World Languages Department Chairpersons

Leadership Training Friday, May 5, 2006 Honolulu Airport Hotel

Desired Outcomes:Understanding of the basic differences between HCPS II and HCPS III.Familiarity with the rubrics and sample performance assessments in HCPS III.Understanding of the purposes and uses of State Benchmark maps.Gain ideas for school and complex implementation plans for HCPS III for World Languages.

World LanguagesWorld Languages

Community Community

6 Standards

Communication

1. Interpersonal

2. Interpretive

3. Presentational

4. Cultures

5. Comparisons

6.Connections&Communities

81 Benchmarks / 158 Performance Indicators

5 StandardsCommunication

1. Interpersonal Topic: Verbal Communication

2. Interpretive

Topic: Critical Listening/Reading

3. Presentational Topic: Oral Presentation

Topic: Written Presentation

4. Cultures Topic: Cultural Knowledge

Topic: Cultural Comparisons

5. Comparisons Topic: Linguistic and Grammatical Concepts

6. Integrated into communication

76 Benchmarks/76 Sample Performance Assessments

HCPS II Standards vs. HCPS III Standards

HCPS II HCPS III Standard

Benchmark (grade cluster)

Performance Indicator (one or more per benchmark: together these indicators attempted to cover the benchmark)

Standard Topic Benchmark (grade cluster)

Sample Performance Assessment (one per benchmark, one way of showing achievement of the benchmark)

Rubric (assess achievement of the benchmark)

Social Studies, Career and Technical Education, Fine Arts, World Languages

HCPS II vs. III Comparison: Organization

Strand the “big ideas” that define a content area

Content Standard

a broad statement of what a student needs to know or be able to do at the end of K-12 schooling

TOPIC a category under which related benchmarks are grouped

Grade-Level Benchmark

a specific statement of what a studentshould know or be able to do at a specific grade level or grade level cluster

Sample Performance Assessment

a generalized description of how a student can demonstrate significant aspects of the benchmark

Rubric a tool to assess the quality of a student’s achievement of the benchmarks at the specified taxonomic level

HCPS III: Organization

HCPS III: Year 1World Languages

Standard 3: PRESENTATIONAL Present information, concepts, and idea sto an audience of listene rsorreade rson a variety of topicsTOPIC BENCHMARK SAMPLE PERFORMANCE ASSESSMENT

WL.IS.Y1.3.1 Use oral language skills tomake simple presentations

The student:Gives oral presentations (e.g., information,poetry, songs), arranging ideas to focus on asingle topic using both memorized andoriginal sentences; may use props, visual aids,or technological presentation tools.

RUBRIC

Advanced Proficient Partially Proficient Novice

ORAL

PRESENTATION

Use simple phrases andexpanded vocabularyto make simplepresentations on avariety of topics

Use simple phrasesand familiarvocabulary to makesimple presentationson commonlyencountered topics

Use simple phrases andfamiliar vocabulary tomake simplepresentations on somevery familiar topics

Use onlymemorizedwords or phrasesto make simplepresentations onlimited topics

Page 39

LEVEL IV LEVEL III LEVEL II LEVEL I

Knowledge Analysis Comprehension Knowledge Retrieval

Utilization

~Analyze using ~ Analyze ~ Describe how _ ~ Collect Data

evidence ~ Categorize depends on _ ~ Define and find

~Classify with ~ Classify ~ Describe how/why examples of

justification ~ Compare ~ Diagram ~ Describe different

~ Generate/ ~ Create a ~ Explain the concept types of

Test rule ~ Identify the ~ Give/Provide

Hypotheses ~ Differentiate essential as examples

~ Investigate ~ Find what is opposed to non- ~ List

~ Use _ to common essential ~ Name

determine _ among ~ Illustrate/Describe ~ Recall

~ Use _ to ~ ~Predict how _ is related to ~ Recognize

Solve ~ Represent ~ Select from a list

~ Demonstrate and

explain

Taxonomic Rubric LevelsMarzano’s New Taxonomy of Educational Objectives

More Definitions

Sample Performance Assessment = a generalizeddescription of how a student might demonstrate significantaspects of the benchmark

Specific Task = a specific description of how a student might demonstrate knowledge or skill related to significant aspects of a benchmark

Rubric = a description of levels of performance in relation to a benchmark

Specific task SampleBenchmark WL.IS.Y1.3.1 (HCPSIII p.39) Use oral language skills to make simple presentations

Sample Performance Assessment (SPA): The student: Gives oral presentations (e.g., information,

poetry, songs), arranging ideas to focus on a single topic using both memorized and original sentences, may use props, visual aids, or technological presentation tools.

