Drafts of the North Carolina Essential Standards in The Arts and World Languages Globally Competitive Students Committee Discussion August 2010 1
Agenda i. Writing the Standards {5 min} ii. Key Ideas Arts {10 min} iii. Key Ideas World Languages {10 min} vi. Questions {5 min} 2
Writing the Standards Criteria and Filters Criteria Filters Standards Generalized goals Examples and processes to achieve criteria Student Outcomes Enduring Measurable Clear and Concise Prioritized and Focused Rigorous Relevant to the Real World National & International Standards Revised Bloom s Taxonomy Research 21 st Century Skills ES ES ES ES ES ES ES ES ES ES 3
Writing the Standards Arts Education K-12 National Standards for Arts Education: National Standards for Dance Education National Standards for Music Education National Standards for Theatre Education National Standards for Art Education UNESCO: United Nations International Organizations for Dance, Music, Theatre Arts, Visual Arts NAEP Standards Frameworks National Standards for Arts Education International Organizations for Arts Education (UNESCO) State Standards (Alabama, Arizona, California, Georgia, Virginia, and others) Assessment Frameworks National Assessment of Educational Progress (NAEP) 2008 Framework Other National and International Standards Creative Industries: Business and Employment in the Arts (2010) Dana Foundation: How Arts Training Improves Attention and Cognition (2009) Critical Evidence: How the Arts Benefit Student Achievement (2005) Arts, Neuroscience, and Learning (2005) Critical Links: Learning in the Arts and Student 4 Academic and Social Development (2002)
Writing the Standards World Languages K-12 ACA & APA ACTFL CAL CEFR ILR Other State Standards SLPI TESOL National and International Standards Standards & Proficiency Frameworks American Classical League (ACA) & American Philological Association (APA) American Council on the Teaching of Foreign Languages (ACTFL) Center for Applied Linguistics (CAL) Common European Framework of Reference (CEFR) Interagency Language Roundtable (ILR) Other State Standards (including Colorado, Connecticut, Delaware, Georgia, Hawaii, Illinois, Kansas, Maryland, Nebraska, South Dakota, Texas, Utah, Wisconsin) Sign Language Proficiency Interview (SLPI) Teachers of English to Speakers of Other Languages (TESOL) Title VI Language Resource Centers Title VI Language Resource Centers 5 (Established by US Department of Education to promote teaching and learning of languages)
Writing the Standards Writing Groups Composition (Began in Spring 2009) Survey submissions Professional recommendations Representation 8 regions of NC All program areas in current SCOS Range of experiences K-12 Educators, IHE, Administrative, Central Office, Professional Associations, Exceptional Children, Early Childhood, CTE, Accountability, and other representatives 6
Writing the Standards Feedback Four primary means for involvement Writing Teams and Meetings LEA Collaborative Feedback Individual Public Comment Structured Business Feedback 7
The Arts Key Ideas 8
The Arts Key Ideas Maintained Four Separate Courses of Study Dance Music Theatre Arts Visual Arts 9
The Arts Key Ideas Sequencing and Progression K - 8 9-12 Standards Defined at Grade Levels Standards Defined at Proficiency Levels 10
The Arts Key Ideas A Closer Look at High School Proficiency Beginning Intermediate Proficient Advanced Standards are for students with no or limited K-8 progression in the arts education discipline (dance, music, theatre arts, or visual arts). Standards are for students who have had a complete K-8 progression or who have achieved beginning level standards in the discipline at the high school level. Standards are for students who have achieved intermediate level standards in the discipline at the high school level. Standards are for students who have achieved proficient level standards in the discipline at the high school level. 11
The Arts Key Ideas Essential Standard ML3: Create music using a variety of sound and notational sources Beginning Intermediate Proficient Advanced B.ML.3.1: Produce short, rhythmic improvisations using a variety of traditional and non-traditional sound sources. I.ML.3.1: Use improvisation to create simple melodies over given chord progressions. P.ML.3.1: Produce short, rhythmic and melodic improvisations on given pentatonic melodies and melodies in major and minor keys. A.ML.3.1: Use improvisation to create original melodies over given chord progressions, each in a consistent style, meter, and tonality. 12
The Arts Example Key Ideas Prototypical Assessment Essential Standard CP1: Use choreographic principles, structures, and processes to create dances that communicate ideas, experiences, feelings, and images. P.CP.1.1: Create dances using selected dance elements, choreographic principles, structures, processes, and production elements to fulfill choreographic intent and meet aesthetic criteria. Prototypical Assessment AP: Students experiment with the concepts of shape, space, time, and energy using contact improvisation to create new movement designs, spatial configuration, dynamics, and rhythms. Explore sharing weight, partnering, playing with weight, and discovering unpredictable outcomes. Use this exploration as source material to guide the creation of a dance. Evaluate the degree to which the students meet the identified criteria in the creation of their dances.
