- What is the World Language Requirement for a Regents Diploma?
- NYSED OBEWL World Languages Frequently Asked Questions
- Students must successfully complete two units of study* of Checkpoint A World Languages and must earn one high school credit by the end of ninth grade.
- The Checkpoint A graduation requirement credit can be earned by:
- Successfully completing any combination of 2 units in grades K-8 and passing a locally developed Checkpoint A exam. (Locally developed versions of the former SLP must be aligned to the Checkpoint A learning standards for World Languages and must be approved for high school credit by the public school district superintendent or the chief administrative officer of a registered charter or nonpublic high school.) (“Successful completion” is as determined by the local school district and may include credit recovery options, AIS, etc. in order to help students meet the district’s minimum standard for “successful completion”. “Passing” is defined as a minimum score of 65).
- Passing a high school course that is aligned to the Checkpoint A learning standards for World Languages after Grade 8.
- To earn a Regents Diploma with Advanced Designation, the student must complete one of the following: two additional units in World Language including taking and passing a locally developed Checkpoint B exam that is aligned to the Checkpoint B learning standards for World Languages in the language studied (3 World Language credits total); career and technical education (5 credit CTE sequence); or the Arts (5 credit sequence). Students with disabilities who are exempt from World Language requirements as indicated on the IEP may earn the advanced designation as long as the required number of credits to graduate is met.
This website gives further information: http://www.nysed.gov/world-languages/graduation-requirements
*unit of study = 180 minutes per week. Half unit of study = 90 minutes. There are no other variations.
- What does Checkpoint A, B & C mean?
- Checkpoint A – first level of student proficiency in NYS
Assessment for Checkpoint A: Regional checkpoint A exam
- Checkpoint B – second level of proficiency in NYS
Assessment for Checkpoint B: Regional checkpoint B exam
- Checkpoint C – third level of proficiency in NYS (which includes any World Language study after a student has passed the checkpoint B exam)
Assessment for Checkpoint C: Teacher-generated examination, portfolios or projects
- What happens if the student fails the course and the checkpoint A exam by the end of grade eight?
- If the student passed the locally developed exam but did not successfully complete one of the units of study (per local definition of successful completion) the student may earn the credit through credit recovery or other means designed to show successful completion of the unit of study.
- If the student failed the exam, they are required to complete a Level I/Checkpoint A course and earn the one high school credit. This should be a Level I course in the high school that is aligned to the Checkpoint A learning standards for World Languages. The student would then need to either pass the Level I World Languages course in order to earn the credit. The high school Level I course for those who fail in middle school is a true Checkpoint A high school level course and NOT a modified curriculum for those who failed. The student could:
- take the Level I/Checkpoint A course in grade nine and pass the course (minimum score of 65) OR
- repeat the grade 8 portion of the two-year Checkpoint A course and pass the locally developed Checkpoint A exam (minimum score of 65).
- While the spirit of the SED regulations is that students will have two units of instruction over a two year period, some students or classes may be ‘accelerated’. In order for a student to be designated as ‘accelerated’ and be approved to take a locally written Checkpoint A exam before 9th grade for high school credit, the course curriculum must be aligned to Checkpoint A as defined in the NYS Syllabus: Modern Languages for Communication. If such a student does not pass the exam, they are required to complete a Level I/Checkpoint A course and earn the one high school credit.
- May the student be advanced to Level 2 World Languages ( first half of Checkpoint B) even if they have not earned credit for Level 1 (Checkpoint A)?
- Yes. The student may advance to Level 2 with teacher recommendation. Upon passing Level 2, the student will have earned 1 high school credit for the Level 2 course. It is neither necessary nor recommended that students be required to concurrently take a Checkpoint A course and/or exam to “buy back” that credit. With the Checkpoint B credit, they will have satisfied the requirement and may move on from there.*A student may change languages but, this is not advisable since the student might suffer academically crossing from one language to another. The two year sequence is advised so the student has the classroom time necessary to reach the Checkpoint A Level of Proficiency and pass the checkpoint A exam. The SED regulations state that at least 50% of study must be in one language.
- Credit by Examination vs. making up a missed exam
- Currently, there is no mechanism (as there used to be) for students to earn credit by examination by “challenging” the now locally written versions of the former SLP and Regents exams. For example, in the past students could earn three high school credits by passing the Regents exam with an 85 or higher. NYSAFLT has requested that SED address this inequity.
- If a student is ill or misses a final exam, an alternate exam my be offered to that student.
- Why are World Languages important to a child?
- K – 4/6
- Since research shows that an early language learning experience generally results in the development of native or near-native pronunciation and intonation, it is recommended that students be provided the opportunity to learn a second language as early as possible in school. This early language learning experience not only helps to develop native-like pronunciation, but also promotes higher levels of proficiency if the student continues in a well-articulated sequence of language learning. Research corroborates additional benefits including strengthening of literacy in students’ first language, raising standardized test scores in other subject areas, and developing comfort with cultural differences. These benefits accrue with instruction that is continuous throughout the school year, connected grade to grade, and more frequent than twice per week, adding up to at least 90 minutes per week, at both the elementary and middle school levels (ACTFL, 2006).
- Middle School
- A student taking and passing (minimum score of 65) the regional Checkpoint A Examination will receive one HS credit in World Languages.
