World Languages UpdateStaff and Curriculum Development NetworkFebruary 28, 2020

Agenda

1. LOTE Standards Revision Process & the 4 Main Shifts1. Proposed revisions to modern languages2. Proposed revision to classical languages3. Themes & topics4. Timeline for adoption & implementation

2. Professional Learning Stage3. 4+1 Pathway Exams4. NYS Seal of Biliteracy

LOTE Standards Revision Process

1. Survey of field in 2018 demonstrated strong support for aligning NYS standards to the World-Readiness Standards for Language Learning (national)

2. Formation of World Language Leadership Team (WLLT) to inform and guide revision process – identified 5 major shift areas

3. Formation of 7 Regional Standards Committees and 3 Language-Specific Standards Committees (ASL, Classical, Indigenous) to make recommendations to the WLLT

4. 6 meetings throughout 2019-205. Public Comment Period – Dec. 16th – Feb. 1st

Shift #1: “LOTE” becomes “World Languages”

In an effort to define our discipline positively (rather than what we are not), Languages Other Than English will be transitioned to World Languages.

Q8: To what extent do you support the renaming of Languages Other Than English to World Languages?Answered: 1,085 Skipped: 35

Shift #2: Alignment to World-Readiness Standards

The proposed revisions have adopted “Communication” and “Cultures” with modifications and have incorporated the remaining 3 Cs (Connections, Comparisons and Communities) into the fabric of the standards.

Proposed Revisions – Modern Language Standards

Standard Modern Languages

Anchor Standard 1: Communication

Learners communicate effectively in the target language in order to function in a variety of contexts and for multiple purposes.

Benchmark Standard 1.1: Interpretive Communication

Learners understand, interpret, and analyze what is heard, read, received*, or viewed on a variety of topics, using a range of diverse texts, including authentic resources.

Benchmark Standard 1.2: Interpersonal Communication

Learners interact and negotiate meaning in spontaneous, spoken, visual*, or written communication to exchange information and express feelings, preferences, and opinions.

Benchmark Standard 1.3: Presentational Communication

Learners present information and ideas on a variety of topics adapted to various audiences of listeners, readers or viewers to describe, inform, narrate, explain, or persuade.

Proposed Revisions – Modern Language Standards

Standard Modern Languages

Anchor Standard 2: Cultures

Learners use the target language to identify, describe, compare, and explain the practices, products, and perspectives of the cultures studied.

Benchmark Standard 2.1: Relating Cultural Practices and Products to Perspectives

Learners use the target language to identify, describe, and explain the practices and products of the cultures studied as well as the cultural perspectives they suggest.

Benchmark Standard 2.2: Cultural Comparisons

Learners use the target language to compare the products and practices of the cultures studied and their own.

Public Comment Period for the Proposed Revisions to the World Languages Standards

Public Comment Period: December 16, 2019 – February 1, 2020

1,120Total Responses

Feedback on the Proposed Revisions to the Modern Languages Standards

Standard / Level of Support Reported Strongly Moderately Minimally Not at allStrongly +

Moderately (combined)

Renaming of Languages Other Than English to World Languages 75% 18% 4% 3% 93%Anchor Standard 1 – Communication* 83% 13% 2% 1% 96%Benchmark Standard 1.1 - Interpretive Communication* 80% 16% 2% 1% 96%Benchmark Standard 1.2 - Interpersonal Communication*

82% 14% 2% 1% 96%Benchmark Standard 1.3 - Presentational Communication*

73% 21% 4% 2% 94%Anchor Standard 2 – Cultures* 70% 21% 6% 2% 91%Benchmark Standard 2.1 - Relating Cultural Practices and Products to Perspectives*

63% 25% 7% 3% 88%

Benchmark Standard 2.2 - Cultural Comparisons* 65% 25% 7% 2% 90%

Proposed Revisions – Classical Language Standards

Standards Classical Languages

Anchor Standard 1: Communication

Learners communicate effectively in classical languages by using a variety of texts and resources for multiple purposes, while making interdisciplinary language connections.

Benchmark Standard 1.1: Interpretive Communication

Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics, drawing on a range of diverse texts, including authentic resources.

Benchmark Standard 1.2: Presentational Communication

Learners present information and ideas on a variety of topics adapted to various audiences of listeners, readers or viewers to describe, inform, narrate, explain, and persuade.

Benchmark Standard 1.3: Interpersonal Communication

Learners interact and negotiate meaning in spoken or written conversations to exchange information and express feelings, preferences, and opinions.

