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SECTION 1: NON-NEGOTIBLE EVALUATION CRITERIA

World Language – Modern Languages Level IV

Grades 9-12

To be completed by the reviewers

Equity, Accessibility and Format
Yes / No / N/A / CRITERIA / NOTES
  1. INTER-ETHNIC
    The instructional materials meets the requirements of inter-ethnic: concepts, content and illustrations, as set by WV Board of Education Policy (Adopted December 1970).

  1. EQUAL OPPORTUNITY
    The instructional material meets the requirements of equal opportunity: concepts, content, illustration, heritage, roles contributions, experiences and achievements of males and females in American and other cultures, as set by WV Board of Education Policy (Adopted May 1975).

  1. FORMAT
    This resource is available as an option for adoption in an interactive electronic format.

  1. BIAS
    The instructional material is free of political bias.

  1. COMMON CORE
The instructional materials do not reference Common Core academic standards. (WV Code §18-2E-1b-1)

SECTION 2: iNACOL Checklist for Evaluating Online Courses

World Language – Modern Languages Level IV

Grade 7-12

To be completed by the reviewers

Review Committee Responses
I=In-depth / A=Adequate / M=Minimal / N=Nonexistent / I / A / M / N
  1. Content
Description: The course provides online learners with multiple ways of engaging with learning experiences that promote their mastery of content and are aligned with state or national content standards.
Academic Content Standards and Assessments
A1. The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways.
A2. The course content and assignments are aligned with the state’s content standards, common core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards.
A3. The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed.
A4. Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.
A5. Multiple learning resources and materials to increase student success are available to students before the course begins
Course Overview and Introduction
A6. A clear, complete course overview and syllabus are included in the course
A7. Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated.
A8. Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider
A9. The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising.
A10. Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated.
A11. Privacy policies are clearly stated.
Instructor Resources
A12. Online instructor resources and notes are included.
A13. Assessment and assignment answers and explanations are included.
B.Instructional Design
Description: The course uses learning activities that engage students in active learning; provides students with multiple learning paths to master; the content is based on student needs; and provides ample opportunities for interaction and communication — student to student, student to instructor and instructor to student.
Instructional and Audience Analysis
B1. Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum.
Course Unit and Lesson Design
B2. The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content..
Instructional Strategies and Activities
B3. The course instruction includes activities that engage students in active learning
B4. The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways.
B5. The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways.
B6. The course provides options for the instructor to adapt learning activities to accommodate students’ needs.
B7. Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations.
Communication and Interaction
B8. The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress.
B9. The course design includes explicit communication/activities (both before and during the first week of the course) that confirm whether students are engaged and are progressing through the course
B10. The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material.
Resources and Materials
B11. Students have access to resources that enrich the course content.
C. Student Assessment
Description: The course uses multiple strategies and activities to assess student readiness for and progress in course content and provides students with feedback on their progress.
Evaluation Strategies
C1. Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated.
C2. The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content.
Feedback
C3. On-going, varied, and frequent assessments are conducted throughout the course to inform instruction.
C4. Assessment strategies and tools make the student continuously aware of his/ her progress in class and mastery of the content.
Assessment Resources and Materials
C5. Assessment materials provide the instructor with the flexibility to assess students in a variety of ways
C6. Grading rubrics are provided to the instructor and may be shared with students.
C7. The grading policy and practices are easy to understand.
D. Technology
Description: The course takes full advantage of a variety of technology tools, has a user-friendly interface and meets accessibility standards for interoperability and access for learners with special needs
Course Architecture
D1. The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities.
D2. The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules.
User Interface
D3.Clear and consistent navigation is present throughout the course.
D4. Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs.
Technology Requirements and Interoperability
D5. All technology requirements (including hardware, browser, software, etc...) are specified.
D6. Prerequisite skills in the use of technology are identified.
D7. The course uses content-specific tools and software appropriately.
D8. The course is designed to meet internationally recognized interoperability standards.
D9. Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found
Accessibility
D10. Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility Guidelines (WCAG 2.0).
Data Security
D11. Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA).
E. Course Evaluation and Support
The course is evaluated regularly for effectiveness, using a variety of assessment strategies, and the findings are used as a basis for improvement. The course is kept up to date, both in content and in the application of new research on course design and technologies. Online instructors and their students are prepared to teach and learn in an online environment and are provided support during the course.
Assessing Course Effectiveness
E1. The course provider uses multiple ways of assessing course effectiveness.
E2. The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement.
Course Updates
E3. The course is updated periodically to ensure that the content is current.
Certification
E4. Course instructors, whether face-to- face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA.
Instructor and Student Support
E5. Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available.
E6. The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator.
E7. Course instructors, whether face-to- face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment.
E8. Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online.
E9. The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students.
E10. Students are offered an orientation for taking an online course before starting the coursework.