Task/Activity: The student: Gives a 1 minute speech to the class on

his/her favorite school subject .

Generalized rubricAdvanced Proficient Partially

proficientNovice

Use simple phrases and expanded vocabulary to make simple presentations on a variety of topics

Use simple phrases and familiar vocabulary to make simple presentations on commonly encountered topics

Use simple phrases and familiar vocabulary to make simple presentations on some very familiar topics

Use only memorized words or phrases to make simple presentation on limited topics

Task Specific rubric

Advanced Proficient Partially proficient

Novice

Use simple phrases and expanded vocabulary, with accuracy and expression.

Use simple phrases and familiar vocabulary, with no significant errors and some detail.

Use simple phrases and familiar vocabulary, with a few significant errors and minimal detail.

Use only memorized words or phrases with many significant errors.

Rubric Focus

Consistency Difficulty Error Level of detail Significance of detail Quality Speed or Fluency Variety

Task Specific/Benchmark Assessment

The student prepares and presents a collage that describes himself/herself on videotape. Video exchanged with school of target culture.

Small group work

•Select a course and one benchmark.

•Design a specific task for that benchmark.

*Create a rubric for the task.

Break Time, but please …

Benchmark Maps

Purpose:

Provides consistency in identifying when benchmarks will be addressed as schools develop curriculum maps.

Benchmark maps are:

Sequences of clustered benchmarks by quarters

Clustered around Big Ideasof a grade or course

The Benchmark Map is developed with the following premises:

All benchmarks for the grade level/course will be achieved in a school year.

Major understandings are the big generalizations for the topic/concept.

Benchmarks are presented in the suggested quarter for assessment.

Italicized benchmarks are developed and assessed throughout the year.

Criteria considered

Classroom practice and teacher input Language specific considerations (e.g., level

of language learning difficulty) Content, skills, and topics Essential concepts of second language

development o scaffolded learningo extended listening experienceo receptive skills before

productive skills

Taxonomic levels Benchmarks that contribute to big

ideas for the time period Related benchmarks Balance of outcomes among the

four quarters Difficulty and complexity of

benchmarks

Sample of Benchmark Map:Introduction to World Languages A Grades 7/8Semester 1, Quarter 1

Big Idea(s) / Major Understanding(s):

Students will understand that: The functional use of a language is

learned through developing and applying skills in authentic or meaningful contexts.

Awareness of the perspectives of another culture provides insight into one’s own culture and develops respect for the practices, products, beliefs, and values of other cultures

Introduction to World Languages A Grades 7/8Semester 1, Quarter 1

HCPS III Benchmarks:

WL.IS.6-8.4.1 Identify tangible and intangible products and practices of the target culture and compare them to other cultures

WL.IS.6-8.1.1 Ask and answer social questions to get information or to maintain a conversation

Pair/share:

What role do benchmark maps play in standards-based education?

How can I use the maps?

Sample Curriculum Map

Key Concepts &Objectives

Contents Skills Assessment

MajorUnderstand-ing(s):

EssentialQuestion(s):

HCPS:

Other:

LOTUSNOTESMapper

Content:

Plans &Resources:

Skills:

Plans &Resources

Formative:

Other Formative:

Notes:

Summative:

Other Summative:

Notes:

Application of Benchmark Maps

Do a curriculum map for the first quarter of one course, based on the draft of the benchmark maps.Submit through courier or by email to Lynette Fujimori by September 1, 2006.

Arigato Mahalo

Gracias Grazie Gratias ago

MerciDankeschoen

Toa chie Shukran Spasiba

Go mop sam nee dah