Proficiency 101 Project

Year 2: 2012-2013

2nd Face-to-Face MeetingMonday, December 3, 2012

WLES Wikihttp://wlnces.ncdpi.wikispaces.net/

Professional Development• Summer Institutes• RESA• IHE Institutes• Webinars• Proficiency 101 Project

– 2011-2012– 2012-2013– 2013-2014

Direct link: http://wlnces.ncdpi.wikispaces.net/P101ProjectYear2

Welcome!

Be sure to . . .

– Sign in and get refreshments

– Complete the Admit Slip activity

– Think about your response to the Icebreaker sentence starter:

This fall was fabulous because . . .

(Feel free to answer from a professional and/or personal perspective.)

Icebreaker

This fall was fabulous

because . . .

Proficiency 201 Team Accomplishments

To Date

Timeline for 2012 - 2013

• page 6

Dates & Locations Tasks → Future Agenda

September 24 – 25Face-to-face: Durham

Reflect on local implementationAssessment (all kinds/perspectives)SWOT analysis of PD needsLaunch new virtual book study

Fall presentationsSpecial ProjectsAssessment (CCSS)Outline PD for 2012-2013

October – NovemberBlended

Conference presentationsVirtual book study

AE RevisionsWLES wiki – Prof. 101

December 3 – 4Face-to-face: Winston-Salem

Guides to WLES ResourcesPerformance vs. Proficiency Assessment with 96+ AEs

Independent Project GroupsOutline & Craft P201 PDUpdates

December – MarchOnline

Complete special projects with Independent Project GroupsConduct spring RESA sessions and evaluate materials

April 9 – 10Face-to-face: East TBD

Prepare PD components for SI 2013Plan for SI 2013 and Fall 2013 conference presentations

Virtual Book Study

Chapters 5 – 6September – NovemberBroadcast 4:00-5:00 p.m. on 10/17 & 11/8 plus postings

Lead: Dr. Bobby Hobgood

https://sites.google.com/site/proficiency101project/p201-book-study/keys-ch-5-and-6

Assessment Example (AE) Revisioning Group

Revised 22 AEs

Group of 11Amber Bone Brewer Teryn OdomCarla Fassbender Jennifer SolisSue GriffinJeannie StarmanDiana JanicaHelen WilliamsCaroline KellyMaguy YanceyKimberly Martin

FLANC Conference

October 11th – 13th

Workshops&

Sessions

Winston-Salem

ACTFL Convention

November 16th – 18th

Session on Saturday

Philadelphia, PA

ACTFL Performance Descriptors

http://www.actfl.org/publications/guidelines-and-manuals/actfl-performance-descriptors-language-learners

The Language Educator

Other Accomplishments?

Proficiency 101 Project

Proficiency 101 Project

Create a foundation of resources and PD content materials that will help teachers . . .

– Understand the 8 proficiency levels in the WLES

– Know how to teach to build proficiency

– Assess proficiency in the classroom

WLES Wikihttp://wlnces.ncdpi.wikispaces.net/

Professional DevelopmentSummer Institutes 2012

P101 Part I: Overview of the North Carolina Standard Course of Study (NCSCS)

P101 Part II: Introduce the Backwards Design Process with the P101 Lesson Plan Template

P101 Part III: Link Communication Modes & Culture to Assessment Products

P101 Part IV: Focus on the Spiraling of Proficiency Levels & the Impact of Formative Assessment

P101 Part VI: Investigate Different Types of Proficiency-Based Assessment

P101 Part VII: Introduce Proficiency-Based Prompts & Rubrics

Exploring & Drafting Quickstart or Global Guides

to WLES Resources

Count off!

Activity: Admit Slip + SWOT Analysis

Work with your group to answer these questions:1. What does a Quickstart or Global

Guide look like?

2. How should it be organized?(4 elements? By program? Other?)

3. In what format(s) should it be available?(Print? Online? Both?)

Lunch!

Please be back by

1:00 p.m.

Differentiating between Performance &

Proficiency Assessment

Paul Sandrock

Analyzing the 96+ Assessment Examples (AEs)

Assessment Examples (AEs) are:– Prototypical performance assessments

that allow students to demonstrate what they know and can do with the language

– Identified for a proficiency level, 1 or more ES, and CO(s)

– Attached to basic evaluation criteria– Used in the classroom, department,

school, district, etc.– Adapted and scored locally by teachers

IF used summatively

Feedback

Need MORE . . .

Information on

Assessment

Activity: Analyzing AEs

Small groups of team members will analyze the 12-15 AEs for 1 proficiency level:

1Novice Low

2Novice Mid

3Novice High

4Intermediate

Low

5Intermediate

Mid

6Intermediate

High7

Advanced Low8

Advanced Mid

Activity: Analyzing AEs

For each AE . . .

• Answer the following questions as a group

• Record your answers on the copy of the AE packet that is 3-hole punched in the binder

Activity: Analyzing AEs

1. What needs to be changed or added to this AE to ensure that it:

a. Aligns to this proficiency level?b. Matches the CO(s) listed?

2. How would a valid student work product or sample from this AE look?

3. Which WL program(s) is(are) the best fit for this AE?

Activity: Analyzing AEs

1. What needs to be changed or added to this AE to ensure that it:

a. Aligns to this proficiency level?b. Matches the CO(s) listed?

