Demonstrator 3: Students engage in a process of language acquisition and/or learning that prepares them for college, career and global citizenship. Fully Functioning Characteristics Examples of Evidence a. Learning experiences support the LinguaFolio samples advantages of language use in the community, student schedules career development and personal enrichment. AP scores b. Students have the opportunity to address their career interests through personal learning ILP plans. documentation of international c. High school students have the opportunity partnership projects (i.e. GAPP, Spanish to refine their language acquisition through Academies, sister-city schools, Confucius participation in opportunities such as Advanced classrooms) Placement and/or dual credit language learning Samples from ePortfolio entries opportunities or the equivalent. d. Students understand diverse cultural perspectives and use appropriate socio-linguistic skills in order to function in diverse cultural and linguistic contexts. e. Students use language skills to learn from and work cooperatively across cultures with global team members, sharing responsibility and making necessary compromises while working toward a common goal. Formative and Summative Assessment Demonstrator 1: Students take ownership of their own learning through a process of goal setting, self-assessment and reflection. Functioning Characteristics Examples of Evidence
Demonstrator 3: Students engage in a process of language acquisition and/or learning that prepares them for college, career and global citizenship. Fully Functioning Characteristics Examples of Evidence a. Learning experiences support the advantages of language use in the community, career development and personal enrichment. b. Students have the opportunity to address their career interests through personal learning plans. c. High school students have the opportunity to refine their language acquisition through participation in opportunities such as Advanced Placement and/or dual credit language learning opportunities or the equivalent. d. Students understand diverse cultural perspectives and use appropriate socio-linguistic skills in order to function in diverse cultural and linguistic contexts. e. Students use language skills to learn from and work cooperatively across cultures with global team members, sharing responsibility and making necessary compromises while working toward a common goal. LinguaFolio samples student schedules AP scores ILP documentation of international partnership projects (i.e. GAPP, Spanish Academies, sister-city schools, Confucius classrooms) Samples from ePortfolio entries Formative and Summative Assessment Demonstrator 1: Students take ownership of their own learning through a process of goal setting, self-assessment and reflection. Functioning Characteristics Examples of Evidence
World%20Language%20Program%20Review%202011.docx