Information For Administrators

Information For Administrators

NYSAFLT would like to offer you, the public or private school administrator, assistance in helping you with any world language questions that you may have, from recruiting to assessment to curriculum and professional development. Feel free to contact NYSAFLT for further information at the bottom of this page.
Click here to download this flier for a quick overview of World Languages in New York State!

Click here to view the Administrator Reference Guide to the Revised NYS Learning Standards for World Languages. 

Click here to view the Administrator Reference Guide – Part 2: The Standards in Action (Classical Languages)

Click here to view an Orientation Webinar for Administrators on the NYS Learning Standards for World Languages (Parts 1 & 2)

For the latest answers to your specific questions, please contact our Headquarters Staff or the New York State Education Department staff.

This website gives further information:

*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:  LOTE FAQSee VIII. Locally Developed Tests #27-30
    • Checkpoint B – second level of proficiency in NYS
      Assessment for Checkpoint B:LOTE FAQSee VIII. Locally Developed Tests #27-30
    • 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
  • Commonly Asked Questions and Answers
    • Click this link to get answers to questions regarding:
    • I. LOTE Instruction     II.   Graduation Requirements   III.  Students with Disabilities    IV.  Common Middle School Programs  V.  Course of Study VI.  Transfer Students VII.  Credit by Examination (Challenge) VIII.  Locally Developed Tests IX. 4+1 Pathway to Graduation  X.   Special Situations
  • 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.
    • Since the locally developed LOTE examination is not a “State-developed” or a “State-approved” assessment (8 NYCRR § 100.5[d][1][ii]), earning unit(s) of diploma credit through Credit by Examination is not possible. LOTE FAQ VII.  Credit By Examination #26
    • Making up a missed exam: This is permissible as long as the students involved have met the eligibility requirement(s), including unit(s) of study. However, if a school or district is part of an examination consortium, in order to maintain testing integrity, it is important to consult with the other member schools or districts first on the time and day and the form of the locally developed examination being used.  It is also advisable to provide different forms of the tests. LOTE FAQ VIII.  Locally Developed Tests #29
  • 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 successfully completing two units of study and passing a locally developed examination that is aligned to the Checkpoint A Learning Standards receives one HS credit
    • 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 Languages in Education
  • How to Support World Language Teachers & Programs
    • World Language professional development opportunities (webinars, conferences, book studies, workshops) are offered by National, State and Regional World Language Professional Organizations.
    • Scholarships for Teachers – numerous scholarships are available for World Language teachers who are members of NYSAFLT.
  • 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 effective candidates seeking positions.
    • Characteristics of effective 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 the communication modes (interpretive, interpersonal, presentational).
      • International experience: Strong candidates will have studied abroad, or at least have foreign-travel experience.
  • Additional NYSAFLT Resources
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

Updated September 2011 by:
John Carlino
, NYSAFLT Executive Director (Kenmore West High School)

Updated June 2024 by:

Mike Mitchell, NYSAFLT Executive Director
Marie Campanaro,
NYSAFLT Public Advocacy Co-chair
Barbara Patterson
NYSAFLT Public Advocacy Co-chair