Proficiency 101 Project Year 2: 2012-2013 2 nd Face-to-Face Meeting Monday , December 3, 2012
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Transcript of Proficiency 101 Project Year 2: 2012-2013 2 nd Face-to-Face Meeting Monday , December 3, 2012
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 [email protected]
Ann Marie GunterWorld Language [email protected] 919-807-3865