Douglas+County,+Feb.+2018

== Technology: **Mentimeter.com-Make a word cloud and polls using this site. (SITE: Mentimeter)**==

**Contact information**
Toni Theisen Thompson School District Loveland, Colorado 80538 **Connect with me -** Toni Theisen: email Connect with me on Twitter: [|tonitheisen] Facebook

[[file:Handout 2 Douglas County Activating Communication PathtoProficiencyHandoutTheisen.pdf]]
= Moving students along the path of language proficiency =

Now more than ever, language skills and global competency are essential in order to live, work and play in the global community. What does it mean to be a novice, intermediate or advanced user of the the language? By reviewing the newly revised Colorado World Language standards, the new NCSSFL-ACTFL new "can-do" statements and the Six Core Practices, teachers can design standards-based instruction based on proficiency targets. Participants will explore and use these resources in order to help build learners' paths to proficiency and design a unit learning progression with an evidence chain.

= Agenda =
 * 1) Introductions
 * 2) What does proficiency look like?
 * 3) What are the proficiency targets for your classes?
 * 4) Do you have a district curriculum.
 * 5) Examining the Six Core Practices as a framework for WL instruction.
 * 6) Colorado Academic World Language Revised Standards-a peak at the draft.
 * 7) Using the NCSSFL-ACTFL new "can-do" statements to create evidence outcomes.
 * 8) Using the three modes as buckets for grading your students.
 * 9) Time to reflect, work and create in order to move students along the path to proficiency by designing a unit learning progression.

Building an Effective Learning Progression and Evidence Chains

 * 1) Should a learning task stay or go? A learning progression and its evidence chain provide timely and effective feedback and inform instructional cycles to better align with learning goals and provide mindful transfer and application of learning. Therefore, proficiencies guide the design of the intentional tasks in a unit learning progression to provide the feedback and evidence.
 * 2) In an environment where learning is guided by competencies and personalization, a learning progression and its evidence chain are both a reflection tool and a framework that allow for the engineering of the complexity of learning and provide multiple entry points for students to move along the proficiency continuum. Whether working with thematic units or stories, the ultimate goal of language acquisition is communication. A unit’s evidence chain in a learning progression pushes teachers to reflect on the targeted goals and refine what tasks really do impact student learning. Triggered by evidence intentionally planned and not about the task that is “just fun to do”, these evidence chains, “multiple measures of evidence over time”, focus the learning on what the students can now do and inform their personalized next steps…. and less on the grade. It is time to think about learning as an asset model that leads to informed next steps instead of a deficit model that takes points away.

Important Links

 * 1) ==CDE World Language Standards Page : All information about meetings, documents, reviews, etc. ==
 * 2) == AAPPL PROFICIENCY ASSESSMENTS ==
 * 3) ==NCSSFL-ACTFL New "Can-do" statements and documents 2017==
 * The "can-do" statements are organized according to the Interpretive, Interpersonal, and Presentational Modes of Communication as described in the //World-Readiness Standards for Learning Languages//:
 * Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
 * Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
 * Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

Videos from today
Lead with Languages || –Leads with Spanish || [] || = =
 * World Readiness Standards || World Readiness Standards ||
 * Lead with Languages || []
 * Empowering Student to Use the Target Language || Empowering Student to Use the Target Language ||
 * Using the Target Language & Providing Comprehensible Input - Classroom Vignette || Using the Target Language & Providing Comprehensible Input - Classroom Vignette ||
 * Aileen Villarreal, Detroit Tigers' Media Relations Director
 * A world without teachers || [] ||
 * Stop putting people in boxes || [] ||
 * World Readiness Standards || World Readiness Standards ||
 * Core Practices for World Language Learning || # Core Practices Information ACTFL
 * 1) Core Practices for Effective Language Learning ||

Colorado Academic World Languages Standards:
= “Knowing how, when, and why to say what to whom.” =