SECTION 3: SPECIFIC EVALUATION CRITERIA

World Language – Modern Languages Level IV

Grades 9-12

The expansion of communication skills remains the focus of Modern Foreign Languages Level IV objectives. Level IV students expand communication skills by initiating and maintaining conversations using an extensive vocabulary on a number of topics and in various settings. They also use a variety of interrogative styles and other interactive techniques to exercise control during communication. Level IV students successfully explain or describe concepts when the precise term is not available. These students supplement their vocabulary by referring to dictionaries and other references, rather than relying on the teacher. Students report, narrate and describe by connecting sentences with transitions to create paragraph-length discourse in both oral and written communication. They express, with ease, their own thoughts in numerous tenses on an impromptu basis. They also respond to hypothetical situations and react with other types of speculative thinking, e.g., stating hopes, wishes and rationales. Level IV students communicate with little hesitation and with an accent/intonation that does not detract from comprehensibility. Errors may occur from time to time without any significant effect on the flow of communication. Students are comprehensible to a native speaker, with clarification as needed.

Efficient use of the five standards of foreign language learning (Communication, Culture,Connections, Comparisons and Communities) and their objectives continues to lead students to proficiency. It is still important to note that knowledge and skills acquired in previous levels are maintained and expanded in this and subsequent levels.

Communication and Culture are cornerstones for language learning. Connections add knowledge from other disciplines to the process of language learning. Comparisons give insight into the nature of language and culture. Communities broaden horizons for language students as they develop an awareness of the universal nature of language. For all students, the goal remains how to develop the ability to know how, when, and why to say what to whom.

For student mastery of content standards, the instructional materials will provide students with the opportunity to

(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT / IMR Committee Responses
I=In-depth / A=Adequate / M=Minimal / N=Nonexistent / I / A / M / N
COMMUNICATION
Interpersonal – listening, speaking, reading and writing
  1. engage in extended written and spoken dialogue (e.g., interviews, detailed descriptions, narrations, discussions of contemporary and historical issues) employing level-appropriate vocabulary and structure.

  1. generate and pose possible solutions to problems and issues incorporating level-appropriate language (e.g., using role-playing situations, dramatizations).

  1. give and follow complex directions, instructions and commands in sustained discussion.

  1. ask for clarification and paraphrase to ensure understanding.

  1. ask and answer questions in open-ended and hypothetical settings.

Interpretive – listening and reading
  1. analyze main ideas and details gained from discussions, narratives and various authentic presentations (e.g., multimedia, live performances from theatre and/or music).

  1. elaborate on personal interpretations gained from discussions, narratives and various authentic presentations.

  1. recognize and make senseof authentic, oral and written, language supported by minimal contextual and/or visual prompts.

  1. view, listen to and respond to culturally relevant sources by making inferences about people, objects, places, actions and ideas.

Presentational – speaking and writing
  1. monitor personal patterns of intonation and pronunciation and incorporate fluent models from exemplary sources.

  1. select and use complex grammatical structures for extended oral and written expression, employing appropriate tense, mood and voice.

  1. produce cohesive, well-organized, spoken and written communications based on topics of personal, general and current interest employing different tenses (e.g., essays, reports, poetry, short stories).