Proposed Revisions – Classical Language Standards

Standards Classical Languages

Anchor Standard 2: Cultures

Learners use knowledge of classical languages to identify, describe, compare, and explain the practices, products and perspectives of ancient and other cultures.

Benchmark Standard 2.1: Relating Cultural Practices and Products to Perspectives

Learners use knowledge of classical languages to identify, describe, and explain the practices and products of the cultures studied as well as the cultural perspectives they reveal.

Benchmark Standard 2.2: Cultural Comparisons

Learners use knowledge of classical languages to reveal and compare the products and practices of the cultures studied and their own.

Feedback on the Proposed Revisions to the Classical Languages Standards

Standard / Level of Support Reported Strongly Moderately Minimally Not at allStrongly +

Moderately (combined)

Anchor Standard 1 – Communication 65% 21% 10% 4% 86%Benchmark Standard 1.1 - Interpretive Communication

76% 17% 5% 2% 93%Benchmark Standard 1.2 - Presentational Communication

71% 21% 6% 2% 92%Benchmark Standard 1.3 – Interpersonal Communication

73% 19% 5% 3% 92%Anchor Standard 2 – Cultures 66% 23% 7% 4% 89%Benchmark Standard 2.1 - Relating Cultural Practices and Products to Perspectives

64% 21% 10% 6% 84%

Benchmark Standard 2.2 - Cultural Comparisons 62% 22% 10% 5% 85%

Shift #3 - Performance Targets by Checkpoint

Checkpoint Target Performance Range

A (7-8th, 9th) Novice Mid-High

B (9-10th) Intermediate Low-Mid

C (11-12th) Intermediate Mid-High

Q23: To what extent do you support the proposed Performance Target Ranges at each Checkpoint?Answered: 914 Skipped: 206

Shift #4 – Revised Themes & Topics (Modern)A. Identity & Social Relationships A B C

Identity X X XFamily & Social Relationships X X XCelebrations, Customs, & Traditions X X X

B. Contemporary Life A B CFood & Meal Taking X X XHouse & Home X X XSchool Life & Education X X XTravel X X XLeisure X X XCommunities & Neighborhood X X XShopping X X XEarning a Living X X

Shift #4 – Revised Themes & Topics (Modern)C. Science, Technology and the Arts A B C

Health & Wellness X X X

Physical Environment, Climate, Weather, & Geography X X X

Technology, Media, & Social Media X X XThe Arts X X

D. Global Awareness & Community Engagement A B CEnvironmental Issues & Sustainability X XSocial Justice & Human Rights X

Shift #4 – Revised Themes & Topics (Classical)A B C

Identity and Family Life

Names, gender, age, nationality, occupations, physical characteristics, parts of the body, personality traits, health, clothing

Family members, childhood, family life, house, apartment, country home, rooms, furnishings, garden

Names, gender, age, nationality, occupations, physical characteristics, parts of the body, personality traits, health, clothing

Family members, childhood, family life, birth, coming of age, marriage, death & funerals, house, apartment, country home, rooms, furnishings, garden

Names, gender, age, nationality, occupations, physical characteristics, parts of the body, personality traits, health, clothing

Family members, childhood, family life, birth, coming of age, marriage, death & funerals, house, apartment, country home, rooms, furnishings, garden

Physical Environment, Geography, and Travel

City and town, weather, animals, calendar

Relevant geography (e.g., Italy, Greece, and the Mediterranean)

Roads

City and town, weather, animals, calendar, natural disasters, time

Relevant geography (e.g., provinces)

Roads, modes of travel, mail and letter writing

City and town, weather, animals, calendar, natural disasters, time

Relevant geography (e.g., Asia Minor)

Roads, modes of travel, mail and letter writing

Daily Life and Societal Institutions

Pastimes, athletics, circus, arena

Everyday family fare

Number system, school life

Social class structure

Pastimes, athletics, circus, arena, baths

Everyday family fare, banquets

Number system, school life, preparation and training for occupations, structure and curriculum

Social class structure

Pastimes, athletics, circus, arena, baths, theatre

Everyday family fare, banquets

Number system, school life, preparation and training for occupations, structure and curriculum

Social class structure

Shift #4 – Revised Themes & Topics (Classical)A B C

History, Government & Economics

Historical periods and forms of government

Historical periods, biographies of important historical figures, structure and government organization, political issues, the military, conflict and conquest, economic class structure, shops, commerce and trade, coinage

Historical periods, biographies of important historical figures, structure and government organization, political issues, the military, conflict and conquest, law, economic class structure, shops, commerce and trade, coinage