= Proposed Colorado World Language Academic Standards 2018 =

== 1. Communication: Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes ==


 * 1.1 **Interpersonal mode**:
 * ===** Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. **===
 * 1.2 **Interpretive mode**:
 * === Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. ===


 * 1.3 **Presentational mode**:
 * === Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers. ===

**2.** Culture: Interact with cultural competence and understanding

 * 2.1 **Cu****ltural practices and perspectives**
 * === Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied. ===
 * 2.2 **Cultural products and perspectives:**
 * === Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied. ===

==**3.** Connections: Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations. ==


 * 3.1 **Connections to other disciplines:**
 * === Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively. ===
 * 3.2 **Acquiring new information:**
 * === Learners access and evaluate information and diverse perspectives that are available through the language and its cultures. ===

==**4.** Comparisons: Comparisons to Develop Insight into the Nature of Language and Culture ==


 * 4.1 **Language comparisons:**
 * === Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own. ===
 * 4.2 **Cultural comparisons:**
 * === Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own. ===

Targeted proficiency ranges for TSD classes

 * Elementary programs-Novice-Low (approaching Novice-Mid)
 * 6th grade-Novice Low (approaching Novice-Mid)
 * Levels 1A, 1B, Level 1-Novice-Mid
 * Level 2-Novice-Mid (approaching Novice-High)
 * Level 3: Novice-High (approaching Intermediate-Low)
 * Level 4: Intermediate Low (approaching Intermediate-Mid) (a score of 3 on AP and a score of 4 on IB)
 * Level 5 (AP/IB) Intermediate-Mid (approaching Intermediate High)

This document and chart provide guidance to educators as they reflect on their language learning curriculum and assessments. Language learners benefit by understanding the Performance Descriptors and the targeted expectations shown in this chart.
 * HOW TO USE THIS CHART**



Core Practices for World Language Learning
=== The Six Core Practices are highly-effective and research-based teaching methods designed specifically for the world language classroom. The 6 core practices provide clear guidance for classroom instruction in achieving a shift towards a proficiency model and focus on teacher actions. Teaching for proficiency requires a change to the core of world language teaching and learning and provides guidance for student language acquisition. ===

=== Unlike “Best Practices” which defines “what works” based on experience; the 6 core practices are complex instructional practices that fully support student learning. They are not transparent or learnable through modeling alone and need to be rehearsed and coached in the specific context. Teachers must detail, deconstruct, and explicitly teach and assess the core practices. ===
 * [[image:tonitheisen/New core practices pix.jpg width="751" height="584" link="@https://www.pathlms.com/actfl/courses/2074"]] ||

=Important readings about the Core Practices= = = Kentucky World Languages

//This series will try to open a window for world languages teachers, nontraditional world languages teachers and other educators as to what world languages education is about. The series will focus on two goals: to grow new leaders in the language learning profession, and to foster growth in students and teachers through effective instructional practices in language teaching.//

[|Jay Ketner] || The core practices are research-based practices are high-impact practices for facilitating students’ acquisition of language. They empower teachers to most effectively leverage instructional time and assessment opportunities. || [|Sara Merideth] || We are no longer teaching about a language, we are teaching our students to use the language. What better way to facilitate that use than to use the language ourselves? The 90 percent number should not scare us; it should be a number that empowers us. || [|Nicole Naditz] || f we are to design opportunities for learners to engage in interpersonal tasks that reflect all of these characteristics, we must develop learning experiences that prepare them to speak spontaneously on meaningful topics. || [|Kathy Shelton] || Backward design means planning instruction with the end goals in mind. **1.** **Identify Learning Outcomes** [|Lisa A. Harris] || But love of grammar for its own sake aside, the first question we should be asking of ourselves isn’t whether or not grammar is important. It is. The first question should be more along the lines of, “what do we want our students to know and be able to do when they leave our classes?” || Lea Graner Kennedy || As educators, we know how crucial feedback is for students to make proficiency gains because feedback is both motivating and an important tool to promote learning. ||
 * [|World languages: Strengthen your core!:]
 * [|Core practices: Using the target language as the vehicle and content of learning:]
 * [|Core practices: Fostering interpersonal communication:]
 * [|Core practices: Backward design of world language curriculum:]
 * 2. Determine Acceptable Evidence 3. Plan Learning Experiences** ||
 * [|Core practices: Teach grammar as a concept and use it in context:]
 * Core practices: Provide feedback to improve learner performance

