Williamsville Central School District

Font Size

LOTE Curricula

Williamsville's curricula defines the essential expectations, performance indicators, performance standards, performance tasks, and content standards for French, German, Latin, and Spanish in the levels of Checkpoint A, B, and C.  Our district's curriculua is based on the following New York State documents:  "New York State Languages Other Than English Resource Guide (1997)" and "New York State Learning Standards for Languages Other Than English (1997)."  The following terminology is used throughout the 2003 documents to clarify the components of our district's LOTE curricula:

Essential Expectation-is a sample performance task that can be completed by all students by the end of each checkpoint level.

Performance Indicator-is a description of what students should know and be able to do at various levels of schooling as they progress toward achieving the standards.

Performance Standard-includes a description of the task, criteria, and rubric that defines the levels of student achievement and answers the question, "how good is good enough?"

Performance Task-is an activity that students do to show that they have acquired the knowledge and skills described by the performance indicators.

Content Standard-describes what students should know, understand, and be able to do.

Our district's expectation is that all LOTE teachers will teach the appropriate content standards and use the performance standards and sample performance tasks in order to have students meet our district's essential expectation for each level of language study.

Additionally curricula revised, beginning, in 2010, includes the following terminology:

Guaranteed and Viable Curriculum

  • Guaranteed:  The guaranteed curriculum is what is imperative to teach—a curriculum that is communicated and assured to all groups; clear guidance to teachers regarding what knowledge is expected to be learned in courses or at grade levels.
  • Viable:  a viable curriculum is a curriculum that can be realistically taught during the time available during the course of a school year.  Its focus is on what is essential vs. supplemental to teach in a school year.  It must be organized and sequenced to enable effective student learning—that is, to say, checking to make sure the essentials are being taught AND learned.  The focus is on the standards that are most essential and demand the greatest amount of time.
  • Curriculum:  the sequencing and pacing of essential declarative and procedural knowledge, common assessments along with the experiences students must have with that content.
Essential Components

  • Declarative Knowledge:  Answers the questions, “what do students need to know and understand?”  Includes, facts, concepts, principles, generalizations, cause/effect sequences, time sequences, and vocabulary terms.
  • Procedural Knowledge:  Answers the question, “What do students need to be able to do and at what level of application (Bloom’s Taxonomy).  Includes skills and processes that result in construction of models, shaping of ideas, and internalization of knowledge (practice to achieve automaticity and fluency).
Key Vocabulary/Glossary:  Vocabulary deemed essential to the curriculum.