TSD WL District PLD 2017-2018

Here is what World Language teachers are doing for the district PD Aug. 15

When: Tuesday, Aug. 15-1:45 pm-3:45 pm

Where-MVHS-Room D223

Bring: Computers

Handouts Monday
Handouts Tuesday

Department chairs and Liaisons: Need your Smart Goals Doc sent to me by Friday.

Note: All product documents are view only. Please create a copy and once complete share Toni Theisen.


  1. Eclipse activities en español

  2. Eclipse activities for several level en français

  3. Simon's Blog about his WOW Grant to Spain

  4. Simon's special event


TSD K-12 WL Competencies

Unpacking the competencies activity-Click the link and and complete the document according to the assigned proficiency level.

  1. Group 1
  2. Group 2
  3. Group 3
  4. Group 4
  5. Group 5
  6. Group 6
  7. Group 7


  1. Where are the District Profcicency Assessments-private wiki-must create a login and sign up using your school email

  2. District Rubrics

  3. Assessment District Plan 2017-2018:

  4. Your resources:Prompts you have created in the three modes since 2010.

    (These prompts that you all wrote will help you create your prompts for our performance assessments.)
    TSD WL Performance assessment samples and pilots
    1. Interpersonal speaking
    2. Interpersonal writing
    3. Interpretive reading
    4. Interpretive listening
    5. Presentational speaking
    6. Presentational writing
    7. Tiers 1, 2 3 pilots

Word counts for writing assessments

Word Count
7 1-A French/Spanish
75-100 words
8 1-B B French/Spanish
100-125 words
Spanish I, French I, German I
100-125 words
Spanish II, French II, German II
125-150 words
Spanish III, French III, German, III
150-200 words
Spanish IV, French IV, German IV
250-400 words
Spanish V, French V
350-400 words

Special mini rubrics

  1. Mini Rubric:for quick formative assessments or checks for understanding: Mini rubric 1-4 2017 all.docx

  2. Fast Communication rubric for teachers and self evaluation for students: Communication Rubric- La Maestra Loca.doc

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Strategies for target language use

  1. Strategies for Supporting the Use of Target Language (ACTFL)
  2. Tips for Staying in the Target Language
  3. 90%+ Target Language, Authentic Texts, No Isolated Grammar? How? (Language Educator, April 2013)
  4. Going for 90%+: How to Stay in the Target Language
  5. 90% in the Target Language in Elementary School
  6. Target Language infographic (TELL Project)

Here is what World Language teachers are doing for the district PD Aug. 14

When: Monday, Aug. 14-1:45 pm-3:45 pm

Where-MVHS-Room D223

Bring: Computers


Monday, Aug. 14-1:45-3:45 pm, MVHS Room D223
Tuesday, Aug 15-1:45-3:45 pm, MVHS Room D223
  1. Greeting and Introductions
  2. A look at the year: Competencies, Personalized Learning, Refreshed State WL Standards
  3. Setting up your Gradebook-Standards-Based Grading Competencies-Required district elements and the proficiency levels in the three modes
  4. WL Competencies
  5. Interculturality and Global Competence
  1. Review of Competencies
  2. Proficiency-Helping parents and students understand
  3. Assessments-District and common assessments and assignments
  4. Assessments, UbDs and competencies
  5. What to put in the gradebook and how?

Learning Targets

Monday, Aug. 14-1:45-3:45 pm, MVHS Room D223
Tuesday, Aug 15-1:45-3:45 pm, MVHS Room D223
  1. I can recognize and know who my colleagues are.
  2. I can set up my gradebook with the required district elements
  3. I can help students and parents understand the competencies and the proficiency levels in the three modes.
  4. I can use the WL competencies to guide my instruction.
  5. I can understand the interculturality and global competence document.
  1. I can better understand the WL competencies.
  2. I can create tools and documents to help students and parents understand proficiency.
  3. I can use the Core Practice to guide students' learning.
  4. I can locate our district performance assessments.
  5. I can create my own performance assessments using the samples.
  6. I can use the district WL rubrics.

Required District Standards-Based Instruction and Scoring 2017-2018

1. Every class that you teach that has a 9th or 10th grader in it must use SBI-yes the whole class (for us, that can be Levels I, II, III) But you can do all your classes
2. Grading is based on the three performance modes of Interpersonal speaking and writing, Interpretive, reading, listening and viewing and and Presentational speaking and writing.
3. All 9-12 WL will still use a 100 point scale. (at least for this year) Elementary and Middle School will use a 1, 2, 3, 4

4. These are the required categories and the weight.-4 categories- Interpersonal-30%, Interpretive-30%, Presentational-30%, Work Habits-10%.

5. There is no separate category for assessments.

6. As you do every year you will build these weighted categories and their weight percentage into Infinite Campus.X4
7. Work Habits Scoring Guide:
8.Mini Rubric: for quick formative assessments or checks for understanding
9.Fast Communication rubric for teachers and self evaluation for students:

10. TSD Standards Based Scoring-What Do the Levels Mean

Exceeding means I understand the task and its learning targets BEYOND the proficiency range expectations. I can apply learning targets to NEW situations. My evidence contains very few errors and my work shows a DEEP understanding and application. I have surpassed the challenge.

I can CONSISTENTLY address the task and the learning targets. I can do this WITHOUT resources or help from my teacher or anyone else. My work may contain some errors, but those errors do not hinder being understood. My evidence shows growth and I can easily apply what I am learning to what I am being asked to do. I meet the challenge.

I can do the task and the learning targets with help. I am not yet capable of doing it completely or consistently well on my own. I only have a basic understanding. My work is basic and simple. I still make many errors, however, I can still be basically understood Progressing means, I still need to work on this task and learning targets. It means I need more review, more practice and some help from my teacher and peers. I am on track for success, but my learning and understanding needs refining. Progressing means I will continue to work on this task and its learning targets. I am still working on this challenge.

Either not enough evidence was given to determine if I have met the expectations of the task and its learning targets, or an assessment was not completed at all. The evidence I gave had too many errors and was near impossible to understand. My evidence shows I barely do the task or I cannot do this task and its learning targets at all. Insufficient evidence means I must review and seek my teacher’s guidance. I must put in a lot more work to improve my understanding. This is a clear indicator I need help. This indicator may also mean I have not completed this assessment. I may have been absent or I neglected to do it. I haven’t done enough to meet the challenge.

What is Interculturality and global competency?

Global Competence
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