Michigan

1
Michigans Merit CurriculumWorld Language
Requirement

• Emily Spinelli
• American Associated of Teachers of Spanish and
  Portuguese
• Anne Nerenz
• Eastern Michigan University
• Jackie Moase-Burke
• Oakland (MI) Schools

2
Merit Curriculum Initiative

To prepare Michigans students with the skills
and knowledge needed for the jobs of the 21st
century global economy, the state of Michigan has
enacted a rigorous new set of statewide
graduation requirements.
3
Michigan Graduation Requirements

• Beginning with the graduating class of 2011,
  students will be required to meet the new
  Michigan High School Graduation Requirements
• 4 credits of Mathematics
• 4 credits of English Language Arts
• 3 credits of Science
• 3 credits of Social Studies
• 1 credit physical education/health
• 1 credit visual, performing, applied arts
• An online experience

4
Michigan Merit Curriculum Graduation
Requirements include a World Language requirement

• Beginning with the class of 2016 (5th graders in
  2008-09), students will need to complete two
  credits of a World Language in grades 9 - 12 OR
  have an equivalent learning experience
• in grades K-12

5
Working Group

• No State Supervisor of World Languages since 1991
• Forming a World Languages Working Group
• American sign language, Anishinaabe, French,
  German, Japanese, Spanish
• Levels
• Elementary, middle school, high school, community
  college, university, regional educational
  agencies, administrators
• Geographic representation

6
Key Point 1 New Documents

• Michigan Merit Curriculum Credit/Experience
  Guidelines
• World Language Standards
• and Benchmarks

7
TheMichigan Guidelines for World Languages
8
TheMichigan World LanguageStandards and
Benchmarks
9
Key Point 2 Changing What and How Students
Learn

• Conducted primarily in the target language
• Incorporate appropriate technology to facilitate
  learning
• Focus on concepts of language and culture that
  have value beyond the classroom
• Emphasize the development of all four language
  skills - listening, speaking, reading, writing,
  within the interpersonal, interpretive, and
  presentational modes of communication

10
National and State Standards

• Organized around the 5 Cs
• Communication
• Culture
• Connections
• Comparisons
• Communities
• Benchmark expectations in all 5 areas

11
(No Transcript)
12
Standard 1.1Interpersonal Communication

• Speaking/Listening or Signed
• Exempt no longer spoken
• 1.1 S. a - d Socializing
• 1.1.S. d - g Identifying and describing
• 1.1.S. g - i Exchanging information
• 1.1.S. i - k Exchanging opinions
• Reading/Writing
• Exempt not written
• 1.1.RW . a - d Socializing
• 1.1.RW . d - g Identifying and describing
• 1.1.RW . g - i Exchanging information
• 1.1.RW . i - k Exchanging opinions

13
Standard II Culture

• 2.1 Cultural Practices and Perspectives
• Exempt none
• 2.1. H. a - h Impact of historic events and
  governmental systems
• 2.1. F. a - e Role of family and community
• 2.1. E. a - c Education, employment and economy
• 2.2 Cultural Products and Perspectives
• Exempt none
• 2.2. G. a - d Impact of geography and natural
  resources
• 2.2. C. a - b Importance of cultural and
  creative heritage
• 2.2. F. a - D Artifacts associated with family
  and community
• (daily routines, basic needs, native products,
  leisure, holidays and celebrations)
• 2.2. E. a - D Artifacts associated with
  education, employment, and the economy
  (facilities, materials, resources, products,
  services,currency)

14
Standard V Communities

• 5.1 Use of Language
• Exempt none
• 5.1. a Exchange information in the language
  locally and around the world
• 5.1. b Use the language to provide service to
  others
• 5.2 Personal enrichment
• Exempt none
• 5.2. a Willing use and seek out opportunities to
  use the language
• 5.2. b Use authentic materials to explore topics
  of personal interest and enjoyment
• 5.2. c Identify and investigate careers, and
  volunteer in a setting, that requires use of
  another language or cross-cultural
  understanding

15
Key Point 3 To whom should the requirement
apply?

• ALL students
• Some individual educational plans (IEP) may allow
  for exemptions.

