TSD+New+WL+Teachers+2015-2016

= TSD New WL teachers PLC sessions =


 * 1) ==** TSD New WL teachers resources :  **Click here==
 * 2) ==IB resources (MYP and DP)==
 * 3) ==AP resources==
 * 4) ==CCFLT (Colorado Congress of Foreign Language Teachers) World Language Professional Teachers' Association and Conference==

= TSD New WL teachers PLC session #3 (8:00 am - 11:45 Am in room C7 at LHS-like last time) =

in process of preparing


 * Bring your computer
 * Bring your papers from before to use as resources as needed.

Agenda:

 * 1) Greetings and check-in
 * 2) Small group discussion check-in to discuss your goals and reflection assignment
 * 3) IlluminateEd and district assessments
 * 4) Creating assessments
 * 5) Activities, if time

Learner Targets:

 * 1) I can share some successes and challenges from the first semester
 * 2) I can use IllumiateEd to enter district writing assessment scores
 * 3) I can find the district presentational writing assessment.
 * 4) I can use the conversion chart to identify scores 1-4.
 * 5) I can create performance assessments.

Where are the district assessments? http://tsdwltests.wikispaces.com
Here is the link to IlluminateEd Here are the instruction for recording score-1, 2, 3, 4 to IlluminateED:

Official District Assessments-Calendar-2015-2016-TSD World Languages http://tsdwltests.wikispaces.com 1. Spanish Grade 2-Presentational Speaking-Feb. 1-Mar. 4 2. Spanish Grade 4-Interpersonal Speaking- Feb. 1-Mar. 4
 * Elementary Schools**

3. Spanish 1-A and French 1-A-Presentational Writing-Feb. 22-Mar. 21 4. Spanish 1-B and French 1-B-Presentational Writing-Feb. 22-Mar. 21 (use the Spanish I and French I prompts) 5. Spanish I-III- Presentational Writing-Feb. 22-Mar. 21 6. French I-III- Presentational Writing-Feb. 22-Mar. 21 7. German I-III-Presentational Writing-Feb. 22-Mar. 21
 * Grades 7-12**


 * Directions and information**
 * 1) Teachers will assess each student in that level using the appropriate district rubric. http://tsdwlstandards.wikispaces.com/TSD+new+district+rubrics
 * 2) Teachers will use the appropriate level writing template.
 * 3) Teachers must read the assessment directions to the students.
 * 4) You will then take the score and use the conversion table. You will use a score of 1-4. (not percentages) according to the score in the conversion chart.
 * 5) You will enter a 1-4 only once in the correct Illuminate spot.
 * 6) Each teacher will collect one high, one medium and one low example for each level (before marking it up). Teacher will give these copies to department chair, middle school to Sharla. These copies will be sent to me as PDF files for each language for a district file.
 * 7) Teachers are to keep the all the district writing assessments for three years.

The World Languages Standards explained: https://youtu.be/kCUubDQGFe0 Learn more

media type="youtube" key="kCUubDQGFe0" width="560" height="315"

= TSD New WL teachers PLC session #2 (8:00 am - 9:45 Am in room C7 at LHS-like last time) =

Agenda:

 * 1) Greetings and check-in
 * 2) Small group discussion check-in to discuss your goals and reflection assignment
 * 3) Lesson plan checklist and Student reflection for parent conferences resources
 * 4) Review of learnings from last session in small groups
 * 5) Formative and summative assessments-what is the difference and how do we use them?
 * 6) District WL performance assessments and Educator Effectiveness.
 * 7) Assessments-80/20 and 60/40/40 grading models-What do we do?

Learner Targets:

 * 1) I can apply the concepts of WL assessments, both formative and summative.
 * 2) I can recognize and use performance assessments in the three modes-interpersonal, presentational and interpretive.
 * 3) I can understand and use performance assessments using the interpersonal and presentational modes.
 * 4) I can use the district rubrics to assess student performance assessments following the TSD WL norms.
 * 5) I can apply this information to the 80/20 or 60/20/20 grading model.

CDE Position Statement on World Languages Standards-Based Teaching, Learning and Assessment[[file:CDEPosition Statement.World Languages(1).pdf]]See the whole position statement here in this pdf.
===Here is why we are using performance assessment for Educator Effectiveness, too, as well as being a sound pedagogical approach for a standards-based curriculum. Here is a statement from the position paper:=== Appropriate learner assessments are performance-based and must be aligned with the three modes of communication (interpretive--listening and reading; interpersonal--speaking and writing; and presentational--speaking and writing). They are focused on what learners can actually do with the language. Therefore, discrete measurements of isolated skills, such as grammar points, vocabulary knowledge and cultural facts are NOT ACCEPTABLE measures of student proficiency.

(This wiki is private and by invitation since it is a test site. Get a wikispace account by using your school email. Then send a request to join.)