My school district-Thompson School District resources and links

 * 1) =TSD Rubrics=
 * 2) =TSD Curriculum Maps and UBD unit=
 * 3) ==TSD Sample Assessments:[[file:tonitheisen/Sample Performance Assessments.docx|Sample Performance Assessments.docx]]==
 * 4) ==TSD UBD Backward Design unit template: [[file:tonitheisen/TSD WL UbD Unit Template 2016 use.doc|TSD WL UbD Unit Template 2016 use.doc]]==

== Taco Proficiency-Teaching students as proficiency activity: ==

[] Thank you to Sara-Elizabeth Cottrell


 * 1) [[image:tonitheisen/Taco explain proficiency cards.png width="789" height="588"]]
 * 1) [[image:tonitheisen/Taco explain proficiency cards.png width="789" height="588"]]

Videos from today
–Leads with Spanish || [] ||
 * Lead with Languages || [] ||
 * Aileen Villarreal, Detroit Tigers' Media Relations Director
 * A world without teachers || [] ||
 * Stop putting people in boxes || [] ||
 * World Readiness Standards || World Readiness Standards ||
 * Core Practices for World Language Learning || # Core Practices Information ACTFL
 * 1) Core Practices for Effective Language Learning ||
 * Alike (Creativity is important) || Alike (Creativity is important) ||

Resources to learn more

 * Using the three modes in instruction and assessment video-Tell Project || good examples and ideas ||
 * Keeping in the target language-article || [[file:tonitheisen/Staying in the Target LanguageTLE_Oct12_Article.pdf|Staying in the Target LanguageTLE_Oct12_Article.pdf]] ||
 * World Readines Standards Summary || [[file:tonitheisen/World-ReadinessStandardsforLearningLanguages(3).pdf|World-ReadinessStandardsforLearningLanguages(3).pdf]] ||
 * The three modes-assessment and perspective-Webinar-Tell Project || more focus on how-to's for three modes ||
 * Using the target language and providing comprehensible input-Tell project || overview ||
 * Using the target language and CI-Reflection for teacher || Feedback form ||
 * Empowering students to use the target language-Growth Mindset-Tell Project || Article ||
 * Empowering Student to Use the Target Language - Classroom Vignette-Tell project || video ||
 * Using sentence starters and sentence frames || Article ||

==CDE Website: High Impact Instructional Strategies: World Languages== Here are the new CDE standards-based instructional resources for World Languages. The model lesson is a set of full lesson materials developed to train content area teachers at the 2016 All Students, All Standards Instructional Strategies Summer Institute. The additional sample lesson resources represent the work of a team of Colorado educators to share how they develop their own unique standards-based lessons that employ high-impact instructional strategies. As examples, they are intended to provide support (or conversation/creation starting points) for teachers, schools, and districts as they make their own local decisions around the best instructional plans and practices for all students. These videos highlight the work of the High Impact Instructional Strategies Task Force. All are Colorado World Language teachers.

=
**Lulu Buck**======

=
CDE World Languages Content Specialist======

== ACTFL's new initiative: Lead with Languages: leadwithlanguages.org ==
 * 1) == Academy of Arts and Sciences 2017 Report on Languages: ==
 * 2) ==[[file:ccflt2017loveland/ACTFL Academy Commission on Language Learning Americas' Languages.pdf|ACTFL Academy Commission on Language Learning Americas' Languages.pdf]]| [[image:ccflt2017loveland/leadwithlanguages.png link="@http://www.leadwithlanguages.org/"]]==

=World Readiness Standards for Learning Languages video=