2. How would a valid student work product or sample from this AE look?

3. Which WL program(s) is(are) the best fit for this AE?

Break Time

Debrief on Activity

1. Which of the 3 AE Analysis questions is the easiest to answer? Why?

2. Which of the 3 AE Analysis questions is the hardest to answer? Why?

Activity: Analyzing AEs

1. What needs to be changed or added to this AE to ensure that it:

a. Aligns to this proficiency level?b. Matches the CO(s) listed?

2. How would a valid student work product or sample from this AE look?

3. Which WL program(s) is(are) the best fit for this AE?

Share Out

Update on Home Base

Helga Fasciano

Agenda For Institute

Home Base

Think of…

A place that starts with possibilities and ends with victory.It’s where hard work and teamwork come together.

It’s easy to use and shows action in the simplest way.

It’s a starting point for success andit’s everyone’s goal to get there.

Why Home Base?

• Equitable

• Aligned

• Single Sign-on

• Efficient

Student Information

System (SIS)

Instructional Improvement System (IIS)

Tools for Information

and Data

Tools for Teaching and Learning

One Technology Platform

Home Base

Sign-On

Student Information and Learner Profile

Professional Development &

Educator Evaluation

AssessmentInstructional Design, Practice &

Resources

Lesson Plans

Data Analysis and Reporting

Standards & Curriculum

Student Information and Learner Profile

Standards in a content area

Learning progressions

Standard Course of Study (Common Core and Essential Standards) and Curriculum Resources

Teacher or Executive Professional Standards

Standards and Curriculum

3rd Grade Social Studies – Sample UnitGeneralizations

Guiding QuestionsFactual (F), Conceptual (C), and Provoctive/Debatable

(P)History

History

Geography & Environmental Literacy

1. The physical environment of a place can determine the way that people meet their basic needs.

2. Humans may change or adapt to

their environment in order to meet their needs.

Geography & Environmental Literacy

1a. What are some examples of basic needs that all people have? (F)

1b. What are some ways that you and your family meet their basic needs? (F)

1c. What is the physical environment like in your community? (F)

1d. What is it important for people to understand their physical environment?

2a. How might humans interact with

the environment to meet their needs? (C)

2b. How do people in your community meet their basic needs? (F)

2c. Is human interaction with the environment always positive? (P)

Find sample lesson plans, units, resources Create lesson plans and link to appropriate

resources Differentiate lessons for students Access Open Education Resources

Instructional Design, Practice, and Resources

Lesson Plans

Search for assessment items/tasks

Create, administer, and score assessments at classroom, school, and district levels

Administer statewide assessments

Formative Assessment Strategies and Resources

Assessments

Customizable views Role-based Information Multiple Data Comparisons Attendance Grades Test Scores Discipline

Data Analysis and Reporting

Professional Development and Educator Evaluation

View, register for, participate in PD Get suggestions for PD based on class

performance or observation/evaluation data Implement educator evaluation processes

Some of Our Content Sources

Open Education Resources

Sample LEA Assessment Resources

NC DPI Resources

Home Base

Began transition to new SIS

Integration of the SIS and the IIS Pilots for IIS

Components of Home Base

Home Base goes Live*

September2012

Early 2013 Mid - 2013

Starting 2013-14 School Year

Fall 2012

Preparing Content for Home Base

December2012

IIS Vendor(s) Approval & Contract

Award

*There will be a phased in roll out of the IIS components of Home Base.

The (Near) Future of Measuring Teacher

Effectiveness

Ann Marie Gunter

Agenda For Institute

Educator Effectiveness

www.ncpublicschools.org/educatoreffect/

Draft – March 2012. Check http://www.ncpublicschools.org/ready/resources/ for Updates to this Presentation

▲

This research suggests:

• Multiple measures are important.• Including student growth improves

objectivity of evaluation.

Measures of Effective TeachingRationale - MET Research - Standards 6 & 8 - Status - Support - MSLs

Standards 6 & 8 – The Basics

65432Establish Environment

KnowContent

Facilitate Learning

Reflect on Practice

Contribute to Academic

Success

865432 7InstructionalLeadership

Cultural Leadership

Human Resource

Leadership

ManagerialLeadership

External Development

Leadership

Micro-political

Leadership

Academic Achievement

Leadership

1Demonstrate Leadership

Principals (and other Administrators)

1Strategic Leadership

Teachers

Measuring Student Growth inWorld Languages

Account for or reflect . . . – Performance-based nature

of content area and NCES– Varying amounts of

instructional time and program configurations

– Student outcomes (proficiency expectations)

Measuring Student Growth to Show Teacher Effectiveness

Student Growth Portfolio• 5-10 student work samples

selected by the teacher – Minimum 1 per strand– Pre-scored (self assessment)

• Representative of teaching assignment and student population (purposeful sampling)

• Submitted virtually for peer review

Debrief&

Overview of December 4th

Morning Agenda

1. Check-in & Refreshments before 8:30 a.m. start time

2. Spring 2013 Independent Project Groups

3. Outlining Proficiency 201 PD Materials & Activities

4. Planning for Rollout: Spring RESA Sessions & 2013 Summer Institutes

Afternoon Agenda

5. Crafting Proficiency 201 PD for the WLES

6. Working on the Wiki Together

7. Debrief & Next Steps

Next Meeting: April 9-10, 2013

Debrief Q & A

Curriculum & InstructionWorld Languages

NCDPIWorld

Languageswebsite

http://seclang.ncwiseowl.org/

Helga FascianoSection Chief of K-12 Program AreasHelga.Fasciano@dpi.nc.gov919-807-3864

Ann Marie GunterWorld Language ConsultantAnn.Gunter@dpi.nc.gov 919-807-3865