 * 1) If an assessment is a required district exam you may not use it for any instruction or practice or your own exam. (Such as our 2016 presentational writing assessment).
 * 2) 2014 Writings prompts
 * 3) Archives of past assessments in all three modes

** TSD District assessments testing windows for Educator Effectiveness this year. **
(Same writing assessment as Sp. 1) || Presentational Writing || Feb. 22-Mar. 21 ||
 * ** Language and Grade ** || ** Mode ** || ==Testing window (last date is the final due date by 4 pm)== ||
 * Spanish Grade 2 || Presentational Speaking || Feb. 1-Mar. 4 ||
 * Spanish Grade 4 || Interpersonal Speaking || Feb. 1-Mar. 4 ||
 * Spanish 1-A (7th grade) || Presentational Writing || Feb. 22-Mar. 21 ||
 * Spanish 1-B (8th grade)
 * Spanish I || Presentational Writing || Feb. 22-Mar. 21 ||
 * Spanish II || Presentational Writing || Feb. 22-Mar. 21 ||
 * Spanish III || Presentational Writing || Feb. 22-Mar. 21 ||
 * French 1-A (7th grade) || Presentational Writing || Feb. 22-Mar. 21 ||
 * French 1-B (8th grade)

(Same writing assessment as Fr. 1) || Presentational Writing || Feb. 22-Mar. 21 ||
 * French I || Presentational Writing || Feb. 22-Mar. 21 ||
 * French II || Presentational Writing || Feb. 22-Mar. 21 ||
 * French III || Presentational Writing || Feb. 22-Mar. 21 ||
 * German I || Presentational Writing || Feb. 22-Mar. 21 ||
 * German II || Presentational Writing || Feb. 22-Mar. 21 ||
 * German III || Presentational Writing || Feb. 22-Mar. 21 ||

**ACTFL-NCSSFL "can-do" general statements** for each proficiency level to also help you design instruction.

 * 1) [[file:tonitheisen/NCSSFL ACTFL Can-Do_Statements.pdf|NCSSFL ACTFL Can-Do_Statements.pdf]]

District Rubrics and writing templates

 * 1) ===TSD District Interpersonal and Presentational Rubrics===

Required district writing templates

 * 1) [[file:Writing prompt Level 1-A template TSD.pdf]]
 * 2) [[file:Writing prompt Level 1-B template TSD.pdf]]
 * 3) [[file:Writing prompt Level I template TSD.pdf]]
 * 4) [[file:Writing prompt Level II template TSD.pdf]]
 * 5) [[file:Writing prompt Level III template TSD.pdf]]

** There are also official words counts for each level by the end of the year. **

 * ===** Level 1a 7th Grade Intro-75-100 words **===
 * ===** Level 1 (1b also)-100-125 words **===
 * ===** Level 2-125-150 words **===
 * ===** Level 3-150-200 words **===
 * ===** Level 4-250-400 words **===
 * ===** Level 5-350-400 words **===

Norming the rubrics and the assessments
>
 * 1) [[file:Norming the interpersonal speaking rubric tips nov 2014 meeting.pdf]]

Student performance assessment samples from another district

 * 1) Spanish student examples from another district

Designing standards-based performance assessments aligned to state WL standards and district curriculum

 * 1) [[image:assessment balance.png width="640" height="478"]]


 * Lesson Planning Checklist:[[file:Standards-based Lesson Planning Checklist.pdf]]**


 * ** Stage 1 ** ||
 * || * I have identified what I want students to be able to do (the learning targets (bubble sheets)) by the end of the unit theme. Learning targets are aligned with the state and district standards.
 * I have determined what students need to know and be able to apply (vocabulary, functions and structures and culture) in order to reach the learning targets. ||
 * ** Stage 2 ** ||
 * || * I know how students will show me that they have achieved the learning targets by the end of the lesson.
 * I have integrated learning checks, formative assessments including performance assessment practice to adjust instruction. I have designed the performance summative assessment. ||
 * ** Stage 3 ** ||
 * || * I strive to use the target language 90%+ of the time.
 * I continue to include strategies where students use the target language most of the time through various strategies and activities through pairs and groups.
 * I have thought about various activities that could be used to achieve the learning targets.
 * From the activities I have thought about, I have carefully chosen these activities because they hold the greatest promise for reaching the learning targets.
 * I give students a reason for needing and wanting to pay attention and being on-task
 * I provide students with an authentic (real-world) purpose for using the language
 * I make the learner—not the teacher—the active participant. I turn the learning over to the student.
 * I mostly engage all students as opposed to just one or two at a time
 * I provide sufficient opportunities for comprehensible input before expecting output
 * I provide multiple, varied opportunities for students to hear new words and expressions in contexts that make meaning transparent, using a variety of resources.
 * I include enough variety to enable a lively pace for the lesson
 * I include also a variety of physical movement in varied lengths via individual activities or group activities such as interviewing, games, role-plays, etc. ||
 * I include also a variety of physical movement in varied lengths via individual activities or group activities such as interviewing, games, role-plays, etc. ||

= = =__Teaching 90%+ in the target language strategies_=

= = = TSD New WL teachers PLC session #1 =

Learner Targets:

 * 1) I can use the Colorado WL standards when designing standards-based instruction.
 * 2) I can understand and apply the concept of the different proficiency levels to direct student learning.
 * 3) I can use "I can" statements to set targets for my students.
 * 4) I can use the TSD curriculum documents, including the UbD unit to backward design my lessons. (Start with the end in mind.)

