Student Progress Form- Constructive Conversation Language Sample Analysis Tool (SPF-CCLS)  

WE ARE IN IMPLMENTATION YEAR; THESE STANDARDS NEED TO BE TAUGHT AND ASSESSED; YOU MAY HAVE PARTICIPATED IN AWARENESS TRAINING 2 YEARS AGO; RESPONSIBLE FOR ADDRESSING THESE STANDARDS IN YOUR LESSONS; WE ARE ALL TEACHERS OF CONTENT AND LANGUAGE

Objectives To understand the SPF-CCLS and how to use it as a progress monitoring tool To understand the instructional implications of the SPF-CCLS

SPF-CCLS Formative Assessment aligned to CA ELD Standards 30 seconds Formative Assessment aligned to CA ELD Standards Progress monitoring tool for progress in language proficiency Dimensions aligned to TLF

The SPF-CCLS as a Progress Monitoring Tool We are now going to discuss progress monitoring tools.

SPF-CCLS (Front) Step 1 (2 minutes) FRONT OF DOCUMENT ELD Portfolios will no longer be used because the portfolios were based on the previous ELD standards. Instead, we will have new progress monitoring tools to collect language samples to be used as formative assessments and to inform instruction. These tools are similar to our SPFs from before, Student Progress Forms, in that they are a way to collect evidence of growth in language during instruction. These tools will be connected to the modes and processes of the new CA ELD Standards. We will begin the school year using this particular SPF: CONSTRUCTIVE CONVERSATION STUDENT SAMPLE. We are focusing on this SPF because it is the formative assessment tool used throughout our 15-Day Start Smart lessons. Let’s look at how to use this monitoring tool. Fly in #1: NOTICE THAT THIS MONITORING TOOL IS USED TO COLLECT A CONVERSATION, NOT INDIVIDUAL STUDENT PERFORMANCE. Therefore, language samples will have to be collected and transcribed from Student A and Student B having a conversation. Fiy in #2: Read the three steps. Indicate that for Step 1 teachers use the space below to transcribe and/or can staple additional papers to the SPF-CCLS. Fly in #3: Scores will be given based on two dimensions, Dimension 1 and Dimension 2. Let’s take a closer look at the DIMENSIONS. (Next slide)

SPF-CCLS Scoring Dimensions (2 minutes) Let’s take a closer look at the Student Progress Form – Constructive Conversation Student Sample. This tool measures two dimensions: Click on animation: Dimension 1: Turns build on previous turns to build up an idea. Examples of this might be: “I would also add…” “I agree with you and I would also say…” Have the participants read the scoring rationale for a 4, 3, 2, and 1. Explain that a “turn” means Partner A speaks and the Partner B speaks. That is one turn. Have the participants share what they notice as the similarities and differences between the 4 scores. Dimension 2: Turns focus on the knowledge or skills of the lesson’s objectives or teacher prompt. If the teacher prompt during a create lesson was “What do you notice in the visual text?” then a student might state “I notice there are some insects flying around.” (something the student observed in the visual text) Have the participants read the scoring rationale for a 4, 3, 2, and 1. Have the participants share what they notice as the similarities and differences between the 4 scores.

SPF-CCLS (Back) Step 2 Step 3 (2 minutes) BACK OF DOCUMENT Remember this is a progress monitoring tool and is meant to inform your instruction. Fly in #1: STEP 2 - REMEMBER WHEN SCORING THAT THIS MONITORING TOOL IS USED TO COLLECT A CONVERSATION, NOT INDIVIDUAL STUDENT PERFORMANCE AND ONLY WITH REGARD TO DIMENSIONS 1 AND 2. Fiy in #2: STEP 3 This section provides you with tools such as guiding questions, the ELD standards alignment and proficiency levels to help you is for determine instructional implications for each student. Step 3

Step 2 – Score & Rationale 20 minutes (slides 41-49) (1 minute) CLOSE UP OF STEP 2 – SCORE AND RATIONALE BASED ON DIMENSION PARAMETERS Again, the scores are for the conversation. The ELD standards below are there to show how they are aligned to each dimension – which standards are being addressed. This is to inform future instruction.

CA ELD Standards Alignment & Guiding Questions ELD Standards Alignment (1 minute) Step 3 Provides you with tools such as guiding questions, the ELD standards alignment and proficiency levels to help you is for determine instructional implications for each student.

Step 3 - Instructional Implications We are collecting evidence regarding the development of their skills within these standards. List implications for instruction for each student in this section. 20 minutes (slides 41-49) (1 minute) The bottom half of the SPF shows the ELD Standards that are aligned to this formative assessment. We are not scoring what proficiency level the students are working at based on the language sample, but we are collecting evidence regarding the development of their skills within these standards. List implications for instruction for each student in this section.

Example: Gr. 2 SPF – CCLS Let Handout

Start Smart Video (If time permits) We will be using the SPF Constructive Conversation Language Sample to capture student language for us to analyze student conversations to make decisions for instructional next steps. Let’s listen to the conversation.

Constructive Conversation Student Sample Read the language sample with your partner Score the language sample using the SPF Score and Write the rationale Discuss the score and rationale with your partner, come to a consensus Explain protocol. Give time to participants to engage in protocol. Discuss scores in the larger group. Rationale for Scores for SPF Language Sample for 2nd Grade Scores for Dimensions 1 and 2 are based on the number of turns in the conversation. There are six turns in this sample. Dimension 1 - Score of 3: The overall idea is what is in the visual text. In turn 1, students build up on each others ideas by adding more information about the alligator. Additionally, in turns 2-5, students build an idea starting from insects and flowers to a butterfly getting nectar from the flower. As part of this, Alexa guides Mariana's language by providing key words, rather than just completing her ideas, thus providing micro-scaffolding for Mariana's oral output. Dimension 2 - Score of 4: The lesson's objective was for students to have a CREATE conversation around the visual text using the language of the skill (I notice…, I think that…, what do you notice…, Can you tell me more…) The students used the prompt and response starters for the skill in 4 turns. All turns were focused on the objective—what do you see/CREATE.

Instructional Implications What are the students able to do? At what proficiency level? What instruction do the students need to progress to the next proficiency level? Which ELD Standards will I focus on to develop my future lessons? What type of prompts might I consider?