MARTHA PERO HUDSON CITY SCHOOLS Student Learning Objectives Linguafolio Integrated Performance Assessments slo2013.wikispaces.com

Student Learning Objectives Teacher evaluation  50% on student performance Ohio Department of Education

Student Learning Objectives Ohio Department of Education

Percentage of students that met or exceeded growth target Descriptive ratingNumerical rating Most Effective Above Average Average Approaching Average2 59 or lessLeast Effective1 SLO Scoring Matrix

ODE Requires 2 SLOs. If you are teaching multiple levels, you can do one SLO per level. If you are only teaching one level, you will have to divide your SLO in some fashion. You could possibly do a communication SLO and a culture SLO as our standards are divided that way.

ODE site Google ODE Educator Evaluation Student Growth Measures (learn more) All the documents you need are there  Student Learning Objectives Guidebook Student Learning Objectives Guidebook  SLO Scoring Template SLO Scoring Template  Example of annotated World Language SLO

SLO for only level 1 For your baseline data, use the LinguaFolio Novice Low and Novice Mid assessment. Also for background information and a proficiency check, use a pre- assessment as in this example. You must be advocates in your district to explain why level 1 SLOs have minimal data.Novice LowNovice Mid example. OR You may wait for two weeks or more, give an assessment and use that as your baseline. You will still be looking for Novice Mid 1, 2, or 3 by the end of the year according to ACTFL recommendations.

Student Learning Objectives Doable Don’t back yourself into a corner that will be too difficult to measure Allow room for all students to succeed and grow Keep records Don’t recreate the wheel, work collaboratively

Same old, same old? Change in standards focus Original More communicative ACTFL Wisconsin Department of Public Instruction

Top Ten “Buts…” But this is so sudden… Yet another top down mandate… But this takes so much time… But I teach upper levels… But I’m a grammarian… But our textbooks don’t have this… But I haven’t had enough training…

Top Ten “Buts…” continued But I need to get my students ready for  SAT II tests  National Exams  College  AP/IB exams  Life But my students will never be able to do this… But I’m going to retire soon…

Ohio Standards Ohio Department of Education

Ohio Standards Ohio Department of Education

Ohio Standards Ohio Department of Education

Ohio Standards Ohio Department of Education

Ohio Standards Are you assessing these? What do your assessments look like? We need to make an honest assessment of our assessments!!

What you can’t use.... Use grammar based tests Use multiple choice tests exclusively Use vocabulary only based tests These are formative assessments that are not proficiency based and do not align with our standards.

Formative or summative?

Suggestions Do teach grammar and vocab Do practice with both Do quiz them on both Do give them a summative test that is interpretive, interpersonal and presentational communication

What you can use... Integrated Performance Assessments LinguaFolio Any type of portfolio Proficiency based assessments

New experience Start with the assessment goals  I can... (make them really student friendly)  Talk about my school telling what I like and dislike  Talk with a kid in the Dominican Republic and compare our schools  Talk about what I really like to do and do after the bell rings  Talk about some of the people I know (and ones I wish I didn’t know)  ETC. Whatever captures your students’ interest according to their age.

Teach The grammar  Conocer/saber  Vocabualry  Hace..que  más que...  etc. The culture of the schools Talk, talk, talk,  Ask and answer questions  Skype

Formative assessments Vocabulary quiz Saber/conocer quiz Stem changing verb quiz Etc.

Summative assessment Sit in group and talk about school with classmates and me. Answer and ask questions. Listen to the conversation and answer, summarize anything that makes them listen to the whole, not specific tiny words  Not multiple choice Write a letter to your host family that you are going to visit in the summer. Show me what you have learned. Impresiona a la Sra. Assessment sampleAssessment sample

LinguaFolio Three parts Language Biography (3 components) Language Background Interculturality Self-Assessment Checklists Language Dossier Language Passport NCSSFL

Students only need to get 70% of the “I can..” statements to be at the level 1.

Language Background Learning Inventory "How Do I Learn" Documenting Language Background (optional templates)  Learning Summary Learning Summary  Language Activities Language Activities

Interculturality Interculturality refers to the interaction of people from different cultures, using authentic language appropriately to demonstrate knowledge and understanding of the cultures. Interculturality

Self-assessment checklists Interpretive Listening Checklist Interpretive Reading Checklist Interpersonal Communication Checklist Presentational Writing Checklist Presentational Speaking Checklist

Self-assessment checklists 1 Novice mid 2 Novice high 3 Intermediate low 4 Intermediate mid AP Intermediate high

Self-assessment checklists for the SLO To differentiate between  Novice mid 1,2,3  Novice high 1,2,3  Intermediate low 1,2,3  Intermediate mid 1,2,3  Intermediate high 1,2,3 Any level 1 would be 70% of the “I can...” statements Any level 2 would be 80% of the “I can...” statements Any level 3 would be 90% of the “I can...” statements Note: The bullet points are only suggestions. You need to complete the main “I can..” statement.

Dossier For the Language Dossier, you will choose a collection of work samples and certificates to document your language skills, experiences, and achievements.Language Dossier

Language Passport The Language Passport provides a comprehensive picture of what you can do with language. It summarizes information from your Language Biography, including when you reach what proficiency level based on the can-do checklists; your interculturality; and formal qualifications, certificates, or diplomas. Together, the information in your Passport gives an overview of your experiences and competencies with different languages.Language Passport

LinguaFolio download papers  print  save in google drive/student server/flashdrive First year  Don’t do checklists until semester Update beginning of year, mid-term, final Upload only samples, not everything for proof

Integrated Performance Assessments I am not telling you to completely change your methodology I am not telling you to discard the grammar and vocabulary quizzes I am asking you to “cross over the bridge” and apply what they have learned and prove it in an IPA I guarantee you that your students will not leave your class saying “I took 4 years of... and I can’t say a word”

Latin, Greek, Russian, Chinese, Arabic, ASL Adjust proficiency level to your recommended level according to ACTFL See page ll in ACTFL descriptorsdescriptors

IPA (Integrated Proficiency Assessment)

ACTFL New ACTFL Performance Descriptors for Language Learners.Performance Descriptors for Language Learners. Use to develop rubrics Modify rubrics from ACTFL Integrated Performance Assessment (on ACTFL site)

Integrated Performance Assessments Theme- shopping and clothes  Have students go to a store’s website  Talk with partners about what they found on sale or what they are going to buy  Write an to mom about the cool stores in Madrid and what you found to buy online.

Integrated Performance Assessments Theme schools  Read about grading systems/classes/ etc.  Skype with student in another country  Do a Venn diagram of comparisons and write a paragraph about which the student would prefer

Integrated Performance Assessments Rubrics  ACTFL Integrated Performance Assessment Tips  Tape the interpersonal  Assess interpersonal in groups of 4  All have to talk  They have to ask each other questions  They have to talk about the topic

Thank you! I hope all goes well in your quest. Contact me at any time, and I will try to help you out!!