1. TM ® Portfolios for linguistic progress Day 1 Dr. Joan Lachance ELL Support Conference 2015

2. TM ® Introductions

3. ® Housekeeping http://eldnces.ncdpi.wikispaces.net/Professional+Developm ent

4. TM ® Our Workshop Agenda! Day 1—A focus on Authentic Assessment Day 2—A focus on Interculturality and the LinguaFolio Day 3—A focus on LinguaFolio Training Modules, eLinguaFolio, hands-on practice, ESL Checklists, and implementation plans!

5. TM ® A Tool for Reflective Learning & Student Self-Assessment in World Languages and English as a Second Language LinguaFolio: A Quick Overview

6. TM ® LinguaFolio—What is it?? standards-based standards-based self-directed self-directed formative assessment tool formative assessment toolthat… records ongoing learner progress records ongoing learner progress displays student-selected evidence to validate proficiency self-assessment, and displays student-selected evidence to validate proficiency self-assessment, and provides a comprehensive view of student performance provides a comprehensive view of student performance

7. TM ® Proficiency Standards ACTFL Novice Novice Intermediate Intermediate Advanced Advanced Superior Superior (Low, Mid, High for each level until Superior (Low, Mid, High for each level until Superior) WIDA Entering Beginning Developing Expanding Bridging Reaching

8. TM ® Authentic Assessment ELs are a national resource! ELs are a national resource! Unique characteristics help teachers understand academic language development for all students Unique characteristics help teachers understand academic language development for all students Culture and language are helping us shape 21 st Century Learning Culture and language are helping us shape 21 st Century Learning Data come from many sources—tiers of measure (general to very specific) Data come from many sources—tiers of measure (general to very specific) Assessing English Language Learners: Bridges From Language Proficiency to Academic Achievement Dr. Margo Gottlieb, Corwin Press

9. TM ® Assessments and English Learners First, let’s talk about assessments—purposes for assessments with English learners. First, let’s talk about assessments—purposes for assessments with English learners. What are authentic assessments? What are authentic assessments? (multiple forms consistent with classroom goals, curricula, and instruction) What are alternate assessments? What are alternate assessments? (methods used to show growth and inform instruction—an alternative to more traditional forms of testing like multiple choice assessments) O’Malley and Valdez-Pierce, Authentic Assessment for English Learners: Practical Approaches for Teachers

10. TM ® Authentic Assessments Are… planned planned content-based with language functions, patterns, and vocabulary in mind content-based with language functions, patterns, and vocabulary in mind consider levels of language proficiency consider levels of language proficiency embedded within the instructional process embedded within the instructional process often performance-based often performance-based include language supports appropriate for proficiency levels (in all domains of language) include language supports appropriate for proficiency levels (in all domains of language) facilitate academic language development (getting kids to be okay with taking risks with language use!) facilitate academic language development (getting kids to be okay with taking risks with language use!)

11. TM ® Chunk and Chew Turn to your neighbor—tell them something you learned about authentic assessment so far today.

12. TM ® Assessments and English Learners Things we think about—What makes this process of authentic assessment challenging while working with English learners? From the teachers’ perspectives and from the students’ perspectives? Things we think about—What makes this process of authentic assessment challenging while working with English learners? From the teachers’ perspectives and from the students’ perspectives? The Four Corners! The Four Corners!

13. TM ® Four Corners Activity Formative assessments Formative assessments Summative assessments Summative assessments Considering Students’ Proficiency Levels (CAN-DO Approach) Considering Students’ Proficiency Levels (CAN-DO Approach) Balancing it all (aka—TIME) Balancing it all (aka—TIME) Assessments and English Learners

14. TM ® SUPER QUICK— STRETCH BREAK

15. TM ® Authentic Assessments and English Learners An Overview of Theory and Practice for Academic Language Development and Supports within the Authentic Assessment Process

16. TM ® WIDA—Proficiency Levels

17. TM ® What Might an Entering Student Understand in English? Roller-coaster cars are pulled to the top of the first hill by a chain. Then gravity moves the car for the rest of the ride. The plunge down the first hill builds up enough speed for the cars to get up the next hill and so on until the end of the ride. Texas Education Agency, 2005

18. TM ® In Other Words… ___________ cars ___ __ __ ___ top __ ___ first ____ __ _ _____. ____ ______ _____ ___ car ___ ___ ____ __ ___ ____. ___ ______ down ___ first ____ ______ __ ______ _____ ___ ___ cars __ ___ __ ___ ____ ____ ___ __ __ _____ ___ end ___ ___ ____. Texas Education Agency, 2005

19. TM ® What Might a Developing Student Understand in English? Roller-coaster cars are pulled to the top of the first hill by a chain. Then gravity moves the car for the rest of the ride. The plunge down the first hill builds up enough speed for the cars to get up the next hill and so on until the end of the ride. Texas Education Agency, 2005

20. TM ® In Other Words… _________ cars ___ ______ __ ___ top of the first hill ___ _ _____. Then _______ moves the car for the rest of the ____. The _____ down the first hill ______ __ enough speed for the cars __ ___ __ the next hill ___ ___ __ _____ the end of the ____.

