Global Competency & World Languages: Area of Curriculum and Instruction

Demonstrator 1. Student Access
All students should have equitable access to high quality curriculum and instruction in both Global Competencyand World Languages areas.
CHARACTERISTIC A
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent does the school provide opportunities for students(including English Language Learners – ELL) to learn and buildglobal competency skills, through instruction and experiences focused on a range of global culturesacross differentcontent area, including benchmarked proficiency skills in a World Language(e.g. scheduling time for instruction, monitoring and providing resources in both Global Competency and World Languages areas)?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation / Needs Improvement / Proficient / Distinguished
a)The school does not provide opportunities for students to learn global competency skills or benchmarked proficiency skills inaworld language. / a)The school provides limited opportunitiesfor some students to learn global competency skills (e.g., instruction on global cultures in at least one content area)and/or benchmarkedproficiency skills in one world language. / a)The school provides opportunities for most students to learn and build global competency skills (e.g., instruction and experiences in a range of global cultures in multiple content areas) and benchmarked proficiency skills in one world language. / a)The school consistentlyprovides opportunities for all students to learn and build global competency skills (e.g., instruction and authentic experiences in a range of global cultures in multiple content areas) and benchmarked proficiency skills in more than one world language.
Demonstrator 1. Student Access
All students should have equitable access to high quality curriculum and instruction in both Global Competency and World Languages areas.
CHARACTERISTIC B
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent does the school provide opportunities for students to learn and build global competency skillsin various content areas (including world languages)and benchmarked proficiency skills in a world language by interacting (virtually or face to face) with native or near native speakers (in addition to the World Languages teacher), and accessing authentic cultural materials.
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation / Needs Improvement / Proficient / Distinguished
b)The school does not provide opportunities for students to interact with native or near native speakers, or access to authentic cultural materials. / b)The school provides limited opportunities in a single content area for some students to learn global competency skills and benchmarked proficiency skills in one world language, through interacting with native or near native speakers,andaccessing authentic cultural materials. / b)The school provides opportunities for most students to learn and build global competency skills and benchmarked proficiency skills in one world language, through interacting with native or near native speakers, and accessing authentic cultural materials. / b)The school provides consistent opportunities for all students to learn and build global competency skills and benchmarked proficiency skills in multiple world languages, through interacting with native or near native speakers, and accessing authentic cultural materials.
Demonstrator 1. Student Access
All students should have equitable access to high quality curriculum and instruction in both Global Competency and World Languages areas.
CHARACTERISTIC C
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent does the school promote, encourage and recognizestudents to find opportunities outside of school to learn and build global competency skills in the various content areas (including World Languages) and benchmarked proficiency skills in a world language,recognizingthe achievement of these skills?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation / Needs Improvement / Proficient / Distinguished
c)The school does not encourage students to find opportunities outside of school to learn global competency or world language skills. / c)The school encouragesstudents to find opportunities outside of school to learn global competency skills in at least one content area,and/or a world language. / c)The school promotes and encourages students to find opportunities outside of school to learn and build on global competency skills in multiple content areas, andbenchmarked proficiency skills in one world language, formally recognizing the achievement of these skills in different ways (e.g., performance-based credit). / c)The school promotes, encouragesand helps all students to find opportunities outside of school to learn and build on global competency skills in multiple content areas, and benchmarked proficiency skills in more than one world language, officially recognizing the achievement of these skills in different ways (e.g., oral proficiency interviews, performance-basedcredit, and certificate).
Demonstrator 2. Aligned and Rigorous Curriculum
An aligned and rigorous curriculum for both Global Competency and World Languages areasprovide access to a common academic core for all students as defined by state standards.
CHARACTERISTIC A
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent does the Global Competency/World Languages curriculum focus on communicative proficiency and alignmentto the ACTFL World-Readiness Standards for Learning Languages(national) and the Kentucky Standard for World Languages Proficiency (state)?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation / Needs Improvement / Proficient / Distinguished
a)TheGlobal Competency/World Languages curriculum does not focus on communicative proficiency and is not aligned withthe national and/orstate standards. / a)The Global Competency/World Languages curriculumdoes not focus on communicative proficiencybutis aligned to some of the national and state standards. / a)The Global Competency/World Languages curriculum focuses on communicative proficiency and is aligned to the national and state standards. / a)The Global Competency/World Languages curriculum focuses on communicative proficiency and is fullyaligned to the national and state standards.
Demonstrator 2. Aligned and Rigorous Curriculum
An aligned and rigorous curriculum for Global Competency /World Languages providesaccess to a common academic core for all students as defined by state standards.