The Arts Key Ideas Creation of Student Profiles Moves from a defined course sequence to a proficiency model Allows high school students to take courses based on their previous education, experiences, and academic performance 14
World Languages Key Ideas 15
World Languages Key Ideas Differentiated Model Move from a Prerequisite to a Proficiency model Courses that meet student need Proficiency Expectations for all 3 Programs Classical Languages Dual & Heritage Languages Modern Languages
ACTFL INTERPRETIVE Reading Listening INTERPERSONAL Person to Person Communication P RESENTATIONAL Writing Spoken Pro duction NOVICE INTERMEDIATE ADVANCED Low Mid Hig h Low Mid High Low Mid High a few familiar words. some words that are similar to those in my own language. I can identify some words, phrases, or characters, especially those that are similar to words in my own language. I can communicate using single words and memorized phrases. I can provide information about myself and my immediate surroundings using single words or memorized phrases. I can copy some characters and words. some everyday words, phrases and questions about me, my personal experiences, and my surroundings, when people speak slowly and clearly or there is repetition. familiar words, phrases, and simple sentences. I can interact with help using words, phrases, and memorized expressions. I can answer simple questions on very familiar topics. I can provide information about myself and my immediate surroundings using words, phrases, and memorized expressions. I can provide some basic information on familiar topics in lists, phrases, and memorized expressions. some ideas on familiar topics containing phrases, simple sentences, and frequently used expressions. the main point in short conversations, messag es and announcements. some ideas in simple texts that contain familiar vocabulary. I can ex ch ang e 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 provide basic information on familiar topics using phrases and simple sentences. I can write descriptions and short messages to request or provide information on familiar topics using phrases and simple sentences. the main idea and some details on familiar topics expressed in sentences, short conversations, presentations, and messag es. the main idea and some details in texts that contain familiar vocabulary. the main idea and many details on familiar topics in a s eri es of connected sentences, conversations, presen tatio ns, and messag es. the main idea and many details in texts that co ntain familiar vocabulary and World some details in texts that contain unfamiliar vocabulary. the main points and most details in con vers ation s, pres en tation s, and messages on familiar topics. I can understand the main idea an d some details on unfamiliar topics. the main idea an d most details in texts on familiar topics. I can understand the main idea and many details in texts that contain unfamiliar vocabulary. I can begin and I can state my views I can state and carry Languages on a and carry on support my views conversation on a conversations on a and take active limited number of variety of familiar part in discussions. familiar topics. topics and in I can handle some I can ask and answer uncomplicated complicated simple questions Learning and situations. situations on exchange familiar topics. information familiar situations using phrases and a series of sentences. Trajectory I can provide I can describe I can present information on ex peri ences, ev en ts, information on familiar topics using and plans, give familiar topics with a series of sentences opinions, narrate a clarity and detail. I with some details. story, and make a can present my simple factual viewpoint on an presen tatio n usi ng issu e and supp ort connected sentences my opinions. with many details. I can write on familiar topics and experiences using a series of sentences with some details. I can write 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. some extended speech on unfamiliar topics delivered through a variety of media. I can usually understand viewpoints and attitudes expressed in literary and nonliterary texts. I can communicate with a fair amount of fluency and spontaneity on famili ar t opics, ev en in complicated situations. I can link ideas in extended discussions. I can participate actively in most informal and a few formal con vers at ion s. I can deliver a clear, organized presen tation appropriate to my audience on a variety of topics. I can express ideas on a variety of topics in clear, organized texts. I can adjust my writing for some audiences. most spoken language and some technical discussions. I can understand some accents and dialects. I can easily understand long, complex texts and recognize some literary and technical styles. 