Religion, Myths & Legends

Deities: functions and attributes

Gods, goddesses, heroes, traditional stories and folklore, ethics, mores and values

Deities: functions and attributes, traditions and customs, festivals and holidays

Gods, goddesses, heroes, traditional stories and folklore, ethics, mores and values

Deities: functions and attributes, traditions and customs, festivals and holidays, augury, sacrifice

Gods, goddesses, heroes, traditional stories and folklore, ethics, mores and values

Literature, Architecture & Art

Buildings, structures, and works of art (e.g., mosaics, frescos)

Buildings, structures, and works of art (e.g., mosaics, frescos), sites and city planning, painting, sculpture, literature, oratory and rhetoric

Buildings, structures, and works of art (e.g., mosaics, frescos), sites and city planning, painting, sculpture, literature, oratory and rhetoric, philosophy

Q25: To what extent do you support the adoption the overarching themes with updated topics?Answered: 909 Skipped: 211

Q26: Overall, to what extent do these proposed World Languages Standards and corresponding changes represent what the students of our state should know and be able to do in World Languages?Answered: 905 Skipped: 215

>94% strongly or moderately support

Public Comment Period ends

FebFinal revisions made to LOTE

Standards based on public comment

Feb - Apr1st presentation

of proposed revisions of

LOTE Standards to NYS Board of

Regents

Spring2nd public

comment period

Summer2nd presentation

of proposed revisions of the LOTE Standards

to the NYS Board of Regents

Fall

If the NYS Board of Regents adopts the proposed revisions to the LOTE Standards, schools will have 2 years to revise their curricula. Middle and high schools will be expected to implement the new standards starting with the their first group of Checkpoint A students (generally 7th

grade) starting in the 2022-2023 school year. Each year, another grade of implementation will be added until the phase-in is complete.

2022-2023

Anticipated Standards Timeline

The first year the locally-developed Checkpoint A exam must be aligned with the new standards would be June of 2024.

2023-2024

Professional Learning Opportunities

• 2-3 professional learning workshops offered each year with experts in the field; Turnkey training on the same workshops the following year

• Workshops offered at the statewide (NYSAFLT, NYSAWLA) and regional conferences throughout the year

• Webinars/video series for teachers to access on demand

• http://www.nysed.gov/world-languages/news/upcoming-world-language-conferences

There are now ten 4+1 Pathway Exams available in six different

World Languages that can fulfill the 5th Regents exam requirement

for graduation:

• American Sign Language (ASL)

• Chinese (2)

• French (2)

• Italian (2)

• Korean

• Spanish (2)

4+1 Pathway Exams in WL (LOTE)

http://www.nysed.gov/curriculum-instruction/lote-approved-assessments

The Seal of Biliteracy is an award given by a school, school district or county office of education that formally recognizes students who have attained a high level of proficiency in two or more world languages (one of which must be English) by high school graduation.

New York State Seal of Biliteracy

NYS Seal of Biliteracy

228 schools offered the NYSSB in 2018-19.

That’s 1 in every 6schools.

4,031 students earned the NYSSB in 2018-19.

This represents more students earning the NYSSB in 2018-19 than in all three prior years combined since the Seal was adopted.

NYS Seal of Biliteracy

The 4,031 students in the NYSSB Class of 2019

are from 83 countries.

Those students earned the

NYSSB in 47 different languages.

NYS Seal of Biliteracy

23 students earned the NYSSB in 2 world languages in addition to English.

1 student earned the NYSSB in 3 world languages in addition to English.

Vestal High School!

NYS Seal of Biliteracy

Capital-East6%

Hudson Valley23%

Long Island22%

Mid-State15%

Mid-West11%

New York City17%

West6%

% of Schools Offering the NYSSB by Region (2018-2019)

Number of schools offering the NYSSB vs. total number of schools in region (2018-19)

13

53

50

34

25

38

15

151

148

134

132

77

592

94

0 100 200 300 400 500 600 700

Capital-East

Hudson Valley

Long Island

Mid-State

Mid-West

New York City

West

# of schools offering Seal Total schools in Region

Seal Goals for 2019-20

1.Increase the total # of schools that offer the NYS Seal of Biliteracy from 228 to at least 300

2.Increase the total # of students that attempt and earn the Seal of Biliteracy in NYS from 4,000 to at least 6,000

For more information…

Candace BlackOffice of Bilingual Education & World Languages

89 Washington Avenue Albany, NY 12234

(518) 473-7505 / (585) 356-0951Candace.black@nysed.gov

http://www.nysed.gov/world-languages