DOCUMENTING STUDENT GROWTH: PORTFOLIOS  I can explain the student growth evidence collection process. The Proof is in the Performance

“This portfolio process has pushed me to think more carefully about how I understand student growth and what I can do to enhance learning in my classroom.” -SCS World Language Teacher

“This process has been the most arduous I have ever undertaken. It is valuable, and having to be transparent about student growth from start to finish has helped me grow as well. -SCS World Language Teacher

Norms Be present and engaged. Be respectful of differences in perspective while challenging each other productively and respectively. Monitor “air time.” Make the most of the time we have. Stay focused on students.

KUDOSs Know: The trajectory of learning manifests in the world language classroom via proficiency. Understand: Need for and purpose of performance & proficiency targets and how the curriculum leads to successful achievement at or beyond the target Be able to Do: Develop assessment strategies designed to collect evidence of student growth across the communicative modes that demonstrate the successful achievement at or beyond the performance targets.

A Multiple Measures Example  Qualitative includes:  Observations in planning, environment, and instruction  Professionalism rubric  Quantitative includes:  Growth measure  World Languages Portfolio Model score  Achievement measure  Goal set by teacher and evaluator

Student Growth Portfolio with Peer Review THE GOAL: A holistic and meaningful picture of the value a teacher adds to students, using the work that is already happening in the classroom. THE SOLUTION: A flexible but rigorous portfolio of student work samples that demonstrate growth across the standards- based domains.

How does the portfolio work? The portfolio will look slightly different depending on the language taught. All evidence collections must show evidence of purposeful sampling. Evidence collected must be representative of teacher’s course load. All evidence is uploaded to the GLADiS evidence collection website. All evidence is self-rated and then evaluated by a peer. *Data is unscored, but included for reference.

Modern Languages Perform: Interpersonal Listening and Speaking Perform: Interpretive Listening or Reading Perform: Presentational Speaking or Writing Reflect: Both students and teachers reflecting Data*: Common assessment scores *Not scored, but is used as a reference point

Classical Languages Perform: Interpretive Reading Perform: Interpretive Translation Perform: Presentational Writing Reflect: Both students and teachers reflecting Data*: Lesson plans, assessment scores, etc. *Not scored, but is used as a reference point

Purposeful Sampling Your Students Students in Your Representative Sample

Purposeful Sampling Since we expect growth for all students, the portfolio should show how the teacher impacts the learning of children from varying populations. As such, every evidence collection must include pre- and post- evidence from one student approaching expectations, one student meeting expectations, and one student exceeding expectations.

PORTFOLIO COMPOSITION

The Scoring Guide 17

Expected Growth

scsworldlanguages.weebly.com Portfolio Development Tools

Timeline GLADiS Logins – distributed ASAP to new teachers Pre-Assessment Complete by end of September Post-Assessment complete by Spring Break Portfolio Upload window: April 6-11, 2016 Portfolio Due April 11, 2016

Questions?

Ticket out the door 3 take-aways 2 things you need more information on 1 big question you still have Please use the prescribed reflection slide. I think it captures basically the same information you are seeking with these questions. LSN

Reflection: One minute paper on post-it Jot down your “Take-Aways” Consider what you need to know and be able to do to successfully implement what you have learned in this session. – What is still unclear? – What professional development or additional resources do you need?

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