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 deliver a clearly articulated presentation on personal, academic, or professional topics. I can write detailed texts on a broad variety of concrete social and professional topics. I can clearly understand extended speech and short lectures, even when somewhat complicated. I can understand most forms of media with little effort. abstract and linguistically complex texts. I can make appropriate inferences and identify literary elements. 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 deliver a clear and fluid presentation and appropriately respond to the audience. 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. SUPERIOR any kind of spoken language, including most accents and dialects. with ease virtually all forms of written language. I can effectively and consistently use language for all purposes. I can take part effortlessly in any conversation or discussion. I can deliver a presentation for a variety of purposes in a style appropriate to any type of audience. I can effectively and consistently express myself in a variety of styles for academic and professional audien ces and purposes. *CEFR A1 (Breakthrough) A2 (Waystage) B1 (Threshold) B2 (Vantage ) *TESOL Entering-Level 1 Emerging-Level 2 Developing-Level 3 Expanding-Level 4 Bridging-Level 5 C1 (Effective Operational Proficiency) Reaching- Level 6 17
ACTFL INTERPRETIVE Reading Listening NOVICE INTERMEDIATE ADVANCED Low Mid Hig h Low Mid High Low Mid High a few familiar words. some words that are similar to those in my own language. I can identify some words, phrases, or characters, especially those that are similar to words in my own language. some everyday words, phrases and questions about me, my personal experiences, and my surroundings, when people speak slowly and clearly or there is repetition. familiar words, phrases, and simple sentences. some ideas on familiar topics containing phrases, simple sentences, and frequently used expressions. the main point in short conversations, messag es and announcements. some ideas in simple texts that contain familiar vocabulary. the main idea and some details on familiar topics expressed in sentences, short conversations, presentations, and messag es. the main idea and some details in texts that contain familiar vocabulary. the main idea and many details on familiar topics in a s eri es of connected sentences, conversations, presen tatio ns, and messag es. the main idea and many details in texts that co ntain familiar vocabulary and some details in texts that contain unfamiliar vocabulary. the main points and most details in con vers ation s, pres en tation s, and messages on familiar topics. I can understand the main idea an d some details on unfamiliar topics. Interpretive - Listening Interpretive - Reading the main idea an d most details in texts on familiar topics. I can understand the main idea and many details in texts that contain unfamiliar vocabulary. some extended speech on unfamiliar topics delivered through a variety of media. I can usually understand viewpoints and attitudes expressed in literary and nonliterary texts. most spoken language and some technical discussions. I can understand some accents and dialects. I can easily understand long, complex texts and recognize some literary and technical styles. I can clearly understand extended speech and short lectures, even when somewhat complicated. I can understand most forms of media with little effort. abstract and linguistically complex texts. I can make appropriate inferences and identify literary elements. SUPERIOR any kind of spoken language, including most accents and dialects. with ease virtually all forms of written language. INTERPERSONAL P RESENTATIONAL Person to Person Communication Spoken Pro duction Writing I can communicate using single words and memorized phrases. I can provide information about myself and my immediate surroundings using single words or memorized phrases. I can copy some characters and words. I can interact with help using words, phrases, and memorized expressions. I can answer simple questions on very familiar topics. I can provide information about myself and my immediate surroundings using words, phrases, and memorized expressions. I can provide some basic information on familiar topics in lists, phrases, and memorized expressions. I can ex ch ang e 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 provide basic information on familiar topics using phrases and simple sentences. I can write descriptions and short messages to request or provide information on familiar topics using phrases and simple sentences. 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 provide information on familiar topics using a series of sentences with some details. I can write on familiar topics and experiences using a series of sentences with some details. I can state my views and carry on conversations on a variety of familiar topics and in uncomplicated situations. I can describe ex peri ences, ev en ts, and plans, give opinions, narrate a story, and make a simple factual presen tatio n usi ng connected sentences with many details. I can write communications, descriptions, and explanations on familiar topics using connected sentences with many details. 