CHARACTERISTIC B
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent are theGlobal Competency/World Languages curriculumdesigned to learn and build on 21st century skills, integratingthe P21's Framework for 21st Century Learningand provide opportunities for studentsto learn and practicethose skills?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation / Needs Improvement / Proficient / Distinguished
b)The Global Competency/World Languages curriculumdoes not address the 21st century skills or provide opportunities for students to learn and practice those skills. / b)The Global Competency/World Languages curriculumincludes some 21st century skills, but withoutintegrating the P21's Framework for 21st Century Learning. / b)The Global Competency/World Languages curriculumis designed to learn and build on 21st century skills, integrating the P21's Framework for 21st Century Learning and providingmost students with opportunities to learn and practice those skills, in their school and/or local community. / b)The Global Competency/World Languages curriculumisintentionallydesigned to learn and build on 21st century skills, integrating the P21's Framework for 21st Century Learning; and providingall students with opportunities to learn and practice those skills, in their school, local community and with individuals around the world.
Demonstrator 2. Aligned and Rigorous Curriculum
An aligned and rigorous curriculum for Global Competency/ World Languages provides access to a common academic core for all students as defined by state standards.
CHARACTERISTIC C
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent does the Global Competency/World Languages curriculum integrate content from other disciplinesand align to the Global Competence Matrix/Content-Area Matrices,facilitate natural connections across content areas and build cognitive and literacy skills, language proficiency and interculturality?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation / Needs Improvement / Proficient / Distinguished
c)The Global Competency/World Languages curriculum does not integrate content from other disciplines. / c)The Global Competency/World Languages curriculum rarely integrates content from other disciplines. / c)The Global Competency/World Languages curriculum integrates content from other disciplines, which facilitates connections across multiple content areas and buildscognitive and literacy skills, language proficiency and interculturality. / c)The Global Competency/World Languages curriculum intentionallyintegrates content from other disciplines, which facilitatesrelevant connections across all content areas and strengthens cognitive and literacy skills, language proficiency, and interculturality.
Demonstrator 3. Instructional Strategies
World Languages teachers and teachers of other content areas implement instructional strategies that provide quality experiences, a variety of activities and access for all students.
CHARACTERISTIC A
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent is the target language used as the language of instructionin the World Languages class and to what extent is this language comprehended?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation / Needs Improvement / Proficient / Distinguished
a)English is the primary language of instruction. / a)The target language is used forat least50% ofthe World Languages instruction, with frequent English translations. / a)The target language is used for at least 90% of the World Languages instruction, and is made comprehensible through technology and a variety of strategies (e.g. visuals, body language, objects, and hands-on-experiences). / a)The target language is used exclusively as the language of instruction and is made comprehensible through technology and a variety of strategies (e.g. visuals, body language, objects, and hands-on-experiences).
Demonstrator 3. Instructional Strategies
World Languages teachers and teachers of other content areas implement instructional strategies that provide quality experiences, a variety of activities and access for all students.
CHARACTERISTIC B
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent are students in the World Languages classprovided with instructionin the three modes of communication for language learning (interpretive, interpersonal and presentational); and opportunities to communicatein the target language with other individuals (virtually or face to face) in authentic cultural contexts?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation / Needs Improvement / Proficient / Distinguished
b)Students in the World Languages class are provided with instruction that focuses only on memorized language and grammatical accuracy, not communication; and/or no opportunities tocommunicate in the target language with other individuals. / b)Students in the World Languages class are provided with instruction that focuses more on grammar than communication; and limitedopportunities tocommunicate in the target language with other individuals in authentic cultural contexts. / b)Students in the World Languages class are provided with instruction focused on the three modes of communication for language learning (interpretive, interpersonal and presentational);and opportunities to communicate in the target language with other individuals in authentic cultural contexts. / b)Students in the World Languages class are consistently provided with instruction focused on the three modes of communication for language learning (interpretive, interpersonal and presentational) including all 5 language competencies, and a variety of opportunities to communicate in the target language with other individuals, including native speakers,in authentic cultural contexts.
Demonstrator 3. Instructional Strategies
World Languages teachers and teachers of other content areas implement instructional strategies that provide quality experiences, a variety of activities and access for all students.
CHARACTERISTIC C
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do students have the opportunity to learn and build oncultural and intercultural competencies through engagement, inquiry and reflection during Global Competency and World Languages instruction?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation / Needs Improvement / Proficient / Distinguished
c)Students do not have any opportunities to learn cultural and intercultural competencies. / c)Students have some opportunities to learn cultural and intercultural competencies during Global Competency and World Languages instruction. / c)Students have opportunities to learn and build on cultural and intercultural competencies through engagement, inquiry and reflection during Global Competency and World Languages instructionthrough authentic cultural materials. / c)Students have consistent opportunities to learn and build on cultural and intercultural competencies through engagement, inquiry and reflection during Global Competency and World Languages instruction through authentic cultural materials.
Demonstrator 3. Instructional Strategies
World Languages teachers and teachers of other content areas implement instructional strategies that provide quality experiences, a variety of activities and access for all students.
