The only way world language learners can get to the intermediate level proficiency is to practice being intermediate (speak in strings of or connected sentences about a variety of familiar topics). Just practicing vocabulary words, mastering verb conjugations and responding to questions in single words or phrases won't them there." Jacque Van Houton, Kentucky WL Supervisor.
Proficiency defined article from TELL

District Meetings 2013-2014

September 18, October 30, November 20, January 29, February 19, April 23

Secondary meeting- 1:45-3:00 pm, LHS Room 103 (C7)

Elementary meeting 3:00 pm-4:00 pm LHS Room 103 (C7)

Here is what World Languages is doing for the district meeting April 23, 2014

Loveland High School-Room 103 (C7)
1:45 pm-3:00 pm for grades 6-12
3:00 pm- 4:00 pm for Elementary Spanish

Secondary meeting- 1:45-3:00 pm, LHS Room 103 (C7)
  1. Review process for District writing assessments happening now including directions, rubric, rubric convertor scores to 1-4, recording in Infinite Campus. Also collecting samples.
  2. Summer task force teams to write performance assessments for each unit theme.
  3. Review of some of the assessment we have created over the year.
  4. Review the Interpretive reading format.
  5. Look over and discuss the interpretive listening format.
  6. Divide into languages and level and discussing what assessment mode for each theme.

Elementary meeting 3:00 pm-4:00 pm LHS Room 103 (C7)
  1. Bring 2 high, 2 medium and 2 low examples of the speaking assessment so we can anchor our use of the rubric.
  2. Summer task force-How we will proceed with the instructional units?



Here is what World Languages is doing for the district meeting Feb. 19, 2014

Loveland High School-Room 103 (C7)
1:45 pm-3:00 pm for grades 6-12
3:00 pm- 4:00 pm for Elementary Spanish

Secondary 6-12 Group Goals:
  1. CDE Position Statement for World Languages Assessment:
  2. District writing assessment dates: April 14-30, 2014: Prompts, templates, directions: http://tsdwltests.wikispaces.com/Home

  3. Summer task forces: How do we want to do this?
  4. Interpretive Reading Assessment examples-getting ready for our common assessments-using a variety of authentic texts.
  5. Remember Level I: Pre and Post pilot tests data needed from these tasks:
    1. Spanish Interpretive
    2. French Interpretive
    3. German Interpretive


Elementary Group Goals:
  1. CDE Position Statement for World Languages Assessment:
  2. New assessment:Elementary Spanish
  3. Write teacher directions for new assessment
  4. Summer work group: dates and goals


Here is what World Languages is doing for the district meeting Jan. 29, 2014


Loveland High School-Room 103 (C7)
1:45 pm-3:00 pm for grades 6-12
3:00 pm- 4:00 pm for Elementary Spanish

Secondary Group Goals:
  1. Review updated rubrics and conversion chart 2014-2015 (via your suggestions from earlier meeting)
  2. District writing assessments-how they will be recorded this year and how they will be a part of your teacher effectiveness score
  3. Level 1-pilot assessments for this year.
  4. Start preparing for common assessments for every unit at every level-teacher effectiveness. What will that look like?
  5. Discuss summer task forces
  6. Reminder for CCFLT.

Elementary Group Goals:
  1. Curriculum development-Angelica and Luis-are we reaching our goals
  2. District assessment-getting ready to administer it and how will that impact your teacher effectiveness.
  3. Future assessment planning needed for teacher effectiveness.


Here is what World Languages is doing for the district meeting Nov. 20, 2013


Loveland High School-Room 103
1:45 pm-3:00 pm for grades 6-12
3:00 pm- 4:00 pm for Elementary Spanish (Room 10 at the Ad Building)

Secondary Group Goal: Designing effective interpersonal speaking assessments
Presenters: Kendra Omlid, Molly Murphy, Arnaud Garcia

Please bring your computer if possible. We will be working with the template and designing assessments.

I. In order to continue our development of effective standards-based assessments, Kendra, Molly and Arnaud will
  1. provide a description of interpersonal speaking assessments using a template that follows examples used also in the CDE Assessment Resource Bank.
  2. explain and share the template, using examples they have used in class.

II. Teachers will create an effective interpersonal speaking assessment using the template provided.
  1. Teachers will email the completed assessments to Kendra Omlid so they can be put in our assessment bank.

III. Here is a copy of the template:


IV. Here are a few examples:



Elementary Spanish-Room 10 at the ad building
Goal: curriculum alignment and assessments
  1. Teachers will exam a current content-based unit in order to see all the parts.
  2. Teachers will discuss possible units for grades K-3.
  3. Teachers will review assessment that was designed last time and plan the implementation.

Here is what World Languages is doing for the district meeting Oct. 30.


Loveland High School-Room 103
1:45 pm-3:00 pm for grades 6-12
3:00 pm- 4:00 pm for elementary Spanish

Secondary Grades 6-12 Agenda
Secondary meeting- 1:45-3:00 pm, LHS Room 103
  1. In order to build validity and reliability into our writing assessments we will take sample writing samples from last year's writings and rate them together for the purpose of setting norms. This way we can use these guidelines when evaluating our formative and summative assessment throughout the year. (This is very important as the writing assessments will be a part of your teacher effectiveness rating.)
  2. We will have the writing assessments at the end of the end (last 2 weeks in April) for Spanish 1, Spanish 1B (8th grade). Spanish 2 and Spanish 3. We will have French I (French 1B (8th grade French), French 2 and French 3 is new this year. For German we will have German 1 and German 2)
  3. We will also check in on the Level I collective attribute listening and reading assessments we are launching this year.