21. TM ® What Might an Expanding Student Understand in English? Roller-coaster cars are pulled to the top of the first hill by a chain. Then gravity moves the car for the rest of the ride. The plunge down the first hill builds up enough speed for the cars to get up the next hill and so on until the end of the ride. Texas Education Agency, 2005

22. TM ® In Other Words… Roller-coaster cars are pulled to the top of the first hill by a chain. Then gravity moves the car for the rest of the ride. The _____ down the first hill _____ __ enough speed for the cars to ___ __ the next hill and __ __ until the end of the ride. Texas Education Agency, 2005

23. TM ® Let’s Imagine… Roller-coaster cars ___ ______ __ ___ top of the first hill ___ _ _____. Then _______ moves the car for the rest of the ____. The _____ down the first hill ______ __ enough speed for the cars __ ___ __ the next hill ___ ___ __ _____ the end of the ____. According to the text, what causes a roller coaster to go fast? A. Its motor B. Its weight C. A chain D. Gravity

24. TM ® Assessments and Language Supports Things we thought about—remember the challenges with English learners SEEKING SUPPORT !! Pair-up with another support Discuss the kind of support on your card Determine how the support works for instruction Explore how the support could work within the assessment process—BE CREATIVE

25. TM ® Fundamental Considerations for Assessing English Learners

26. TM ® Scavenger Hunt! Chapter One: pages 1-7 pages 8-14 Chapter Two: pages 23-32 pages 33-40 Chapter Three: pages 41-49 pages 49-58

27. TM ® Share Out Your Discoveries!

28. TM ® Performance-based Assessments and Portfolios Shaping Assessments for Student Outcomes to Demonstrate Academic Language Development

29. TM ® + Balanced Assessment

30. TM ® Portfolios—A Conceptual Glance portfolios are a purposeful collection of work (the opposite of random) portfolios are a purposeful collection of work (the opposite of random) work samples are demonstrations of progress, efforts, and increased outcomes over time (electronic/paper-based) work samples are demonstrations of progress, efforts, and increased outcomes over time (electronic/paper-based)

31. TM ® Portfolios—continued student-centered with teacher guidance student-centered with teacher guidance reflective reflective standards-based (tied to lesson objectives and students’ objectives) standards-based (tied to lesson objectives and students’ objectives) __________________________________________ __________________________________________

32. TM ® LinguaFolio—Revisited standards-based standards-based self-directed (reflective) self-directed (reflective) formative assessment tool formative assessment toolthat… records ongoing learner progress records ongoing learner progress displays student-selected evidence to validate proficiency self-assessment, and displays student-selected evidence to validate proficiency self-assessment, and provides a comprehensive view of student performance (and growth) provides a comprehensive view of student performance (and growth)

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34. ® Social Language, Second Language Acquisition, and Academic Language Development

35. TM ® The Iceberg Theory (Jim Cummins) BICS CALP

36. TM ® Dual Iceberg Common Underlying Proficiency L1 L2

37. TM ® Students with advanced academic skills and some English Students with advanced academic skills and some English Students with advanced academic skills and no English Students with advanced academic skills and no English Students with some academic skills and no English (interrupted education) Students with some academic skills and no English (interrupted education) Students with no prior schooling and no English Students with no prior schooling and no English

38. TM ® Second Language Acquisition— WHAT WE KNOW ABOUT STUDENTS

39. TM ® Second Language Acquisition- FACTORS motivation first language development- literacy language distance and attitude access to the language home situation age personality and learning style peers and role models quality of instruction cultural background access to curriculum

40. TM ® “I SEE” Strategy I Illustrate: What image(s) come to mind when you hear the term “Academic Language”? S State in one simple sentence what it is. Use your own words. E Elaborate on what you have just stated. E Examples: Add examples from your own practice. ILLUSTRATESTATE ELABORATE EXAMPLES

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42. WIDA’s Features of Academic Language Word/Phrase Sentence Discourse General, specific, transitional, and technical language Words and phrases with multiple meanings Formulaic and idiomatic expressions Collocations, nuances, and shades of meaning Types and varieties of grammatical structures Conventions, mechanics, and fluency Match of language forms to purpose/perspective Amount of speech/written text Structure of speech/written text Density of speech/written text Organization and cohesion of ideas (thinking) Variety of sentences and sentence types

43. TM ® Tier 2 Tier 1 Tier 3 Common every day words that many students know well. Words that appear in a single context, often domain- specific/technical vocabulary that often needs to be explicitly taught. High-utility words that occur in many contexts, may have multiple meanings, and are used to process Information. The “power” behind students’ curricular connections.

44. TM ® Interpersonal Language Interpretive Language Presentational Language Modes of Communication

45. TM ® A Critical Question Could you offer three compelling reasons why immigrants come to the United States today?

46. TM ® Could you offer three compelling reasons why immigrants come to the United States today? One compelling reason why immigrants come to the U.S. today is _______. Another compelling reason for immigration to the U.S. is __________. The most compelling reason why people immigrate to the U.S. is ____________.

