IHE Institute World Language Essential Standards (WLES)ContentSession
Proficiency 101 (P101)

2012-2013 IHE Institutes
Wednesday, October 10, 2012
FLANC at Embassy Suites – Ardmore 2
Winston-Salem, NC (Central) / Monday, December 17, 2012
UNC Wilmington
Wilmington, NC (Eastern) / Wednesday, January 9, 2013
Gardner Webb University
Charlotte, NC (Western)

All session materials are posted on the World Languages wiki ( in the Professional Development section on the IHE Institutes 2012-2013 page(

9:00–9:30 a.m. / Welcome, Introductions & Overview
Activities: Launch of Penzu Journal ( Wiki Tour
9:30 – 10:00 a.m. / P101 Part I: Overview of the North Carolina Standard Course of Study (NCSCS)
Activities: Exploring the Screencasts of the 2011-2012 PD Materials ( ) & Using the SI2012 Press Release to Educate the Public about Proficiency-Based World Language Programs
10:00– 10:45 a.m. / P101 Part II: Introduce the Backwards Design Process with the P101 Lesson Plan Template
Activities: Proficiency 101 Project Overview Video Jigsaw with model P101 Lesson Plan
10:45 – 11:45 a.m. / P101 Part III: Link Communication Modes & Culture to Assessment Products
Activity: Venn Diagram with Assessment Examples (AEs)
11:45 – 12:00 p.m. / Plus/Delta Feedback & Assessment Stoplights Exit Activity
12:00 – 1:15 p.m. / Lunch (on your own)
Here are some nearby restaurants . . . .
Embassy Suite’s The Grill
In hotel
336-724-2300ext. 6158 / Jimmy John's
On the corner
227 West Fourth Street
336-723-7244
/ Marriott’s WS Prime
In hotel across street
336-722-5232 / Starbucks
In hotel lobby
336-722-0676
1:15 – 2:15 p.m. / P101 Part IV: Focus on the Spiraling of Proficiency Levels & the Impact of Formative Assessment
Activities: COs & Checklists – A Perfect Match & Learning Scenarios
2:15 – 2:45 p.m. / P101 Part VI: Investigate Different Types of Proficiency-Based Assessment
Activities: Assessment StoplightsTurning a New Light on Assessment
2:45 – 3:00 p.m. / Wrap-up & Preparation for Webinar on Proficiency-Based Rubrics

Helga FascianoDivision of K-12 Curriculum & Instruction

Section Chief of K-12 Program AreasK-12 Program Areas:

or 919-807-3864Arts Education, ESL, Healthful Living & World Languages

Ann Marie GunterDivision of K-12 Curriculum & Instruction: K-12 Program Areas

NCDPI K-12 World Language ConsultantNCDPI World Language Website:

or 919-807-3865WLES Wiki:

Reflection Statements for IHE Institute WLESContent Session: Proficiency 101

World Language Content Session Objectives
By the end of today, I will be able to share with others about:
•Understanding the 8 proficiency levels in the World Language Essential Standards.
•Teaching to build proficiency.
•Assessing proficiency, formatively and summatively, in the classroom. / DuFour Questions
  1. What do we want students to learn?
2.How will we know if they have learned it?
3.How will we respond when they don’t learn it?
4.How will we respond when they already know it?
The reflection statements below are provided to help SI 2012 participants self-assess their understanding of the WLES Content Session or Proficiency 101 materials as they prepare to train others in their local districts and schools on this information. / I can do this easily and well. / This is one of my goals.
P101 Part I: Overview of the North Carolina Standard Course of Study (NCSCS)
1. I can explain how the Standard Course of Study (SCS) may impactlanguage educators as they implement proficiency-based standards.
2. I can describehow I could use the NC WLES professional development resources with my students.
P101 Part II: Introduce the Backwards Design Process with the P101 Lesson Plan Template
1. I can understand how the work of the Proficiency 101 Project is impacting North Carolina language educators, K-20.
2. I can describe the components of an Integrated Performance Assessment (IPA).
3. I can explain the Backwards Design processand how the P101 Lesson Plan template and materials incorporate the process.
P101 Part III: Link Communication Modes & Culture to Assessment Products
1. I can explain the three modes of communication.
2. I can provide examples of assessments for each mode of communication.
3. I can describe the components of culture and their impact on lesson and unit design.
4. I can explain how the modes of communication and culture are integrated with the three strands.
P101 Part IV: Focus on the Spiraling of Proficiency Levels & the Impact of Formative Assessment
  1. I can identify the proficiency level targeted in an assessment.

  1. I can help students use the LinguaFolio® checklists to identify what they need to do to demonstrate performance at the targeted proficiency level.

Shifted to September 20, 2012, webinar; See the archived materials and broadcast at
P101 Part V: Leverage the NCWORLDLANG Social Bookmark to Share Resources Statewide
  1. I can describe how a social bookmark works as a collaboration tool for educators.

  1. I can explain the common WLES tags that will be used to support the implementation of the standards.

  1. I can understand how to tag an online resource for inclusion in the World Language Online Teacher Handbooks.

P101 Part VI: Investigate Different Types of Proficiency-Based Assessment
  1. I can explain the different types of assessment.

  1. I can describe the components of an Integrated Performance Assessment (IPA).

Shifted to Topical webinar in February 2013: Proficiency-Based Rubrics
  1. I can describe how proficiency-based rubrics need to be constructed.

  1. I can explain how to score student work using a proficiency-based rubric.