quality of formative and summative assessment. Global Competency & World Languages: Area of Formative and Summative Assessment Demonstrator 2. Expectations for Student Learning Global Competency/World Languages teachers communicate consistently high expectations for student learning. CHARACTERISTIC A STEP 1: ANSWER THE FOLLOWING QUESTIONS To what extent do Global Competency/World Languages teachers use and share with their students learning targets and objectives aligned to the state and national standards/expectations for Global Competency/World Languages proficiency? What evidence can be triangulated? Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement. STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS No Implementation Needs Improvement Proficient Distinguished Global Competency/World Global Competency/World Global Competency/World Global Competency/World Languages teachers do not use Languages teachers Languages teachers use (i.e., Languages teachers use (i.e., (i.e., planning instruction and occasionally use (i.e., planning planning instruction and planning instruction and assessment, providing feedback instruction and assessment, assessment, providing feedback assessment, providing feedback to students and parents) or providing feedback to students to students and parents) and to students and parents) and share with their students and parents) or share with their share/clarify with their students share/co-create with their learning targets and/or students learning targets and/or learning targets and/or students learning targets and/or objectives that are aligned to objectives that are aligned to objectives that are aligned to objectives that are aligned to state and national state and national state and national state and national standards/expectations, standards/expectations, standards/expectations, standards/expectations, including Kentucky Standard including Kentucky Standard including Kentucky Standard including Kentucky Standard for World Languages for World Languages for World Languages for World Languages Proficiency, ACTFL Proficiency, ACTFL Proficiency, ACTFL Proficiency, ACTFL Standards for Standards for Standards for Standards for Learning Languages and Learning Languages and Learning Languages and Learning Languages and Global Competency Matrices. Global Competency Matrices. Global Competency Matrices. Global Competency Matrices. Targets are evaluated and adjusted daily based on teaching and learning.
quality of formative and summative assessment. Global Competency & World Languages: Area of Formative and Summative Assessment Demonstrator 2. Expectations for Student Learning Global Competency/World Languages teachers communicate consistently high expectations for student learning. CHARACTERISTIC A STEP 1: ANSWER THE FOLLOWING QUESTIONS To what extent do Global Competency/World Languages teachers use and share with their students learning targets and objectives aligned to the state and national standards/expectations for Global Competency/World Languages proficiency? What evidence can be triangulated? Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement. STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS No Implementation Needs Improvement Proficient Distinguished Global Competency/World Languages teachers do not use (i.e., planning instruction and assessment, providing feedback to students and parents) or share with their students learning targets and/or objectives that are aligned to state and national standards/expectations, including Kentucky Standard for World Languages Proficiency, ACTFL Standards for Learning Languages and Global Competency Matrices. Global Competency/World Languages teachers occasionally use (i.e., planning instruction and assessment, providing feedback to students and parents) or share with their students learning targets and/or objectives that are aligned to state and national standards/expectations, including Kentucky Standard for World Languages Proficiency, ACTFL Standards for Learning Languages and Global Competency Matrices. Global Competency/World Languages teachers use (i.e., planning instruction and assessment, providing feedback to students and parents) and share/clarify with their students learning targets and/or objectives that are aligned to state and national standards/expectations, including Kentucky Standard for World Languages Proficiency, ACTFL Standards for Learning Languages and Global Competency Matrices. Global Competency/World Languages teachers use (i.e., planning instruction and assessment, providing feedback to students and parents) and share/co-create with their students learning targets and/or objectives that are aligned to state and national standards/expectations, including Kentucky Standard for World Languages Proficiency, ACTFL Standards for Learning Languages and Global Competency Matrices. Targets are evaluated and adjusted daily based on teaching and learning.