1. Martha Pero Hudson City schools perom@hudson.edu
Student Learning Objectives Linguafolio Integrated Performance Assessments
Martha Pero
Hudson City schools
slo2013.wikispaces.com

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

3. Student Learning Objectives
Ohio Department of Education

4. Percentage of students that met or exceeded growth target
SLO Scoring Matrix
Percentage of students that met or exceeded growth target
Descriptive rating
Numerical rating
90-100
Most Effective 5
80-89
Above Average 4
70-79
Average 3
60-69
Approaching Average 2
59 or less
Least Effective 1

5. 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.

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

7. 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. 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.

8. 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

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

10. 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…

11. 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…

12. Ohio Standards
Ohio Department of Education

13. Ohio Standards
Ohio Department of Education

14. Ohio Standards
Ohio Department of Education

15. Ohio Standards
Ohio Department of Education

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

17. 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.

18. Formative or summative?
Formative- “forming” the students knowledge
Percentage of grade?
Practicing with the grammar and vocabulary
Summative- “Summing up” what they know
IPA
80% 20%

19. 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

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

21. 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.

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

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

24. 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 sample

25. We are teaching grammar, vocabulary etc
 We are teaching grammar, vocabulary etc. and using regular quizzes for formative testing/quizzing.
After each chapter, we are giving an IPA type test.  It includes listening, reading, writing and speaking.  There is no fill in the blank or pick the right…. At all.  It is showing what kids can do with the language with their interpretive, interpersonal, and presentational skills in the language.
We use a performance based proficiency rubric for these tests.

26. For the SLO at midterm and final for first year, and at the beginning, midterm and final for levels 2,3,4,ap, we will also give an IPA exam that we will use a proficiency based rubric for to assess if they are at the novice mid, high, intermediate low, mid, or high according to level.
We are also using the LinguaFolio checklist of “I can” statements as back up and to let us know what level they are going to fall into before we give them an IPA.  We will keep a Dossier of their work for this to prove they are where they self-assess.

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

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

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

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

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

32. Self-assessment checklists1
Novice mid 2
Novice high 3
Intermediate low 4
Intermediate mid AP
Intermediate high

33. 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.

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

35. 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.

36. LinguaFolio http://ncssfl.org/secure/ download papers First year
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

37. 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”

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

39. IPA (Integrated Proficiency Assessment)

43. IPA (Integrated Proficiency Assessment)

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

46. 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.

47. 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

48. 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

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