47. TM ® Understanding Language Functions Word/Phrase level, Sentence level, and Discourse levels What exactly will the students DO with the language in the lesson and how will they USE it? Taking risks with language. How will you (and they) measure their progress?

48. TM ® What is the language of… Inquiry Summarizing Informing Comparing/Contrasting Sequencing Classifying Analyzing Predicting/Hypothesizing Persuading/Justifying What is the language of… Inquiry Summarizing Informing Comparing/Contrasting Sequencing Classifying Analyzing Predicting/Hypothesizing Persuading/Justifying And, how does culture/socio- cultural context impact discourse within these functions? Understanding And Assessing Academic Language Functions The WIDA Standards in the Classroom

49. TM ® Let’s Play a Game!!! Some cards have “language functions” on them. Some cards have the associated language of those “language functions” on them. FIND EACH OTHER!

50. TM ® JUSTIFICATION I believe this because… My primary reason is… It’s convincing to me due to… It says here in the text that…. Now—let’s talk about these in the context of discussing and writing about a science experiment. What about a literature selection? Discourse ! Think about the assessment processes and measuring these outcomes. Artifacts?

51. TM ® The Relationship Between Writing and Speaking—Oracy

52. TM ® The Relationship Between Writing and Speaking—Oracy Writing is the most difficult domain for most ELs and their teachers. Writing is the most difficult domain for most ELs and their teachers. Writing strategies work best with ELs when they are taught in the context of of what they are reading and as they use the new vocabulary learned. Writing strategies work best with ELs when they are taught in the context of of what they are reading and as they use the new vocabulary learned. Writing can and should be fun and effective for all students to engage them in the writing process. Writing can and should be fun and effective for all students to engage them in the writing process. (M. Calderón, Teaching Reading & Comprehension to English Learners, K-5, 2011.)

53. TM ® Some Reflective Questions for Us How are we (and students) assessing speaking? How are we (and students) assessing speaking? How are we (and students) assessing writing? How are we (and students) assessing writing? How does this fit in the concept of authentic assessments? How does this fit in the concept of authentic assessments? How does this fit into the concept of a portfolio system of assessment? How does this fit into the concept of a portfolio system of assessment?

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55. ® Formative Assessments and English Learners

56. TM ® help teachers and students move learning forward (identify “gaps” in thinking and learning) help teachers and students move learning forward (identify “gaps” in thinking and learning) systematic (student-centered) systematic (student-centered) focused on progression and goals (with thinking in mind!) focused on progression and goals (with thinking in mind!) involve multiple strategies with feedback involve multiple strategies with feedback support growth and achievement support growth and achievement Formative Assessments: What Do Teachers Need to Know and Do? by Margaret Heritage Formative Assessments …

57. TM ® Observations during in-class activities Homework exercises Class discussions Reflections/journals (peer and/or teacher reviews) Formative Assessments can look like…

58. TM ® Question and answer sessions—planned or spontaneous teacher-student conferences (short and informal) In-class activities where students present results Student to student feedback

59. TM ® Glenda will add pic

60. TM ® Supporting Language Functions  My idea is similar to _______  I agree/disagree with ______ because ________________  My response to _______ builds upon ____________________  As it has been established by others, __________________  The main points expressed are __________  The significance of ________ is _________________________  The notion of _________ can be expressed as ______________  From my perspective, what I should tell other about this is _________________ Acknowledging ideas: Synthesizing:

61. TM ® Summative Assessments and English Learners heck

62. TM ® Can serve as a collection Can serve as a collection Given at varying times (end of a lesson, unit, quarter, semester, year, etc.) Given at varying times (end of a lesson, unit, quarter, semester, year, etc.) provide a summary of performance provide a summary of performance classroom/school/district/state classroom/school/district/state can be large-scale can be large-scale *can be high-stakes *can be high-stakes may also be used to measure program effectiveness may also be used to measure program effectiveness Summative Assessments …

63. TM ® Summative Assessments might look like... Exams (finals/semester) Exams (finals/semester) Term papers Term papers Projects (various stages may be formatively assessed) Projects (various stages may be formatively assessed) Typically attached to some kind of “grading” or meeting a mark Typically attached to some kind of “grading” or meeting a mark Attached to long-term course goals Attached to long-term course goals

64. TM ® A Comprehensive, Balanced Assessment System—Aligned with State Standards A Comprehensive, Balanced Assessment System—Aligned with State Standards Classroom Assessment (Formative and Summative) Interim/Benchmark Assessments (Summative) Statewide Assessments (Summative)

65. TM ® Reflective thoughts: How are formative and summative assessments are connected? How are they completely separate? LinguaFolio--an authentic tool for formative assessment

66. TM ® It’s Your Turn After today, what are your initial impressions about LinguaFolio? After today, what are your initial impressions about LinguaFolio? What questions do you have about LinguaFolio? What questions do you have about LinguaFolio?Discuss

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68. ® On the horizon for tomorrow…