CHARACTERISTIC D
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent are students engaged in age- and proficiency level- appropriate activities designed to learn and buildGlobal Competency and World Languages skills?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation / Needs Improvement / Proficient / Distinguished
d)Age- and proficiency level- appropriate activities are not provided to students / d)Age- and proficiency level- appropriate activities are rarely provided to students. / d)Age- and proficiency level- appropriate activitiesengage students in learning and buildingGlobal Competency and World Languages skills. / d)Age- and proficiency level- appropriate activities consistently engage students in learning and building Global Competency and World Languages skills.
As independent learners,students work withWorld Languages teachers and other content area teachers to set theirown performance proficiency goals and choose many of their own topics of study, and to select appropriate independentlearning strategies.
Demonstrator 4. Student Performance
Students are supported to attain proficiency in the areas of Global Competency and World Languages.
CHARACTERISTIC A
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent and how do students demonstrate growth in the achievement of proficiency in the three modes of communication for language learning: interpretive (reading and listening), interpersonal (communication) and presentational (speaking and writing)? (This growth must be demonstrated through assessments that are aligned to the ACTFL World-Readiness Standards for Learning Languages and the Kentucky Standard for World Languages Proficiency).
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation / Needs Improvement / Proficient / Distinguished
a)Students do not demonstrate growth in the achievement of proficiency in any of the three modes of communication for language learning. / a)Students demonstrate slow and/or inconsistent growthin the achievement of proficiency in only one or two modes of communication for language learning. / a)Students demonstrate consistent growth in the achievement of proficiency in the three modes of communication for language learning. / a)Students demonstrate strong and consistent growth in the achievement of proficiencyin each of thecompetencies of the three modes of communication for language learning.
Demonstrator 4. Student Performance
Students are supported to attain proficiency in the areas of Global Competency and World Languages.
CHARACTERISTIC B
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent and how do students demonstrate benchmarked growth in their World Languages intercultural competencies(abilities to interact and negotiate language usage in an authentic cultural setting) based on the ACTFL World-Readiness Standards for Learning Languages and the Kentucky Standard for World Languages Proficiency; and Global Competency skills(the knowledge, skills, and dispositions to understand and act creatively and innovatively on issues of global significance) based on the Global Competency Matrix?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation / Needs Improvement / Proficient / Distinguished
b)Students demonstrate no growth in meeting benchmarks forWorld Languages intercultural competenciesor Global Competency skills. / b)Students demonstrate limited growth in meeting benchmarks for World Languages intercultural competenciesand/or Global Competency skills. / b)Students demonstrate benchmarked growth in World Languages intercultural competenciesand Global Competency skills. / b)Students exceed benchmarked growth in their World Languages intercultural competenciesandGlobal Competency skills.
Demonstrator 4. Student Performance
Students are supported to attain proficiency in the areas of Global Competency and World Languages.
CHARACTERISTIC C
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent do students use the target language both inside and outside of the World Languages class?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation / Needs Improvement / Proficient / Distinguished
c)Students do not use the target language. / c)Students rarely use the target language inside or outside ofthe World Languages class. / c)Students use the target language inside and outside ofthe World Languages class. / c)As independent learners, students actively seek out opportunities to use the target language both inside and outside ofthe World Languages class.
Demonstrator 1. Variety of Assessment
Global Competency/World Languages teachers use multiple assessment processes to inform, guide, develop and revise instructional strategies and curriculum to enhance student learning and achievement.
CHARACTERISTIC A
STEP 1: ANSWER THE FOLLOWING QUESTIONS
To what extent are formative and summative assessments aligned to the state and national standards/expectations for Global Competency/World Languages proficiency and demonstrate sound assessment design principles?
What evidence can be triangulated?
Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.
STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS
No Implementation / Needs Improvement / Proficient / Distinguished
a)Global Competency/World Languages formative and summative assessments are not aligned to state and national standards/expectations. / a)Some Global Competency/World Languages formative and summative assessments are aligned to state and national standards/expectations, including Kentucky Standard for World Languages Proficiency, ACTFL World-Readiness Standards for Learning Languages and Global Competency Matrices. / a)Global Competency/World Languages formative and summative assessments are aligned to state and national standards/expectations, including Kentucky Standard for World Languages Proficiency, ACTFL World-Readiness Standards for Learning Languages and Global Competency Matrices. All assessments demonstrate sound design principles including assessment methods that match learning targets, representative sampling of learning targets, high quality tasks and scoring guides, free from bias and designed so students can self-assess and set goals for further learning. / a)Global Competency/World Languages formative and summative assessments are aligned to state and national standards/expectations, including Kentucky Standard for World Languages Proficiency, ACTFL World-Readiness Standards for Learning Languages and Global Competency Matrices. All assessments demonstrate sound design principles including assessment methods that match learning targets, representative sampling of learning targets, high quality tasks and scoring guides, free from bias and designed so students can self-assess and set goals for further learning.Teachers routinely examine student work to improve the quality of formative and summative assessment.

Global Competency & World Languages: Area of Formative and Summative Assessment