==What is proficiency? Levels? Novice, Intermediate, Advanced? What can learners do with the language?==
 * 1) Novice-words, high-frequency phrases, memorized material
 * 2) Intermediate-sentences and strings of sentences
 * 3) Advanced-organized paragraph-length

So you know-the AP World Language and Culture Exam:


 * Score of 3-Intermediate-mid
 * Score of 4- Intermediate-high
 * Score of 5-approaching Advanced-low

What CAN students DO at different levels from Linda Engatz, 2014 ACTFL TOY


 * [[image:tonitheisen/ACTFL pyrmaid 2 width="308" height="400" caption="ACTFL pyrmaid 2" link="@http://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/english"]] || [[image:tonitheisen/ACTFL pyramid 1 width="469" height="369" caption="ACTFL pyramid 1" link="@http://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/english"]] ||

for Learning Languages || How are our standards refreshed to meet the perspectives of the 21st century? || # [|World-ReadinessStandardsforLearningLanguages.pdf] || Describes what language learners can do regardless of how the language was acquired. || # ACTFL Prof. Guidelines 2012 update with samples Describes what language learners can do based on instruction in an instructional setting? || # States what learners can do specific to each communication mode and level of proficiency. || # > [|NCSSFL ACTFL Can-Do_Statements.pdf] ||
 * 1. National World Language Standards refreshed 2014-World-Readiness Standards
 * 2. ACTFL Proficiency guidelines || What are the performance levels?
 * 1) English Novice example ||
 * 3. ACTFL performance descriptors || How do I explain performance levels to my students?
 * 1) ACTFL Performance Descriptors information ||
 * 4. NSCCFL-ACTFL "can do" statements || What can students do?
 * 5. ACTFL 21st century skills map || What are 21st century skills defined through the eyes of a world languages context? || # ACTFL 21st century skills map Wikispace
 * 1) More ways to see the ACTFL 21st century skills map
 * 2) ACTFL 21st Century Skills maps on Pinterest
 * 3) [[file:tonitheisen/ACTFL 2011 P-21 worldlanguages skills map.pdf|ACTFL 2011 P-21 worldlanguages skills map.pdf]] ||
 * 6. ACTFL Crosswalk aligning document with the Common Core || What are the connection between the WL standards and common core? || # [[file:vhl2013/ACTFLCrosswalkFinalAligningCCSSLanguageStandards.pdf|ACTFLCrosswalkFinalAligningCCSSLanguageStandards.pdf ]][|ACTFLCrosswalkFinalAligningCCSSLanguageStandards.pdf]
 * 1) Common Core ELA Standards:[[file:tonitheisen/CCR_Anchor_Standards.pdf|CCR_Anchor_Standards.pdf]] ||   ||
 * 7. AP/IB Comparison chart || How can we make instruction more rigorous and relevant with attention to culture? || # AP/IB Comparison chart:[[file:tonitheisen/AP-IB themes comparisons chart 2011.pdf|AP-IB themes comparisons chart 2011.pdf]] ||  ||
 * 8. Thompson School District world languages site || How can I see others' work to help me with mine? || # TSD WL Wikispace with thematic units, etc.
 * 1) TSD rubrics ||
 * 9. Colorado Dept of Education Parent guide to WL Standards || How can parents understand wl learning? || # Colorado Dept of Education Parent guide to WL Standards ||
 * 10.CDE Educator effectiveness rubric || How do I show evidence? || # CDE EE Rubric:[[file:2015-16 CO educator effectiveness Teacher's Rubric(1).pdf]] ||
 * 11. Teacher Effectiveness-Tell Project-an excellent resource || How can I been a more effective educator? || # Tell Project ||
 * 12. Professional organizations || How do I connect with my professional community? || # Colorado Congress of Foreign Language Teachers-CCFLT>
 * 1) American Council on the Teaching of Foreign Languages-ACTFL ||

[]


 * [[image:tonitheisen/Oral Proficiency work world.png width="658" height="505" caption="Oral Proficiency work world" link="@http://nble.org/wp-content/uploads/2012/03/ACTFLWorkplaceProficiencyAssess.pdf"]] ||

===We will have 4 sessions. All sessions will be at LHS in Room C7. See calendar.===