Standards-based Curriculum Planning
Kansas
Model
Curricular
Standards
for
World Languages
Review Timeline
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Winter 2007- identify
committee members
May 2007- Convene
committee
July/Aug. - Committee
work days
Fall 2007 – Committee
workdays, start
workshops to solicit
input and feedback
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Jan. 2008 - post 1st
draft on webpage
Jan-Mar. - solicit input
and feedback
Apr - May – post
revised draft
June - July to BOE for
approval
Publish on website
www.ksde.org
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Committee
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Michele Barbian, Chanute, HS French and German
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Linda Davisson, Wichita, FL coordinator
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Yumi Foster, WSU, Japanese
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Belen Hernando-Llorens, Topeka , HS Spanish, Heritage Spanish
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Jim Hillen, Johnson County & Kansas City Community Colleges, Spanish
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Connie Kopsa, Beloit , HS Spanish
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Diane Leonard, Syracuse, HS Spanish
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Dr. Elke Lorenz, Manhattan, HS German
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Marcus Marshall, Wichita, HS Chinese
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Kevin Nyberg, Garden City, HS Latin and Greek
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Sally Pedruzzi, Bishop Carroll (Wichita), HS Spanish
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Toshie Poston, Maize & Goddard, HS Japanese
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Sam Samuelson, Burlington, HS Spanish
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Dr. Jerry Smartt, Friends University, Spanish
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Mary Smith, Gardner-Edgerton, HS Spanish
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Jody Sturgeon, Osborne, HS Spanish
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Dr. Evelyn Toft, Fort Hays State University
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Sudana Wilkins, Salina, MS Spanish
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Readers include
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Dr. Petra M. Horn-Marsh, Kansas School for the Deaf
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Melanie McKay-Cody, KSDE Consultant
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Dr. Peter Seiler, Kansas School for the Deaf
2007-2008 Standards Workshops
September 20 - Southwest Plains Regional Serv. Center
October 15 – Wichita USD 259
October 21-22 - Chinese curriculum workshop, Pittsburg
November 3 - Kansas World Language Assoc. conference
January 2 - Auburn-Washburn USD 437
January 3-4 - Chinese curriculum workshop
January 21 - Emporia USD 253
January 31 - Clearwater Service Center (canceled-snow)
February 1 - Smoky Hill Educational Service Center-Salina
February 11-12 - Chinese curriculum workshop, Pittsburg
February 26 - Smoky Hill Educational Service Center - Hays
March 3 – Wichita diocese schools
March 4 - ESSDACK
March 12 - Kansas City USD 500
May 15 – Hutchinson USD 308 & ESSDACK
National
Standards
5-Cs
ACTFL
1999, 2003
Communication
Cultures
Connections
Comparisons
Communities
Communication
1.1 Interpersonal / Conversational
 Listening
 Speaking/signing
1.2 Interpretive
 Reading
 Listening/viewing
1.3 Presentational
 Writing
 Public speaking/signing
Cultures
2.1 Practices and perspectives
2.2 Products and perspectives
Connections
Assessed standards in Kansas (AYP & QPA)
Reading (annually grades 3-8, HS)
 Writing (annually grades 5, 8, 11)
 Math (annually grades 3-8, HS)
 Social Studies (biennially grades 6, 8 HS)
 Science (grades 4, 7, HS)
Model standards in Kansas
 Health  Music  Art  Technology
Comparisons
4.1 Languages
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Grammar, vocabulary, syntax, patterns,
idioms
Writing systems
4.2 Cultures
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Products
Practices
Perspectives
Communities
5.1 Applications
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create a community in school
participate outside of school
5.2 Exploration
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become life-long learners
set professional goals
Enhancements
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Scope and sequence chart
Standards based assessments
Proficiency levels charts
Curriculum planning guideline
ASL
Heritage language learners
FSI/ILR
5
4+
ACTFL
Kansas 2008
Distinguished
4
3+
STATE
Superior
3
2+
2
1+
Advanced Low*
Advanced Plus
Advanced
Intermediate High
DISTRICT
Intermediate High
Level AP, IB
Intermediate Mid
Level 5
Intermediate Low
Level 4
Intermediate Mid
1
Intermediate Low
Novice High
0+
0
Novice High
Novice Mid
Level 2
Novice Low
Level 1
Level 3
Novice Mid
Novice Low
Slide adapted from STAMP / Language Learning Solutions / http://www.onlinells.com/
Class / Proficiency Level Data
Slide courtesay of STAMP http://www.onlinells.com/
2 Years
3 Years
4 Years
1 Year
1
1
Novice-L
2
2
Novice-M
3
3
Novice-H
4
5
4
5
Interm.-L Interm.-M
Benchmarks: Proficiency
Benchmarks
High School
M.S. & H.S.
