ciaa progress report (june 2000)

CURRICULUM, INSTRUCTION, ARTICULATION, & ASSESSMENT
(Voted in priority order by June 2000 participants)

• EFFECTIVELY LINK CURRICULUM, ASSESSMENT, & INSTRUCTION TO DEVELOP A SEAMLESS ARTICULATION IN A PRE-K-16 SEQUENCE OF LANGUAGE LEARNING
  

1. Establish and disseminate criteria for identifying effective program models.
2. Identify a variety of program models (including those with multiple entry points) that demonstrate the interdependence of curriculum, assessment, and instruction.
3. Evaluate program models.
4. Disseminate effective program models through a variety of delivery systems, including professional development, technology, professional publications, and professional organizations.

• IDENTIFY, COLLECT, EVALUATE & DISSEMINATE MODELS OF EFFECTIVE INSTRUCTION THAT REFLECT BOTH AN ARTICULATED PRE-K-16+ SEQUENCE AND SEQUENCES THAT CONSIDER MULTIPLE ENTRY POINTS
  

Considerations of content include:
1. Which languages
2. Levels (K-6, 6-8, immersion, 12-16+ and others)
3. Program types (two-way immersion, bilingual, heritage learners and others)
4. Characteristics of effective teaching (NADSL documents)

• STRATEGIC DIRECTION: REDEFINE EXISTING INSTRUCTIONAL LEVELS IN TERMS OF PERFORMANCE
  

1. Use existing ACTFL Performance Guidelines for K-12 Learners.
2. Create and articulate exit assessment performance tasks for each performance benchmark that provide alternative assessments from CLEP, AP and other national assessments.
3. Expand performance guidelines to include 13-16.
4. Provide for Professional Development (Pre-K-16+).

• INTEGRATE LANGUAGE & CULTURE CONTENT IN MEANINGFUL CONTEXTS THAT ARE TASK-BASED
  

1. Establish principles for curriculum design that link content with long-term language acquisition leading to Advanced-level performance. Some considerations include:

• Differing starting levels, ages and length of time spent in formal study
  
• Differing goals and educational environments
  
• Definition of Terms
  

2. Conduct surveys such as:

• Needs assessment for language- related careers
  
• Current practices in Pre-K-16+ curriculum

3. Identify models that are consistent with commonly accepted principles.
4. Disseminate information and ideas through institutes, publications, workshops, and web sites.

• PROVIDE EFFECTIVE STRATEGIES & INSTRUCTIONAL MODELS FOR DIVERSESTUDENT LEARNERS
  

1. Prepare teachers to teach diverse learners effectively, without regard to: handicap, ethnicity, etc.
2. Prepare teachers to use effective instructional strategies:

• Incorporate appropriate content and experiences in the methods course
  
• Publish articles in professional journals
  
• Develop a database of resources and best practices
  
• Develop video training modules and make them part of a series of National Teacher Training
• Videos Link foreign language professionals with experts from outside the profession
  
• Include these strategies in textbooks and materials

• DELIVERY OF INSTRUCTION—ESTABLISH CRITERIA FOR SELECTION OF EFFECTIVE INSTRUCTIONAL MATERIALS AND RESOURCES
  

1. Develop and disseminate an evaluative criteria instrument for print and technology-based materials selection.
2. Develop a database of reviews of effective instructional materials and resources—create links to publishers’ sites.

• SEEK OUT & GATHER STANDARDS-BASED ASSESSMENT MODELS AT VARIOUS LEVELS
  (Performance Assessment Units, State assessments, local assessments)
  

1. Convene a board and develop criteria to evaluate submissions, drawing board representation from among those who "control" assessment as well as from the stockholders.
2. Disseminate the models through various modes including: videos, publications, institutes, and on-line conferences.
3. Gather feedback from the field to determine if the process is addressing needs.
4. Build a professional development component around models that link assessment to instruction and curriculum.
5. Insure that all involved continue to develop and modify these processes according to the profession’s needs.

• ESTABLISH A BRIDGE (VERTICAL & HORIZONTAL) BETWEEN ACADEMIC LEVELS PRE-K-16+
  
  Discuss and provide guidelines and implement a curriculum mapping process.
  

• SUPPORT RESEARCH ON OPTIMAL LEARNING & TEACHING ENVIRONMENTS
  

1. Establish a national research agenda that includes issues such as:

• Class size
  
• Time in class (contact hours)
  
• Face-to-face contact versus contact via distance learning
  
• Alternative scheduling
  
• Reflective practice
  
• Instructional strategies (tied to L2 acquisition)
  
• Optimal age
  
• Developmental levels of learners
  
• Grouping
  
• Use of technology (how is supports instruction)
  

2. Identify, collect, evaluate, and disseminate existing research in a user-friendly, understandable way.

• ALTERNATIVE ACTIONS
  

• IMMEDIATE PRIORITIES

1. Develop criteria for evaluation instrument for materials selection.
2. Survey current programs and corporate needs.
3. Collect assessment models in line with programs.
4. Collect program models.
5. Develop principles and define terms for curriculum.