World Languages: Curriculum and Instruction Demonstrator 1. Student Access All students should have equitable access to high quality curriculum and instruction. No Implementation Needs Improvement Proficient Distinguished The school does not provide The school provides limited The school provides regular The school provides routine opportunities opportunities for students to learn opportunities for most students to opportunities for all students, for all students to learn and develop another language or global learn at least one world language including English Language benchmarked proficiencies in more than cultures, issues or connections. and focus meaningful instruction Learners (ELL), to learn and one world language and allows for a on global cultures, issues or variety of in-depth and learning develop benchmarked connections (e.g. by scheduling proficiencies in at least one world experiences concentrated on global time for instruction, providing language and provide multiple cultures, issues and connections (e.g., by resources and monitoring). scheduling time for instruction, providing opportunities for all students to resources and monitoring). experience a range of global cultures, issues and connections (e.g., by scheduling time for instruction, providing resources and monitoring). To what extent does the school provide opportunities for each student, including ELL students, to learn and develop benchmarked proficiencies in at least one world language by scheduling time for instruction, learning opportunities and monitoring and for all students to experience a range of global cultures, issues and connections? LCMS does not offer any class in any language nor offer global experiences. The school does not provide The school provides limited The school provides regular The school provides routine opportunities opportunities for students to opportunities for students to opportunities for each student to for students to interact (virtually or face to interact (virtually or face to face) interact (virtually or face to face) (virtually or face to face) native or near native speakers interact face) with with native or near native speakers with native or near native speakers with native or near native and other cultures. or cultures and access authentic or cultures and access authentic speakers or cultures and access materials. materials. authentic materials to help them meet benchmarks. To what extent does the school provide regular opportunities for each student to interact with native or near native speakers and access authentic materials to help them meet benchmarks? LCMS does not offer any class in any language nor offer global experiences. The school does not recognize The school acknowledges but does The school promotes The school encourages all students to find out-of-school language learning or not formally recognize language learning and cultural opportunities for all
World Languages: Curriculum and Instruction Demonstrator 1. Student Access All students should have equitable access to high quality curriculum and instruction. No Implementation Needs Improvement Proficient Distinguished The school does not provide opportunities for students to learn another language or global cultures, issues or connections. The school provides limited opportunities for most students to learn at least one world language and focus meaningful instruction on global cultures, issues or connections (e.g. by scheduling time for instruction, providing resources and monitoring). The school provides regular opportunities for all students, including English Language Learners (ELL), to learn and develop benchmarked proficiencies in at least one world language and provide multiple opportunities for all students to experience a range of global cultures, issues and connections (e.g., by scheduling time for instruction, providing resources and monitoring). The school provides routine opportunities for all students to learn and develop benchmarked proficiencies in more than one world language and allows for a variety of in-depth and learning experiences concentrated on global cultures, issues and connections (e.g., by scheduling time for instruction, providing resources and monitoring). To what extent does the school provide opportunities for each student, including ELL students, to learn and develop benchmarked proficiencies in at least one world language by scheduling time for instruction, learning opportunities and monitoring and for all students to experience a range of global cultures, issues and connections? LCMS does not offer any class in any language nor offer global experiences. The school does not provide opportunities for students to interact (virtually or face to face) with native or near native speakers or cultures and access authentic materials. The school provides limited opportunities for students to interact (virtually or face to face) with native or near native speakers or cultures and access authentic materials. The school provides regular opportunities for each student to interact (virtually or face to face) with native or near native speakers or cultures and access authentic materials to help them meet benchmarks. The school provides routine opportunities for students to interact (virtually or face to face) with native or near native speakers and other cultures. To what extent does the school provide regular opportunities for each student to interact with native or near native speakers and access authentic materials to help them meet benchmarks? LCMS does not offer any class in any language nor offer global experiences. The school does not recognize out-of-school language learning or The school acknowledges but does not formally recognize The school promotes opportunities for all The school encourages all students to find language learning and cultural
2014%20World%20Language%20Program%20Review%20due%20June%202015.docx