TM ® Portfolios for Linguistic Progress Day 3 Kristin Mills EL Support Conference 2016

TM ® Portfolios for Linguistic Progress Debrief from Day 2

TM ® Padlet: Virtual Parking Lot for questions and comments

TM ® Reflecting on Interculturality Learning Facilitators: provide insight into one’s own culture provide insight into one’s own culture share their intercultural experiences share their intercultural experiences provide opportunities for intercultural encounters provide opportunities for intercultural encounters demystify cultural differences demystify cultural differences facilitate learner reflection using the two Intercultural reflection tools in the Biography facilitate learner reflection using the two Intercultural reflection tools in the Biography

TM ® Reflecting on Interculturality Learners must be able to: Identify the multiple aspects of culture & relate them to their language learning progress; Identify the multiple aspects of culture & relate them to their language learning progress; Find and successfully engage in intercultural activities; Find and successfully engage in intercultural activities; Self-assess their intercultural growth; and Self-assess their intercultural growth; and Describe how their intercultural skills have changed/developed over time. Describe how their intercultural skills have changed/developed over time.

TM ® LinguaFolio Training Modules

TM ®

® Folio/ Folio/5789 (Video clip about biography) Training Module Video Clips!

TM ® Folio/ Folio/5791 (Video clip about dossier)

TM ® Folio/ Folio/5790 (Video clip about passport)

TM ® folio/ folio/6440 (Video clip about LF-like activities)

TM ® Take a Tour of LinguaFolio Training Modules

TM ® LinguaFolio Virtual PLC LinguaFolio Virtual PLC Guide LinguaFolio Virtual PLC Guide LinguaFolio Virtual PLC Guide LinguaFolio Virtual PLC Guide LinguaFolio Virtual PLC Handouts LinguaFolio Virtual PLC Handouts LinguaFolio Virtual PLC Handouts LinguaFolio Virtual PLC Handouts

TM ® eLinguaFoliowww.elingualfolio.org

® Take a Tour of eLingaFolio

TM ® Let’s take a break

TM ® LinguaFolio Jr.

TM ® Take a Tour of LingaFolio Jr. aterials

TM ® LinguaFolio and Shaping Instruction

TM ® Scaffolding Learning- Reminders Focus on purposeful communication that will be relevant by being: Focus on purposeful communication that will be relevant by being: Cognitively engaging Cognitively engaging Intrinsically interesting Intrinsically interesting Culturally connected Culturally connected Stretch students’ language use towards next level Stretch students’ language use towards next level

TM ® Hands-On Workshop Time You will need chart paper and markers for this activity! With a partner, or in a small group, create an activity for one content-based ESL lesson (or a content lesson with ELs in mind) With a partner, or in a small group, create an activity for one content-based ESL lesson (or a content lesson with ELs in mind) Develop 4-5 Can-do statements to help your students assess what they can do with the language after completing the activity. Develop 4-5 Can-do statements to help your students assess what they can do with the language after completing the activity. Be prepared to share with the group! Be prepared to share with the group!

TM ® Advertising LinguaFolio Public Service Announcements!

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®

® Implementation Timeline and Setting Goals

TM ® Possibilities and Options Can-Do Statements: At the beginning & end of a course; maybe mid-year/mid-semester depending on the course. Can-Do Statements: At the beginning & end of a course; maybe mid-year/mid-semester depending on the course. Learning Inventory & How Do I Learn Checklist: At the beginning of a course (or when students enter) Learning Inventory & How Do I Learn Checklist: At the beginning of a course (or when students enter) Reflective Learning Cycle/Metacognition: Build into every unit of study, beginning with goal-setting prior to the initiation of new learning. Reflective Learning Cycle/Metacognition: Build into every unit of study, beginning with goal-setting prior to the initiation of new learning. Evidence Collection/Dossier: Only upon completion of a Progress Indicator Evidence Collection/Dossier: Only upon completion of a Progress Indicator Passport Data Collection: At the beginning & end of a course Passport Data Collection: At the beginning & end of a course

TM ® Implementation Tips Start on a small scale! Start on a small scale! Implement various aspects in a variety of class periods/lessons. Implement various aspects in a variety of class periods/lessons. Begin with one class or one level. Begin with one class or one level. Consider beginning with one domain/mode checklist Consider beginning with one domain/mode checklist Pick and choose a few resources to begin with. Pick and choose a few resources to begin with. Can-Do’s, Self-Assessment Grid, Intercultural Experiences, Learning Inventory & How Do I Learn? Can-Do’s, Self-Assessment Grid, Intercultural Experiences, Learning Inventory & How Do I Learn?

