Board reviews new world‑language standards that emphasize proficiency and Indigenous content

District curriculum staff presented an information‑only report on the world‑language content review, describing a shift from content coverage to proficiency‑based instruction aligned to ACTFL standards and Montana priorities for Indian Education for All.

Presenters (introduced earlier as Casey Lasovich and Jenna Briggs) said the last OPI review of world language standards dated to 1999; the local review prioritized proficiency and three modes of communication (interpersonal, interpretive, presentational). The committee created universal proficiency scales so French, Spanish, Latin and Arabic teachers could use common expectations, assessments and scope‑and‑sequence documents.

A major theme from teachers was a request for time to collaborate: staff proposed a series of small early‑out PD sessions and longer collaborative blocks for teachers to work on common assessments and units. Presenters said teachers did not request significant new instructional materials, but advocated for time and shared repositories of materials.

Board members asked how proficiency scales will interact with grades and college admissions; staff said proficiency scales provide common evidence of performance and can be calibrated to grading practices, and that most colleges still require two years of language study. Staff also said work will continue to include Indigenous language content where appropriate and to connect with OPI resources.

The presentation was informational; no board vote was required.