proficiency • Indicators, performance, and proficiencies are written as student I Can statements. • Indicators are suggested ways to teach so that proficiency is reached/mastered. • Mastery is determined by the alignment of hours of instruction with the levels/breadth of proficiency expected to be reached at the end of instruction/course. @geoeduktr @EducateIN

20. Expectations Levels 3 and 4 Categories of Difficulty @geoeduktr @EducateIN

21. Planning for the Levels of Difficulty • Instructional Hours: 3.8 per week, 68.4 hours per semester, for a maximum of 136.8 hours a school year. • This means level 1 could be expected to be at Novice-Low for presentational writing in Japanese. • Novice-Low would be using practiced or memorized words of phrases to introduce themselves, express likes and dislikes, and naming very familiar people, objects, and places. (In my case, in Japanese symbols.) @geoeduktr @EducateIN

22. Application of the World Languages Standards @geoeduktr @EducateIN

23. Designing Instruction @geoeduktr @EducateIN

24. Application of the World Languages Standards “If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart.” - Nelson Mandela @geoeduktr @EducateIN

25. "The Shift" in Teaching Language Learning About Language Using Language to Communicate Accessing Content Through Language @geoeduktr @EducateIN

26. "The Shift" in Teaching Culture Students Gain Knowledge and Understanding Students Interact in Culturally Appropriate Ways Students Use Language to Build Relationships and act with Global Competence @geoeduktr @EducateIN

27. Positive Impact on Indiana Standards • Better alignment with ACTFL standards and benchmarks • Better alignment with surrounding states that are also adjusting to “the shift” • Emphasis on proficiency levels, and expectations across the continuum of proficiency • Proficiency goals are aligned with instructional hours instead of levels which can vary greatly in instructional time. @geoeduktr @EducateIN

28. Positive Impact on Curriculum • Focus of curriculum is on language and cultural content, not on language rules or grammar. • Freedom to create curriculum that accomplishes global competency goals without being told exactly what to teach and how to teach, and what order it should go in. • Choices may depend on district goals, such as Advanced Placement or International Baccalaureate. @geoeduktr @EducateIN

29. Considerations for Implementation Let’s Check In... @geoeduktr @EducateIN

30. Considerations for Implementation 1 = “I got this. I can already see how this will play out at school. I am ready. I can help lead us.” 2 = “This makes complete sense. I am behind it. I am wondering how this will look in the classroom setting?” 3 = “I like where this going, but I am struggling with how it will all play out in school.” 4 = “This makes me nervous, and I am having a hard time seeing how this is best for students, but I am open to it. 5 = “I can’t see this working. Also, honestly, it feels like a huge lift. Makes me very anxious. I am going to need a lot of support.” @geoeduktr @EducateIN

31. Possible Curricular Themes @geoeduktr @EducateIN

32. Unit Application • Choose a theme and your essential questions. • Think with colleagues: What are students going to explore in this theme? • Consider: What will students notice about language and culture within this theme? • Be intentional: What communication skills can students work on within this theme? • Consider what this unit is NOT: a vocab list to be memorized, a grammar lesson that has to be taught, only one possible answer for the essential question. @geoeduktr @EducateIN

33. Lesson Plan Objectives Identify your desired results: What can students DO with what they know? “We are focusing on I CAN more than I KNOW.” @geoeduktr @EducateIN

34. Lesson Applications Planning for learning: What does it take to get us there? “Lesson planning is intentional.” @geoeduktr @EducateIN

35. Lesson Applications • If we go back to our objective and ask ourselves what we’re looking for, then we can start making decisions about activities and lessons that can help students reach that objective as well as improve proficiency. • We want lessons to mirror real-life applications and unit assessments. • We sometimes need a little extra assistance to get started. @geoeduktr @EducateIN

36. Assessments Determine evidence: How will you and the learners know they met the objective(s)? “Assessments should be based on proficiency levels.” @geoeduktr @EducateIN

37. Performance or Proficiency • Performance-based: students may know the task ahead of time or have worked on this task before. • Proficiency-based: non-rehearsed application. • Both have their place in the classroom, but one is designed for a specific proficiency level to assess unit goals, the other is to measure acquisition over time. @geoeduktr @EducateIN

38. What Does Assessment Look Like? Examples: • Reading Passages with Comprehension Questions • Using Audio or Video with Comprehension Questions • Interviewing or Q & A • Engaging in Speaking or Writing Prompts This moves us toward a more holistic approach of assessment! @geoeduktr @EducateIN

39. How do we grade it? • Interpretive tasks can sometimes be comprehension or inference questions with right/wrong answers. • Most tasks lend themselves to being graded with a rubric. • World languages departments determine the rubric. @geoeduktr @EducateIN

40. Designing for Proficiency Levels • What’s the difference in proficiency levels? We need to know this before designing tasks for assessment. • Design tasks that match the proficiency level after a certain amount of instructional hours. • Design interpersonal and presentational tasks to allow students to show you what they can do. @geoeduktr @EducateIN

41. Closing Thoughts for Today • Literacy Roadshow • IDOE Office of School Improvement • Tiny URL • Contact Information @geoeduktr @EducateIN

42. Access this PPT Tiny URL: https://tinyurl.com/y46suwdo @geoeduktr @EducateIN

43. Questions @geoeduktr @EducateIN

44. Contact Information Robin LeClaire Director of School Improvement Indiana Department of Education 317-232-0524 RLeclaire@doe.in.gov Matt Walsh Curriculum Specialist Indiana Department of Education 317-232-6619 jwalsh1@doe.in.gov @geoeduktr @EducateIN