K-12
Novice Low
Level 1
6-7
K-5
Novice Mid
Level 2
8-9
6-7
Novice High
Level 3
10
8
Intermediate
Low
Level 4
11
9
12, AP or IB
10, 11
Intermediate
Mid
Intermediate
High
Advanced Low*
12, AP or IB
Heritage languages
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Promote literacy of native speakers
Promote cultural acceptance and community
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Over 30,000 students
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Spanish (27,169)
Vietnamese (1,142)
Chinese (527)
German (521)
Arabic (490)
Lao (365)
Hmong (247)
Korean (238)
Kickapoo
ASL
Heritage learner challenges
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Similarities between L1 and L2
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Structure, grammar, vocabulary building,
Differences
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Spoken (seldom, sometimes, often, regularly) in the home
Use in personal relationships
Exposure to language on TV and radio
Travel to Spanish-speaking world
Language loss
Possible negative perception of language and culture
Listening, speaking, reading,
writing
Kansas Multi-Tier System of Supports
Kansas Multi-Tier System of Supports
Kansas Multi-Tier System of Supports
Kansas Multi-Tier System of Supports
Kansas Multi-Tier System of Support (MTSS)
Behavior
• Student centered planning
• Customized function-based interventions
• Frequent progress monitoring to guide
intervention design
• Supplemental targeted function-based interventions
• Small groups or individual support
• Frequent progress monitoring to guide intervention
design
Academics
• More intense supplemental targeted skill interventions
• Customized interventions
• Frequent progress monitoring to guide intervention design
•
•
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Supplemental targeted skill interventions
Small groups
Frequent progress monitoring to guide intervention
design
• All students, All settings
• Positive behavioral expectations
explicitly taught and reinforced
• Consistent approach to discipline
• Assessment system and data-based
decision making
• All students
• Evidence-based core curriculum & instruction
• Assessment system and data-based decision
making
KSDE - July 2007 Draft
Kansas Multi-Tier System of Supports
KSDE Initiatives: 21st century skills
Academic – Career & Tech Ed standards
21st Century Skills 
Career/Tech
Foundations
Employability
Ethics
Systems
Teamwork
Career
development
Problems solving
Communication
Reading
Writing
Math
Science
Social studies
Planning with the end in mind
Plan learning
experiences and
instruction
Determine
acceptable
evidence
Data / Reflection/ Revisions
• how it went
• what to change
Identify desired
results.
What do we want students to know and
do?
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Standards

Benchmarks
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Indicators
How will we know that they know it?
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Assess the indicators
What assessments shall we use?
What do we want kids to know?
 Enduring
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understanding
Important to know
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Worth being familiar with
Familiar
Important
Enduring
How will we know when they know it?
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Worth being familiar with
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Important to know
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0pen-ended and constructed-responses
Enduring understanding – performance task
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Selected-response
Constructed-response
open-ended
free and complex
authentic
Data collection and reflection
Familiar
Important
Enduring
State-wide steps
Standards adoption
Curriculum planning – each language, each
level
1.
2.
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3.
Chinese
Spanish
French
(German, Latin, Greek, ASL,
Standards-based assessments
Unit planning
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Focus/Theme
Organizing principle
Targeted standards
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Supporting standards
Template in Appendix D
•Number of days for unit
•Materials, resources,
and technology
•Lesson plan
Narrative or storyline
Essential unit questions
Enduring understandings
Student product/performance
Key knowledge and skills
Enabling knowledge and skills
Assessment of product/performance
Stay in touch!
World Languages and ES0L
Education Program Consultant
Phyllis Farrar (‘fair-er’)
[email protected]
Send me a message to be added to the
Languages list serve. Remove yourself at any time.
785-296-1891
www.ksde.org
Educators>Standards>World languages
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Kansas Model Curricular Standards for Foreign Languages