Transcript PEP Award Overview PowerPoint
PSMLA
EXEMPLARY PROGRAM (PEP) AWARDS
PEP Co-chairs
Mina Levenson, Taylor Allderdice High School Thekla Fall, Pittsburgh Public Schools, Retired
PEP AIMS
To identify and recognize exemplary PA high school world language programs.
To encourage PA school officials, board members, teachers, students and parents to use the PEP Rubric as guide to improve world language programs.
PEP Characteristics
PEP is not a competition. Any high school that provides evidence that it meets the criteria will receive an award.
The program is open to all PA high schools: public, private, charter, parochial, etc. provided one (or more) of the world language teachers is a PSMLA member. A PEP award is a two-year award.
There are Four Award Levels:
•
Golden Globe
rubric) — school must meet or exceed 8 out of 11 program indicators in the Golden Globe column (up to 3 items may be in the Bronze or Silver Globe columns, none off the •
Silver Globe
program indicators in the Silver Globe column (none off the rubric) —school must meet or exceed 8 out of 11 •
Bronze Globe
program indicators in the Bronze Globe column (none off the rubric) —school must meet or exceed 8 out of 11 •
Globe
—school must meet or exceed 10 of the 11 program indicators listed in the Globe column (one indicator may be off
the rubric)
The next slide shows the PEP Rubric
2013 RUBRIC
Golden Silver Bronze Globe 1. Maintain high percentage of total world language enrollment 2.Offer an extended sequence of instruction in commonly taught language 3.Retain students at higher levels 10. Maintain membership in professional organizations 11. Provide special program features 90% to 100% of total school enrollment is enrolled in a foreign language class 12 years or more (sequential program begins in grade 1 or kindergarten) in at least one language 50% or more of students in a language in 9 th grade continue to level 4 and above 4. Provide choice of languages in a 4 year high school sequence 5. Participate in AP, IB, level 5, and/or CIS program 6. Schedule classes that are one level per period 1 language for schools with fewer than 350 students. 2 languages for schools with 351 to 700, 3 languages per 701 to 1000, and 1 additional language for each additional 1000 students At least one such class for each commonly taught language 7. Implement Key Instructional Practices 8. Administer standards based, performance assessment 9. Engage in yearly staff development on world language topics No multi-level (split) world language classes per school in commonly taught languages 90% to 100% of world language teachers follow key instructional practices as described District-wide, standards-based assessment in all languages taught at two benchmark levels 80% to 100% of world language teachers participate in at least one full day local, state, or national world language conference per year in addition to at least one in-house world language specific workshop (equivalent to a 5 hour day) 1 language for schools with fewer than 350 students. 2 languages for 350 to 700, 3 languages per 701 to 1500, and 1 additional language for each additional 1000 students At least one such class for each commonly taught language No multi-level (split) world language classes per school in commonly taught languages 80% to 89% of world language teachers follow key instructional practices as described District-wide, standards-based assessment in all languages taught 60% to 79% of world language teachers participate in at least one full day local, state, or national world language conference per year in addition to at least one in-house world language specific workshop (equivalent to a 5 hour day) 90% to 100% of world language teachers belong to a professional world language organization Three program features per school that connect world language students to outside resources or provides language practice outside of the classroom 77% to 89 % of total school enrollment is enrolled in a foreign language class 6 years (sequential program begins in grade 7) in at least one language 40% to 49% of students in a language in 9 th grade continue to level 4 and above 80% to 89% of world language teachers belong to a professional world language organization Two program features per school that connect world language students to outside resources or provides language practice outside of the classroom 56% to 76 % of total school enrollment is enrolled in a foreign language class 5 years (sequential program begins in grade 8) in at least one language 30% to 39% of students in a language in 9 th grade continue to level 4 and above 1 language for schools with fewer than 350 students. 2 languages for 350 to 700, 3 languages per 701 to 1500, and 1 additional language for each additional 1000 students At least two such classes No more than one multi-level (split) world language classes per school in commonly taught languages 70 % to 79% of world language teachers follow key instructional practices as described District-wide, standards-based assessment in all languages taught 35% to 55 % of total school enrollment is enrolled in a foreign language class 4 years (sequential program in at least one language through 11 th or 12 th grade 15% to 29% of students in a language in 9 th grade continue to level 4 and above 1 language for schools with fewer than 350 students.2 languages for 350 to 700, 3 languages per 701 to 1500, and 1 additional language for each additional 1000 students At least one such class No more than two multi-level (split) world language classes per school in commonly taught languages 60% to 69% of world language teachers follow key instructional practices as described District-wide, standards-based assessment across all languages taught 50 % to 59% of world language teachers participate in at least one full day local, state, or national world language conference per year in addition to at least one in-house world language specific workshop (equivalent to 2.5 hour half day) 70 % to 79% of world language teachers belong to a professional world language organization One program feature per school that connects world language students to outside resources or provides language practice outside of the classroom 40% to 49% of world language teachers participate in at least one full day local, state, or national world language conference per year or one in-house world language specific workshop (equivalent to 2.5 hour half day) 40% to 69% of world language teachers belong to a professional world language organization One program feature per school that connects world language students to outside resources or provides language practice outside of the classroom
2.
3.
4.
5.
6.
1.
Eleven PEP Criteria of the PEP Rubric
Maintain high percentage of total world language enrollment Offer an extended sequence of instruction in at least one commonly taught language Retention of students in higher level courses Provide choice of languages in a 4 year high school sequence Have Advance Placement, International Baccalaureate, level 5 classes, and/or College in the High School programs Schedule classes that are one level per period
7.
8.
Eleven PEP Criteria
(Continued) Implement key instructional practices—teachers: Administer a district-wide, standards-based, performance assessment that cuts across languages 9.
10.
11.
Engage in yearly staff development on world language topics Maintain membership in professional organizations Provide special program features beyond the classroom environment See “ Eleven PEP Indicators: Rationale, Definitions, Required Evidence” on the PSMLA Website www.psmla.org
Awards, PEP, for a full explanation of the 11 indicators .
,
PEP Benefits
Gives outside validation / data to the good work that you are doing for • your administration • school board • students and parents Provides a standards-based tool (PEP Rubric) to • improve programs • boost student enrollment • provide departmental K-12 focus and unity Provides PR opportunities for foreign language week/month for: • local news • your website and PSMLA website • school newsletters • showcasing special features of your program Protects program features (consequences to program cuts become apparent) BE PROACTIVE!
KEY DATES
2013 PSMLA membership must be paid by January 15, 2013 . (At least one teacher in the school must be a PSMLA member.) Applications for 2013 must be postmarked no later than: February 9, 2013 Awardees will be named by: March 30, 2013
If standards are for all students —
Then ALL schools should offer world language programs that meet PEP criteria!
For the complete PEP AWARDS Application Packet
see