Elementary Spanish
Elementary meeting 3:00 pm-4:00 pm LHS Room 103
  1. Teachers will design a simple performance assessment for one thematic unit for the purpose of helping to design common assessments.
  2. We will begin to design a set of novice-low rubrics.


Secondary Agenda Sept. 18, 2013
Secondary meeting- 1:45-3:00 pm, LHS Room 103

Description
Essential question
Resource
1. Article
Global Learning: The Language Shift
Global Learning: The Language Shift

Languages for all: the Anglophone Challenge white paper
2. ACTFL Position Statement: Building our advocacy
How do we CONTRIBUTE to the overall growth of our learners?
ACTFL Position Statement:
ACTFL Position Statement -Final - Languages as Core - May 2013.pdf


actfl position statement.png
3.
A. 3 modes-page 7
B. ACTFL Performance Descriptors document-pages 4-5
How can a better knowledge of the 3 modes help us design stronger assessments?
ACTFL Performance Descriptors:
ACTFLPerformanceDescriptorsLanguageLearners.pdf
4 . Proficiency ranges
Why do we use proficiency ranges instead of the term. "fluency"?
ACTFL Performance Descriptors document-page 6
Novice-Chunks
Intermediate-sentences and string of sentences
Advanced-paragraphs
5. Novice- range Proficiency

ACTFL Proficiency guidelines site
What are the characteristics of the novice range?
  1. Novice-range listening (interpretive):Novice-level listeners understand words and phrases from simple questions, statements, and high-frequency commands. They typically require repetition, rephrasing and/or a slowed rate of speech for comprehension. They rely heavily on extralinguistic support to derive meaning.
    Novice-level listeners are most accurate when they are able to recognize speech that they can anticipate. In this way, these listeners tend to recognize rather than truly comprehend. Their listening is largely dependent on factors other than the message itself.
    Sample
  2. Novice-range reading (interpretive): Novice-level readers are able to get a limited amount of information from highly predictable texts in which the topic or context is very familiar, such as a hotel bill, a credit card receipt or a weather map. Readers at the Novice level may rely heavily on their own background knowledge and extralinguistic support (such as the imagery on the weather map or the format of a credit card bill) to derive meaning.
    Readers at the Novice level are best able to understand a text when they are able to anticipate the information in the text. At the Novice level, recognition of key words, cognates, and formulaic phrases makes comprehension possible. Sample
6. Growth assessments for Level 1, 1A, 1B


7. Growth assessment recors charts


8. Writing assessment

  1. Our traditional writing assessment using the template, the district rubrics and the score conversion sheet will be given in the April. The window will be April 14-30, 2013. We will submit them to Infinite Campus as usual. Please remember that you are required to use the template at least 2-3 other times throughout the year.
  2. We will go through a anchoring session using the rubric and the assessments you send last year.



Elementary meeting 3:00 pm-4:00 pm LHS Room 103

1. Article
Global Learning: The Language Shift
Global Learning: The Language Shift
2. ACTFL Position Statement: Building our advocacy
How do we CONTRIBUTE to the overall growth of our learners?
ACTFL Position Statement:
ACTFL Position Statement -Final - Languages as Core - May 2013.pdf


actfl position statement.png
3.
A. 3 modes-page 7
B. ACTFL Performance Descriptors document-pages 4-5
How can a better knowledge of the 3 modes help us design stronger assessments?
ACTFL Performance Descriptors:
ACTFLPerformanceDescriptorsLanguageLearners.pdf
4 . Proficiency ranges
Why do we use proficiency ranges instead of the term. "fluency"?
ACTFL Performance Descriptors document-page 6
Novice-Chunks
Intermediate-sentences and string of sentences
Advanced-paragraphs
5. Novice- range Proficiency

ACTFL Proficiency guidelines site
What are the characteristics of the novice range?
  1. Novice-range listening (interpretive):Novice-level listeners understand words and phrases from simple questions, statements, and high-frequency commands. They typically require repetition, rephrasing and/or a slowed rate of speech for comprehension. They rely heavily on extralinguistic support to derive meaning.
    Novice-level listeners are most accurate when they are able to recognize speech that they can anticipate. In this way, these listeners tend to recognize rather than truly comprehend. Their listening is largely dependent on factors other than the message itself.
    Sample
  2. Novice-range reading (interpretive): Novice-level readers are able to get a limited amount of information from highly predictable texts in which the topic or context is very familiar, such as a hotel bill, a credit card receipt or a weather map. Readers at the Novice level may rely heavily on their own background knowledge and extralinguistic support (such as the imagery on the weather map or the format of a credit card bill) to derive meaning.
    Readers at the Novice level are best able to understand a text when they are able to anticipate the information in the text. At the Novice level, recognition of key words, cognates, and formulaic phrases makes comprehension possible. Sample
6. Calendar


7. UbD units


8. Grading



II.