- High School
- Most colleges and universities expect students to study three to four years of World Language study in high school. Many of these institutions will consider waiving the World Language requirement if students have shown advanced study in HS. Additionally, a three-credit sequence in World Languages fulfills one of the requirements for a New York State Regents Diploma with Advanced Designation.
- World Languages Standards & Assessment
- World Language Standards:
- Anchor Standard: Communication
- Anchor Standard: Cultures
- This page gives details about standards and sub-standards: http://www.nysed.gov/common/nysed/files/programs/world-languages/nys-learning-standards-for-world-languages-2021.pdf
- World Language Assessments
- Locally developed Checkpoint A Examination for high school credit: students take this exam at the end of the first two units of World Language study (typically in 8th grade), also known as Checkpoint A. The exam assesses the three modes of communication (interpretive, interpersonal, presentational). Prior to 9th grade students must successfully complete two units of study and pass the Checkpoint A exam. See above for “what if” situations involving not passing one component or another.
- Locally developed Checkpoint B Examination for Regents credit: students take this exam at the end of three years of World Language study, also known as Checkpoint B. This exam assesses the the three modes of communication (interpretive, interpersonal, presentational).
- Checkpoint C is the level of World Languages studied beyond the Checkpoint B Examination. Schools districts typically offer one or more of the following programs: AP Language and Literature program, International Baccalaureate program or courses affiliated with post-secondary colleges or universities
- The Annenberg Foundation publishes this video series in 2003 regarding the teaching and assessment of foreign languages
- World Language Issues in Education
- The National Council of State Supervisors for Languages (NCSSFL), a professional association of leaders in the field of elementary and secondary foreign language education, firmly advocates for the inclusion of foreign language education in the school curriculum for ALL students, pre-kindergarten through grade twelve and beyond.http://ncssfl.org/papers/index.php?allstudents
- Research indicates that effective language instruction must provide significant levels of meaningful communication and interactive feedback in the target language in order for students to develop language and cultural proficiency. ACTFL (American Council on the Teaching of Foreign Languages) therefore recommends that language educators and their students use the target language as exclusively as possible (90% plus) during instructional time and, when feasible, beyond the classroom (ACTFL, 2009).
- National Network for Early Language Learning (NNELL) The period of early childhood is considered an optimal time to begin learning a second language, as the methods and materials used in early childhood classes are multi-modal and may facilitate second language acquisition and learning (Bialystok, & Hakuta, 1994).http://nnell.org
- The College Board eliminated the AP examinations of three world languages (French Literature, Italian Language and Latin Literature) in 2008. The AP Italian program was restored in 2011 and the exam will be administered again beginning in May 2012. There is concern that this will impact the students enrolled in those language programs as well as possible elimination of district language programs.http://www.actfl.org/i4a/pages/Index.cfm?pageID=4868
- Examples to Support World Language Teachers & Programs
- The best way to find professional development opportunities for LOTE teachers is to contact the National, State and Regional LOTE Professional Organizations (see links below)
- Regional (New York State)
- There are many things that teachers can do to advocate World Language Education. Check out this web site for some great tips. (www.discoverlanguages.org/i4a/pages/index.cfm?pageid=3656)
- As we strive to educate the 21st Century student, it is imperative that World Language teachers integrate current technology into their classrooms. Everything from SMARTBoards (TM) to Web 2.0 technology can easily be applied to World Language instruction.
- NYSAFLT, NECTFL and ACTFL have many resources for teachers. Please check out their websites (www.nysaflt.org) and (www.actfl.org) and (www.nectfl.org)
- NYSAFLT has two conferences each year throughout New York State. For more info, please go to (www.nysaflt.org/conferences).
- Recruitment of World Language Teachers
- The best place to find candidates is local colleges and universities that have World Language Teacher Preparation programs. You should also consider contacting other World Language administrators in neighboring districts. World Language Supervisors have a wealth of information and they tend to know the good candidates seeking positions.
- Characteristics of good World Language teachers:
- Communicates well: When interviewing World Language candidates, be cognizant of the person’s communication skills. An excellent World Language teacher knows how to communicate well in the target language, as well as in English.
- Fluent in World Language: While most candidates will not be native-speakers, they should be fluent in the language. Please ask another language teacher to sit-in on the interview in order to speak with the candidate in the target language.
- Differentiates instruction: Candidates describing a typical lesson should include student-student interaction and activities that cover most, if not all, of the four language skills (speaking, listening, reading and writing).
- International experience: Strong candidates will have studied abroad, or at least have foreign-travel experience.
- Additional NYSAFLT Resources
- Scholarships for Teachers – numerous scholarships are available for World Language teachers who are members of NYSAFLT
- Speakers Bureau – search and connect with a World Language professional who could offer your staff an in-service workshop.
- Regional Director Contacts – connect with your regional NYSAFLT representative
- Sister Rose Aquin Caimano Distinguished Administrator Award – this annual award seeks to celebrate the contributions made by an administrator to the World Language profession. Contact NYSAFLT for details.
|The information on this page was compiled by:
William Anderson (Massapequa School District), Chair
Ken Hughes (Elizabethtown-Lewis Central School District)
Cindy Kennedy (Kenton School District)
Al Martino (Guilderland Schools)
Jennifer Nesfield (Northport-East Northport School District)
Marie Nuzzi (Garden City High School)
Rosa Riccio-Pietanza (NYCBOE)
Updated September 2011 by:
John Carlino, NYSAFLT Executive Director (Kenmore West High School)