World Languages. Maine has a goal to graduate all students proficient in a world language. This includes the capacity to communicate both orally and in writing. While the Provider is not required to provide educational content, Bidders must describe the tools and functionalities included in the solution that will support teaching and learning of a world language. This includes tools and functionalities that support both productive (speaking, writing, showing) and receptive (listening, reading, and viewing) modes of communication. Further, the Bidder must describe how its solution's tools and functionalities support different form of communication: • Interpersonal (direct communication between individuals) • Interpretive (individual receives communication by listening, seeing, or reading), and • Presentational (individual delivers communication orally, written, or some recorded form when the receiver is not expected to provide direct feedback including a one to many style of communication) DocuSign Envelope ID: 22B4BD01-58D9-4AB3-AC4F-AC67D3B96B81 DocuSign Envelope ID: 16287D28-3264-44F2-80BB-D4454384C31A DocuSign Envelope ID: 4CCD5CFA-F6B1-45E1-BC0F-C2E6C9AD484C DocuSign Envelope ID: B0369851-91DB-4C5C-AB37-4DDE5FED74CC In addition, proficiency in a world language requires cultural knowledge as it relates to differences in how communication is produced and received. Bidders must describe how its solution supports the teaching and learning of cultural knowledge.
World Languages. All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.
World Languages. Pg. 16 Procedures for Assurances and Innovations - Pg. 18 As new innovations are adopted, they are reflected in this document. Please see SUHSD Procedures for Assurances and Innovations at the end of this document if interested in proposing a change. – Pg. 18 Build 10th Grade BUILD Students should be enrolled in the Build Course with the no credit option: 029001 BUILD. At the end of the semester, teachers should submit the grade with the variable credits earned to the GIS for entry in the transcript. The Build course will not post directly to the transcript. Carnegie Units For every 15 hrs of seat time, students can earn an elective credit. College Units No college courses are given grade bumps in District gpa configurations, except for at Middle College, Independent Study, EPAA, TIDE and Redwood which offer no other Honors/AS/AP/IB courses. College classes at Middle College, Independent Study, EPAA, TIDE and Redwood are those that are UCA-G transferable as these courses are the AP/IB option at their sites. Semester system college unit equivalents for high school credit are as follows:
World Languages. Maine has a goal to graduate all students proficient in a world language. This includes the capacity to communicate both orally and in writing. While the Provider is not required to provide educational content, Bidders must describe the tools and functionalities included in the solution that will support teaching and learning of a world language. This includes tools and functionalities that support both productive (speaking, writing, showing) and receptive (listening, reading, and viewing) modes of communication. Further, the Bidder must describe how its solution's tools and functionalities support different form of communication: • Interpersonal (direct communication between individuals) • Interpretive (individual receives communication by listening, seeing, or reading), and • Presentational (individual delivers communication orally, written, or some recorded form when the receiver is not expected to provide direct feedback including a one to many style of communication) In addition, proficiency in a world language requires cultural knowledge as it relates to differences in how communication is produced and received. Bidders must describe how its solution supports the teaching and learning of cultural knowledge.