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 present information on familiar topics with clarity and detail. I can present my viewpoint on an issu e and supp ort my opinions. I can write communications, narratives, descriptions, or explanations on familiar topics using connected, detailed paragraphs. I can communicate with a fair amount of fluency and spontaneity on famili ar t opics, ev en in complicated situations. I can link ideas in extended discussions. I can participate actively in most informal and a few formal con vers at ion s. I can deliver a clear, organized presen tation appropriate to my audience on a variety of topics. I can express ideas on a variety of topics in clear, organized texts. I can adjust my writing for some audiences. 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. Interpersonal - Person to Person Communication I can deliver a clearly articulated presentation on personal, academic, or professional topics. I can write detailed texts on a broad variety of concrete social and professional topics. 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 deliver a clear and fluid presentation and appropriately respond to the audience. Presentational Spoken Production Presentational - Writing 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 use language for all purposes. I can take part effortlessly in any conversation or discussion. I can deliver a presentation for a variety of purposes in a style appropriate to any type of audience. I can effectively and consistently express myself in a variety of styles for academic and professional audien ces and purposes. *CEFR A1 (Breakthrough) A2 (Waystage) B1 (Threshold) B2 (Vantage ) *TESOL Entering-Level 1 Emerging-Level 2 Developing-Level 3 Expanding-Level 4 Bridging-Level 5 C1 (Effective Operational Proficiency) Reaching- Level 6 18
ACTFL INTERPRETIVE Reading Listening NOVICE INTERMEDIATE ADVANCED Low Mid Hig h Low Mid High Low Mid High a few familiar words. some words that are similar to those in my own language. I can identify some words, phrases, or characters, especially those that are similar to words in my own language. Novice Low Mid High some everyday words, phrases and questions about me, my personal experiences, and my surroundings, when people speak slowly and clearly or there is repetition. familiar words, phrases, and simple sentences. some ideas on familiar topics containing phrases, simple sentences, and frequently used expressions. the main point in short conversations, messag es and announcements. some ideas in simple texts that contain familiar vocabulary. Intermediate the main idea and some details on familiar topics expressed in sentences, short conversations, presentations, and messag es. the main idea and some details in texts that contain familiar vocabulary. the main idea and many details on familiar topics in a s eri es of connected sentences, conversations, presen tatio ns, and messag es. the main idea and many details in texts that co ntain familiar vocabulary and some details in texts that contain unfamiliar vocabulary. the main points and most details in con vers ation s, pres en tation s, and messages on familiar topics. I can understand the main idea an d some details on unfamiliar topics. the main idea an d most details in texts on familiar topics. I can understand the main idea and many details in texts that contain unfamiliar vocabulary. some extended speech on unfamiliar topics delivered through a variety of media. I can usually understand viewpoints and attitudes expressed in literary and nonliterary texts. Advanced Low Mid High Low Mid High most spoken language and some technical discussions. I can understand some accents and dialects. I can easily understand long, complex texts and recognize some literary and technical styles. I can clearly understand extended speech and short lectures, even when somewhat complicated. I can understand most forms of media with little effort. abstract and linguistically complex texts. I can make appropriate inferences and identify literary elements. SUPERIOR any kind of spoken language, including most accents and dialects. with ease virtually all forms of written language. INTERPERSONAL P RESENTATIONAL Person to Person Communication Spoken Pro duction Writing I can communicate using single words and memorized phrases. I can provide information about myself and my immediate surroundings using single words or memorized phrases. I can copy some characters and words. I can interact with help using words, phrases, and memorized expressions. I can answer simple questions on very familiar topics. I can provide information about myself and my immediate surroundings using words, phrases, and memorized expressions. I can provide some basic information on familiar topics in lists, phrases, and memorized expressions. I can ex ch ang e 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 provide basic information on familiar topics using phrases and simple sentences. I can write descriptions and short messages to request or provide information on familiar topics using phrases and simple sentences. 