community or informal learning opportunities). credit for proficiency/performance and cultural experiences (e.g., family, community or informal learning opportunities) with thoughtfully designed learning targets. language proficiency through thoughtfully designed learning targets. To what extent does the school promote and encourage language-learning opportunities for all students outside of school and recognize achievement through credit for proficiency and/or performance and cultural experiences? Demonstrator 2. Aligned and Rigorous Curriculum An aligned and rigorous curriculum provides access to a common academic core for all students as defined by state standards. No Implementation Needs Improvement Proficient Distinguished There is no alignment of the world language or global competency curriculum to the Kentucky Core Academic Standards. The world language curriculum and global focus is somewhat aligned to, but does not identify or target specific benchmarks in the Kentucky Core Academic Standards. The world language curriculum focuses on communicative proficiency and is closely aligned with the Kentucky Core Academic Standards and the school curriculum consistently integrates global competency. The world language curriculum focuses on proficiency and is aligned and benchmarked with the Kentucky Core Academic Standards. The school language and cultural curriculum fully integrates global competency across content areas in response to student, community, workforce and global issues and concerns. To what extent does the world language curriculum focus on communicative proficiency closely aligned to and benchmarked to the Kentucky Core Academic Standard for World Language Proficiency? To what extent does the school curriculum integrate global competency? Curriculum provides no opportunities for students to practice 21st century critical thinking, problem solving and communication skills. Curriculum provides limited opportunities for students to practice 21st century critical thinking, problem solving and communication skills. Curriculum provides regular opportunities for students to practice 21st century critical thinking, collaboration, creativity, problem-solving and communication skills and to connect these to real world experiences. Curriculum provides routine opportunities for students to actively use knowledge as it is being learned through applying the skills of critical thinking, problem solving and creativity to content knowledge and collaborating locally and/or globally.
in content-specific professional learning. professional learning, but there is no evidence of implementation of professional learning. professional learning opportunities to address school needs and based on analysis of school and student data. There is some evidence of implementation of the professional learning. analysis of school, student and teacher data. There is clear evidence of implementation of the professional learning resulting from these opportunities. To what extent do world language teachers participate in and implement content-specific professional learning? World language teachers do not participate in professional learning communities. World language teachers are members of professional learning communities but are minimally active participants. World language teachers actively participate in professional learning communities to address issues related to instructional practices, data analysis and improving student achievement. World language teachers take on a leadership role in professional learning communities to address issues related to instructional practices, data analysis and improving student achievement and share this information school wide. To what extent do world language teachers actively participate in professional learning communities to address issues related to instructional practices, data analysis and improving student achievement? World language teachers are not members of professional organizations. World language teachers are members of professional organizations. World language teachers exhibit leadership in professional organizations and the school. World language teachers exhibit leadership in professional organizations, the school and community. To what extent do world language teachers exhibit leadership in professional organizations and the school? World language teachers have no contact with external partners. World language teachers have limited contact with external partners. World language teachers regularly collaborate with community, business and postsecondary partners through advisory committees, work exchange programs and/or community groups with a focus on language proficiency and global competency. World language teachers are provided time within the school schedule, a stipend, or professional growth credit for collaboration with community, business and postsecondary partners through advisory committees, work exchange programs and/or community groups. To what extent do the world language teachers collaborate with community, business and postsecondary partners through advisory committees, work exchange programs and/or community groups focusing on language proficiency and global competency? No teachers receive professional learning opportunities to enhance the integration of world language Some teachers in the school receive professional learning opportunities to enhance the Most teachers in the school receive and implement professional learning to enhance the All teachers in the school receive and implement professional learning to enhance the integration of world language and global