Culminating Projects & Presentations (Criteria 1E & 2E)
Students may demonstrate the required level of proficiency for the NYSSB in English and/or a world language by completing and presenting a Culminating Project, which can take the form of a project, a scholarly essay, or a portfolio.Ìý The Culminating Project, when successfully completed and presented, may earn the student two (2) points for criterion 1E and/or 2E.Ìý To earn a point for criterion 1E, a student must demonstrate at least Intermediate High proficiency in English in all three modes of communication.ÌýÌýTo earn a point for criterion 2E, a student must demonstrate at least the required level of proficiency in the world language in all three modes of communication.Ìý (See below for a description of the required proficiency levels.)
Categories of Languages
Modern languages include any human language that has living, native communicators.Ìý Modern languages are contrasted with classical languages, such as Latin, ancient Greek, ancient Hebrew, and others from earlier time periods in human history.ÌýÌý
New York State delineates two (2) categories of modern languages based on the time needed for English speakers to develop proficiency, as informed by the Foreign Service Institute’s language learning timelines.Ìý
- Category 1-2 languages:Ìý Afrikaans, Danish, Dutch, English, French, German, Haitian Creole, Indonesian, Italian, Malaysian, Norwegian, Portuguese, Romanian, Spanish, Swahili, and Swedish.Ìý Students pursuing the NYSSB in a Category 1-2 language must demonstrate Intermediate High proficiency in the language.
- All other modern languages, including American Sign Language, are classified as Category 3-4 languages.Ìý Students pursuing the NYSSB in a Category 3-4 language must demonstrate Intermediate Mid ±è°ù´Ç´Ú¾±³¦¾±±ð²Ô³¦²â.ÌýÌý
- For classical languages (e.g., Latin, ancient Greek, ancient Hebrew), the required proficiency level isÌýIntermediate High for Interpretive Reading.
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Evaluation of the Culminating Project
Culminating Projects are presented by the student in the language being assessed to a panel of at least two qualified adult communicators of the language.Ìý Panelists may include classroom teachers, other faculty and staff, and community members.Ìý Following the presentation of the project, the panel of reviewers interviews the students in the language being assessed.Ìý ÌýProjects are evaluated using a rubric that is aligned with ACTFL proficiency levels.ÌýÌý
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Rubrics
¶«¾©ÈÈÎÞÂë has created rubrics for each of the language categories that schools may use to evaluate student work.Ìý The rubrics are available in two styles:Ìý (1) simplified "checklist" style andÌý(2) 2-page standard style.Ìý Both use the same language to describe what students should be able to do at each proficiency level.
| Language Category | Checklist-Style Rubric | Standard Rubric |
| Category 1-2 Modern Languages | Cat 1-2 Checklist Rubric | Cat 1-2 Standard Rubric |
| Category 3-4 Modern Languages | Cat 3-4 Checklist Rubric | Cat 3-4 Standard Rubric |
| Classical Languages* | Classical Checklist Rubric | Classical Standard Rubric |
*In order to earn a point for criterion 2E (culminating project) in a classical language, students must demonstrate at least Intermediate High proficiency in the Interpretive Reading mode only.Ìý The rubric for these languages include the other modes of communication, should educators also wish to evaluate students on these others modes.
The standards rubrics are available in the 10 most common languages of our state's English Language Learners.Ìý Click on the desired language below to down a version of the Culminating Project Rubric in that language.
| Arabic | Mandarin Chinese |
| Bengali | Russian |
| French | Spanish |
| Haitian Creole | Urdu |
| Karen | Uzbek |
Alternatively, schools may develop their own rubrics, which must be submitted to ¶«¾©ÈÈÎÞÂë for approval with the NYSSB School Notification Form in December of each year.Ìý In order to be approved, school-based rubrics must meet the criteria established by ¶«¾©ÈÈÎÞÂë based on the following essential questions:
- Is proficiency in the language being assessed the only aspect that is assessed on the school’s Culminating Project rubric?
- Are the column headings of the school’s Culminating Project rubric labeled with ACTFL proficiency levels?
- Are the performance descriptors in the school’s Culminating Project rubric aligned to ACTFL proficiency levels?
- Does the school’s Culminating Project rubric indicate the proficiency level required to earn the NYSSB?
- Does the school’s Culminating Project rubric separately address all three modes of communication (interpretive, interpersonal, presentational)?
Click here to down the rubric that ¶«¾©ÈÈÎÞÂë uses to evaluate school-based rubrics.