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 provide information on familiar topics using a series of sentences with some details. I can write on familiar topics and experiences using a series of sentences with some details. I can state my views and carry on conversations on a variety of familiar topics and in uncomplicated situations. I can describe ex peri ences, ev en ts, and plans, give opinions, narrate a story, and make a simple factual presen tatio n usi ng connected sentences with many details. I can write communications, descriptions, and explanations on familiar topics using connected sentences with many details. 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 present information on familiar topics with clarity and detail. I can present my viewpoint on an issu e and supp ort my opinions. I can write communications, narratives, descriptions, or explanations on familiar topics using connected, detailed paragraphs. I can communicate with a fair amount of fluency and spontaneity on famili ar t opics, ev en in complicated situations. I can link ideas in extended discussions. I can participate actively in most informal and a few formal con vers at ion s. I can deliver a clear, organized presen tation appropriate to my audience on a variety of topics. I can express ideas on a variety of topics in clear, organized texts. I can adjust my writing for some audiences. 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 deliver a clearly articulated presentation on personal, academic, or professional topics. I can write detailed texts on a broad variety of concrete social and professional topics. 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 deliver a clear and fluid presentation and appropriately respond to the audience. 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 use language for all purposes. I can take part effortlessly in any conversation or discussion. I can deliver a presentation for a variety of purposes in a style appropriate to any type of audience. I can effectively and consistently express myself in a variety of styles for academic and 19 professional audien ces and purposes.
Questions 20
Questions 21
Questions 22
Questions 23
Questions 24
Questions 25
World Languages: K-5 example APs Essential Standard #3 Use the language to present information to an audience. Clarifying Objective IL.CLL.3.2. Use the language to act out and summarize poetry, lyrics, prose, and other literature from the target culture. Key Ideas Classical Languages Prototypical Assessment AP: Students read an adapted passage and act out the story with some dialogue and/or narration. Evaluate the accuracy of students pronunciation, inflection, and recreation of the story from the passage. Dual & Heritage Languages Prototypical Assessment AP: Elementary students in a dual language/immersion program read a chapter book aloud as a class and act out the story using a script. Evaluate students recreation of the story, incorporation of original dialogue for the characters, and effective communication. Modern Languages Prototypical Assessment AP: Elementary students in a FLES program read a children s book aloud as a class and act out the story. Evaluate students recreation of the story and incorporation of some original dialogue for the characters.
World Languages: 6-12 example APs Essential Standard #3 Use the language to present information to an audience. Clarifying Objective IL.CLL.3.2. Use the language to act out and summarize poetry, lyrics, prose, and other literature from the target culture. Key Ideas Classical Languages Prototypical Assessment AP: Students read an adapted passage and act out the story with some dialogue and/or narration. Evaluate the accuracy of students pronunciation, inflection, and recreation of the story from the passage. Dual & Heritage Languages Prototypical Assessment AP: Secondary students in a heritage language program read poetry in the target language from the various cultures represented in class, and then create videos presenting the poetry in one of the following formats: poetry reading, music video, or rap. Evaluate students presentations based on how well: The main ideas from the original work are communicated, Props and gestures support the meaning of the text, and The oral component of the video is clear, concise, and accurate in regards to pronunciation, word choice, grammar, etc. Modern Languages Prototypical Assessment AP: Secondary students study the lyrics of songs from different genres: rock, country, rap, etc. and create their own music videos of their favorite song. Evaluate students presentations based on how well: The main ideas from the original work are communicated, Props and gestures support the meaning of the text, and The oral component of the video is clear, concise, and accurate in regards to pronunciation, word choice, grammar, etc.
Questions 28