16
Key Point 4 Which Languages

• Languages currently taught within the school
  curriculum
• Languages that are not currently not offered with
  the context of the school curriculum
• Languages that are not written
• Languages that are no longer spoken
• Languages that are signed
• Home and/or heritage languages

17
Key Point 5 SAME World Language

• Two credits must be earned in the same language
• Extended sequences of study
• lead to functional language proficiency and
  cultural competence.

18
Key Point 6 Required Level of Proficiency

• Minimum level to meet the graduation requirement
  Novice High

19
What exactly can Novice High students do?

• Communicate with learned or memorized materials
  and begins to create with language in short
  conversations
• Use words, phrases and simple sentences to ask
  and answer questions
• Function in basic, daily situations
• involving home, family, school and community

20
Proficiency Levels Beyond the Requirement

• Benchmarks were prepared for two additional
  levels
• Intermediate Low - Intermediate Mid reflecting
  continued study beyond the two required credits
• Pre-advanced (Intermediate High and beyond)
  reflecting extended sequences of study (AP)

21
(No Transcript)
22
Key point 7Meeting the Requirement

• Two credits of a world language in grades 9 -1 2
• Demonstrated equivalent proficiency acquired
  K-8 or in other settings
• Equivalent experiences in a K-8 program
• Other equivalent experiences

23
A. Study in a High School Setting

• Curriculum must address all 5 Cs
• Curriculum must be aligned with the Michigan
  World Languages Benchmarks
• Assessments must be aligned with the Michigan
  World Languages Benchmarks at the minimum level
• Credit will be measured in seat time with an
  expectation of exit proficiency equivalent to
  Novice High

24
B. Possible Equivalent Experiences in a K-8
SettingPage 14-15
25
(No Transcript)
26
C. Other Equivalent Experiences

• Home and heritage languages
• Schooling abroad
• Other life experiences

27
Key Point 8 Verification of Proficiency

• Integrative proficiency-based assessments using
  authentic print, video, and audio materials

28

• Grades 9-12
• Successful completion of two credits in the same
  language at the high school level

29

• Equivalent Experience
• first year summative exam demonstrating
  proficiency at the Novice Mid level or second
  year summative exam demonstrating proficiency at
  the Novice High level
• Novice Mid (rating of 2) or Novice High (rating
  of 3) on the STAMP in reading, writing and
  speaking
• Score equivalent to Level I or Level II on a
  nationally-approved language exam, i.e.
  proficiency-based sections of the AATSP national
  Spanish exam
• Score equivalent to European level A1 or A2

30

• Official school transcripts documenting
  continuous school experience (one semester 1
  credit second semester second credit)
• Successful completion of a combination of
  district assessments and commercially-prepared
  assessments at the Novice-Mid level
• ELLOPA SOPI SCPI
• SOPA OPI

31
New Ways to Assess

• Incorporate performance-based assessments that
  are varied and have application beyond the
  classroom
• Assessments must allow students to demonstrate
  the 5Cs

32
For Discussion

• CURRICULUM
• How can we go about designing a standards-based
  program?
• INSTRUCTION
• What do we need to do to meet the needs of all
  learners so that all children will be able to
  satisfy this graduation requirement?
• ASSESSMENT
• What standards-based assessments are already
  available? What assessments need to be developed?
• INSTRUCTIONAL RESOURCES
• What materials and resources do we already have?
  What will we need?

33
For additional information

• Emily Spinelli, AATSP
• espinelli_at_aatsp.org
• Anne Nerenz, Eastern Michigan University
• anerenz_at_emich.edu
• Jackie Moase-Burke, Oakland (MI) Schools
• jackie.moaseburke_at_oakland.k12.mi.us