Demonstrator 3: Students engage in a process of language acquisition and/or learning that prepares them for college, career and global citizenship. Fully Functioning Characteristics Examples of Evidence a. Learning experiences support the advantages of language use in the community, career development and personal enrichment. b. Students have the opportunity to address their career interests through personal learning plans. c. High school students have the opportunity to refine their language acquisition through participation in opportunities such as Advanced Placement and/or dual credit language learning opportunities or the equivalent. d. Students understand diverse cultural perspectives and use appropriate socio-linguistic skills in order to function in diverse cultural and linguistic contexts. e. Students use language skills to learn from and work cooperatively across cultures with global team members, sharing responsibility and making necessary compromises while working toward a common goal. LinguaFolio samples student schedules AP scores ILP documentation of international partnership projects (i.e. GAPP, Spanish Academies, sister-city schools, Confucius classrooms) Samples from ePortfolio entries Formative and Summative Assessment Demonstrator 1: Students take ownership of their own learning through a process of goal setting, self-assessment and reflection. Functioning Characteristics Examples of Evidence
a. Students are aware of the Kentucky Learner Benchmarks. b. Students set personalized, incremental learning targets aligned to the Kentucky Learner Benchmarks. c. Students are involved in the assessment of their own progress and that of their peers, including the development of rubrics. d. Multiple assessment opportunities are used based on individual learning styles for students to demonstrate their language competencies. e. Students regularly check and reflect on their progress against stated benchmarks. f. Students provide evidence of what they can do in the language. LinguaFolio samples Learner’s use of rubrics Samples of student goal setting and implementation Demonstrator 2: Standards-based formative and summative views of and for learning are embedded into the learning process to evaluate proficiency and inform the individual’s learning progress. Fully Functioning Characteristics Examples of Evidence a. Formative and summative views are designed to allow students to demonstrate their language and intercultural competencies according to the Kentucky Standard for World Language Proficiency. b. Proficiency levels for the World Language Core Performance Skills and Learner Benchmarks are clearly communicated to students. End-of-course assessments (are these considered formative, or summative?)
language learning that values heritage language speakers. c. The vision for world language learning is designed to lead to high levels of language proficiency and reflects state, national and international standards. d. School leadership uses the vision systematically to guide decision-making about acquisition of world languages; and intentionally adapts as needed to ensure continuous improvement on the part of each learner. e. Administrators utilize an observation/evaluation tool that is on current research in world language acquisition. f. School leadership promotes a culture where staff, teachers and students alike value and promote language learning and intercultural activities. g. Leadership supports learner and teacher collaboration with international partners, short and long term study abroad and international travel. Student/Teacher exchanges Student collaboration on international projects using a variety of languages. Demonstrator 2: School leadership and staff make efficient use of learning time to develop high levels of language proficiency. Fully Functioning Characteristics Examples of Evidence a. Access to the widest possible choice of learning opportunities in world languages is used by all students. i. Elementary: All students use School Improvement Plan SBDM policy handbook and meeting minutes. Daily schedule