TM ® Implementation Tips Begin by completing your own LinguaFolio and model everything! Begin by completing your own LinguaFolio and model everything! Goal-setting, strategy selection, reflecting, Can-Do completion, evidence upload, etc. Goal-setting, strategy selection, reflecting, Can-Do completion, evidence upload, etc. Figure out if you can maintain everything electronically and if so, how. Figure out if you can maintain everything electronically and if so, how. District server, flash drive, CDs, DropBox, Google Drive, etc. District server, flash drive, CDs, DropBox, Google Drive, etc.

TM ® Paper Version Notebook Individual Folder In the Classroom In Learner Hands Electronic Version Cloud Server Jump Drive CD or DVD Hard Drive Local Server Housing LinguaFolio®

TM ® Electronic Version Easily updated Portable Takes up no physical space Paper Version Readily available Physical object Take out and show Advantages Advantages

TM ® Electronic Version Network capacity Access Paper Version Physical storage Time-consuming updates Possible Challenges

TM ® Implementing LinguaFolio What will you do next? Make your own implementation plan and be ready to share!

TM ® Let’s take a break

TM ® Implementing LinguaFolio Reflect on out workshop and resources Reflect on out workshop and resources What is your plan? What is your plan?

TM ® Now let’s talk about grading. public school in the US—educating the masses public school in the US—educating the masses world-wide curriculum world-wide curriculum rigor has many definitions rigor has many definitions specialized diplomas specialized diplomas grading systems grading systems What are your roles to provide access to rigor? What are your roles to provide access to rigor?

TM ® Grades and Grading Scales Subjective or objective process? Subjective or objective process? most scales are very different from ours in the US most scales are very different from ours in the US Who gets an A? Anyone? Who gets an A? Anyone? Is there a level for D? Is there a level for D? What kind of pressure do students feel? What kind of pressure do students feel? Pass/fail and the GPA Pass/fail and the GPA honors level classes and rigor honors level classes and rigor What are the nuances of your district’s grading policies? What are the nuances of your district’s grading policies?

TM ® Apples to Oranges school calendars may be different school calendars may be different Grading modified work vs. modifying grades Grading modified work vs. modifying grades the relationship with “accuracy” and “consistency” in the assessment process the relationship with “accuracy” and “consistency” in the assessment process the regime of “exact” and “fair ” the regime of “exact” and “fair ”

TM ® Modifying Assessments for Academic Language Development

TM ® In the end... When students are successful in demonstrating content knowledge and understanding through an authentic assessment process, teachers can document and justify accurate issuance of English learners’ grades. When students are successful in demonstrating content knowledge and understanding through an authentic assessment process, teachers can document and justify accurate issuance of English learners’ grades. If students are not successful—understanding reasons other than language.

TM ® “…if you judge a fish by its ability to climb a tree, it will spend its whole life believing that it is stupid.” Albert Einstein

TM ® Wrap-Up What is your next step with LinguaFolio?

TM ® Evaluation Link Please complete the evaluation via the link or QR code below. We truly value your feedback and hoped you enjoyed the 3 rd Annual EL Support Conference! The trainer will provide you with your certificate upon completion of the survey.

TM ® Resources LinguaFolio Resources for North Carolina educators: Sign-up for e-LinguaFolio for NC at LinguaFolio documents in PDF and/or Word: rials rials rials LinguaFolio Junior: Materials Materials Materials ESL LinguaFolio checklists: Materials Materials Materials

TM ® Resources Online LinguaFolio Learn NC NCSSFL or > LinguaFolio STARTALK Online LinguaFolio Resources from CASLS

TM ® Christie Lynch Ebert K-12 Program Areas Section Chief Arts Education, ESL, World Languages Phone: Ann Marie Gunter World Language Consultant Phone: Ivanna Mann Thrower Anderson ESL Consultant and Title III Director Phone: Charlotte "Nadja" Trez ESL Consultant and Title III Director Phone:

TM ® Kristin M. Mills ESL Teacher, Coats-Erwin Middle School NC DPI EL Support Team Member NC DPI EL Support Team Member How to find me!