- What is the LOTE Requirement for a Regents Diploma?
- Students must successfully complete two units of study* of Checkpoint A LOTE 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 LOTE 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 LOTE after Grade 8.
- To earn a Regents Diploma with Advanced Designation, the student must complete one of the following: two additional units in a language other than English including taking and passing a locally developed Checkpoint B exam that is aligned to the Checkpoint B learning standards for LOTE in the language studied (3 LOTE credits total); career and technical education (5 credit CTE sequence); or the Arts (5 credit sequence). Students with disabilities who are exempt from LOTE requirements as indicated on the IEP may earn the advanced designation as long as the required number of credits to graduate is met. (source)
*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: SLP (Second Language Proficiency Exam)
- Checkpoint B – second level of proficiency in NYS
Assessment for Checkpoint B: Comprehensive Regents Exam
Credit by examination – earn credit without LOTE class units.
- Checkpoint C – third level of proficiency in NYS (which includes any LOTE study after a student has passed the Comprehensive Regents Exam
Assessment for Checkpoint C: Teacher-generated examination, portfolios or projects
- What happens if the student fails the course and the SLP 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, he/she is 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 LOTE. The student would then need to either pass the Level I LOTE 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, he/she is required to complete a Level I/Checkpoint A course and earn the one high school credit.
- May the student be advanced to Level 2 LOTE ( 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 SLP. 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 is LOTE 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 New York State Proficiency Second Language Proficiency Examination will receive one HS credit in LOTE.
- High School
- Most colleges and universities expect students to study three to four years of foreign language study in high school. Many of these institutions will consider waiving the foreign language requirement if students have shown advanced study in HS. Additionally, a three-credit sequence in LOTE fulfills one of the requirements for a New York State Regents Diploma with Advanced Designation.
- LOTE Standards & Assessment
- LOTE Standards
- Students will be able to use a language other than English for communication.
- Students will develop cross-cultural skills and understandings.
- LOTE Assessments
- Locally developed Checkpoint A Examination for high school credit: students take this exam at the end of the first two units of LOTE study (typically in 8th grade), also known as Checkpoint A. The exam assesses the four language skills (Speaking, Listening, Reading and Writing). 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 LOTE study, also known as Checkpoint B. This exam assesses the four language skills (Speaking, Listening, Reading and Writing).
- Checkpoint C is the level of LOTE studied beyond the Regents 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
- LOTE 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 foreign 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 LOTE 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)
- Recruitment of LOTE Teachers
- The best place to find candidates is local colleges and universities that have Foreign Language Teacher Preparation programs. You should also consider contacting other LOTE administrators in neighboring districts. LOTE Supervisors have a wealth of information and they tend to know the good candidates seeking positions.
- Characteristics of good LOTE teachers:
- Communicates well: When interviewing LOTE candidates, be cognizant of the person’s communication skills. An excellent LOTE teacher knows how to communicate well in the target language, as well as in English.
- Fluent in LOTE: 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
- The James E. Allen Award – this award honors an outstanding LOTE department. Contact NYSAFLT for details.
- Scholarships for Teachers – numerous scholarships are available for LOTE teachers who are members of NYSAFLT
- Speakers Bureau – search and connect with a LOTE 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 LOTE 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)