  1. paraphrase and/or summarize the main ideas and pertinent details of oral and written texts.

CULTURE
  1. explain and analyze relationships of beliefs and attitudes between the target culture(s) and the global community.

  1. analyze the origin and implications of generalizations about the target culture(s).

  1. incorporate behaviors appropriate to most social situations and some formal situations (e.g., work, rites of passage, religiousobservances).

  1. examine the role and significance of objects, images, products and symbols of the target culture(s) from an historical perspective.

  1. evaluate the effects of contributions (e.g., artistic, scientific, historical, social and philosophical) of the target culture(s).

  1. explore historical and societal issues from a perspective within the target culture(s) (e.g., how depletion of the rain forest impacts culture of Central and South America, young workers in French society).

  1. define the impact of historical and contemporary figures of the target culture(s).

CONNECTIONS
  1. incorporate concepts and skills learned in the target language to other subject areas and vice versa.

  1. formulate personal perspectives on the cross-cultural relevance of important issues (e.g., world-wide social issues, environmental, current events).

  1. analyze perspectives and pose reasons for similarities and differences in cultures/countries found in authentic texts (e.g., literary texts, news broadcasts, newspaper/magazine editorials).

  1. use previously learned patterns to make predictions and inferences about new situations (e.g., suffixes, prefixes, word stems, verb forms).

COMPARISONS
  1. discriminate and apply sophisticated sound-symbol similarities and differences into target language usage (e.g., in Spanishdifference in sound of initial “d” as opposed to intervocalic “d”).

  1. apply knowledge of linguistic patterns to circumlocute* in order to communicate effectively.

  1. judge the appropriateness of words, expressions and behaviors as they are applied to different registers of language.

  1. analyze similarities and differences in patterns of sentence structure (e.g., verb tense, voice and mood) in English and the target language to anticipate and/or correct communication errors.

  1. predict and describe future cross-cultural perspectives, practices and contributions between the native and target cultures and examine factors which would enable these exchanges.

COMMUNITIES
  1. seek out and participate in activities from the local and global communities that afford continued study of the target language and itsculture(s) (e.g., podcasts, heritage associations, target language media channels, long distance conferencing).

  1. refine and use knowledge and skills derived from study of the target language and its culture(s) to develop opportunities for personal and professional growth and enjoyment (e.g., business internships, work-based learning for international associations/businesses, exchange programs, foreign travel, sports, cuisine, fine arts).

  1. expand personal use of the target language (e.g., establishing associations with community heritage language clubs and organizations, teaching mini lessons to elementary students, tutoring, mentoring ELL students, translating, assisting speakers of other languages) within and beyond the school setting.

SECTION 4: GENERAL EVALUATION CRITERIA

World Language – Modern Languages Level IV

Grades 9-12

(Vendor/Publisher)
SPECIFIC LOCATION OF CONTENT WITHIN PRODUCTS / (IMR Committee) Responses
I=In-depth, A=Adequate, M=Minimal, N=Nonexistent / I / A / M / N
In addition to alignment of Content Standards and Objectives (CSOs), materials must also clearly connect to Learning for the 21st Century which includes opportunities for students to develop:
Next Generation Skills:
Thinking and Problem-Solving Skills
Content: The World Language instructional materials provide:
  1. ample opportunities for students to answer open-ended questions to demonstrate proficiency in the language.

  1. ample opportunities to collaborate on task-based learning activities.

  1. ample opportunities for students to use higher order thinking skills, i.e. Bloom’s taxonomy skills.

  1. ample opportunities for students to have interpersonal communication in the target language to handle situations when a complication arises.

Information and Communication Skills
For student mastery of content standards and objectives, the instructional materials include multiple strategies that provide students with ample opportunities to:
  1. express and support an opinion.

  1. publish original materials in the target language in a variety of formats including multimedia, print, etc.

  1. exchange opinions with increasingly longer discourse.

Personal and Workplace Productivity Skills