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What are you doing to ensure that all of your students are learning?

What are you doing to ensure that all of your students are learning?. SAC: Student accountability checklist. William Bradford Tracy Lambert Stephanie Lester Fayette County Public Schools. A New Look at Assessment for Levels 1 & 2.

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What are you doing to ensure that all of your students are learning?

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  1. What are you doing to ensure that all of your students are learning?

  2. SAC:Student accountability checklist William Bradford Tracy Lambert Stephanie Lester Fayette County Public Schools A New Look at Assessment for Levels 1 & 2

  3. SAC has characteristics similar to that of the linguafolio • Student self assessment • Reflection as a means of learning • Can be used as evidence of skills to be passed on to future teachers • Emphasis on what proficiency rather than accuracy • The ultimate goal of real-world communication

  4. Linguafolio vs. Sac • Teachers assign a an actual percentage grade for performance on the SAC • Student and Teacher both have copies of the SAC; The students’ grade is based on the Teacher’s checklist • One SAC represents one unit of study. Students receive a copy of the SAC at the beginning of each unit. • SAC goals are specific to the topics and skills acquired through the unit of study • Linguafolio is used as a student self assessment piece • Students MAY keep their Linguafolios or teachers may choose to keep the Linguafolios in the classroom • One Linguafolio is used to assess student ability throughout their entire language learning experience • Linguafolio focuses on broad, non-specific, performance goals and internalization of perspectives unique to those of the target culture SAC: Student Accountability Checklist Linguafolio

  5. 5…4…3: SAC integrates: • The 5 C’s: Communication, Cultures, Connections, Comparisons, Communities • The 4 Language Competencies: Listening, Speaking, Reading, and Writing • The 3 Modes of Communication: Interpretive, Interpersonal, and Presentational It also offers a differentiated approach to teaching and learning that accommodates various learning styles and ability levels.

  6. ??? What is 5…4…3…?

  7. The use of SAC andperformance-based assessment • The SAC will help prepare ALL students to meet the new admissions requirements for the University of Kentucky (and any other colleges or universities who follow suit). • The SAC assesses student performance in the same way as the ACTFL guidelines and the STAMP test; “What CAN you do?” versus “What CAN’T you do?”

  8. Look at our sac!

  9. Using a SAC within a unit You can use a SAC with the units you have already planned. Unit Plan Learning Goals/Objectives SAC Assessment SAC Lesson Plans SAC Unit Analysis SAC Remember to be FLEXIBLE in response to student needs.

  10. Performance indicators: Where do they come from? Textbook goals Textbook objectives District curriculum framework Collaboration with other teachers Assessment questions “Students will be able to…” statements Linguafolio documents Paradigm Shift

  11. ??? Which of these performance indicators would not be SAC appropriate? I can tell my friend about the things I did last weekend. I can use the imperfect to describe my childhood friend. I can identify a person in a photo based on a written description. I can write a letter to my penpal about what I was like as a child.

  12. The role of the sac within a unit plan • Students are aware of the unit goals from day one. The SAC is such an integral part of our teaching and learning that students never question whether or not THEY have to participate in performance assessment activities. • Students keep their SACs in the front of their binders. • At the beginning of a lesson, we ask the students to look at the SAC and highlight the goals we are working on that day. • We ask students to rate their current level of achievement for the daily goals by drawing their attention to activities we have already done that have addressed those goals.

  13. The role of the sac within a unit plan • We start to assess using the SAC 2-3 weeks into a typical unit of study. • In order to ensure student success on the SAC performance indicators, we plan daily lessons that are engaging, rich in comprehensible input, and which promote two-way communication among students and teacher • We are resourceful & creative with our use of time and talent—allowing more advanced students to facilitate learning; using student aides to assess progress on the SAC • We take our time and focus on the big picture. If you finish a six week unit in six weeks but the students haven’t met the unit goals, then what’s the point? Re-teaching, recycling, repetition, and re-assessing are crucial in this process. Covering material is secondary. • We plan our lessons with SAC in hand—we use data from the SAC DAILY to determine what goals need to be addressed for student success on the SAC.

  14. Examples of activities related to assessment using the sac • Level 1 students begin their language learning with a six week unit using the basic TPR vocabulary established by Blaine Ray in his TPRS technique. This gives students a base vocabulary so that future lessons can be taught in L2. • Daily Question & Answer incorporating new relevant and/or interesting vocabulary • Daily counting, use of basic calendar, time, and color vocabulary, and procedural activities carried out in L2 to facilitate acquisition of these concepts through realistic context. • Games designed to practice associating words with objects and pictures (rather than English equivalents) and to facilitate student to student L2 communication • Instructions and explanations carried out in simplified/comprehensible L2 with multiple gestures and visual aides to facilitate comprehension and checks for comprehension and recognition. • Hand-on learning—touching items to demonstrate aural comprehension, TPR commands, a plethora of visual resources, picture files, etc.

  15. Expectations for achievement when using the sac • All students will achieve a score of 80% or better on their SAC. The only exception to this rule is truancy. • Students may earn a score of 10/10 on each performance indicator. Partially demonstrating a goal earns 5/10. • Once students have had the opportunity to demonstrate proficiency for each goal on the SAC, the teacher calculates the average score. • Students who earn 80% or better, are given the teacher copy of their SAC to keep in their binder.

  16. Expectations for achievement when using the sac • At this point, any student who scores between 80% and 99%, may come before or after class and be reassessed for those goals that they have not fully met with no penalty to their grade. • Students who have not met the 80% standard, will be continually re-assessed until they reach the goal. Re-assessment involves before or after school tutoring; being taken out of class for individual help with student teachers or student aides; calls home to parents to arrange for remediation. • As far as grades are concerned, the SAC is a test grade and is weighted 4X its worth. In other words an 80% times 4, will often raise a student’s low grade (due to lack of homework, poor performance on traditional test items, etc.) to a passing grade.

  17. Remember, with this unique Form of assessment, the student’s grade should, for the most part, represent his or her ABILITY TO USE THE LANGUAGE and meet the performance goals, based on classroom participation—not their ability to turn in homework.

  18. Using the sac for intermediate and advanced language learning • In upper levels, the goals are essentially the same, with more advanced content knowledge and sustained language use. • For example, in Level 4, a performance indicator for the interpretive mode might be, “I can read and understand a lengthy article about French stereotypes.” • You can assess this goal through a variety of traditional means—discussion, comprehension questions, reports. • Grade Contracts are an excellent way to involve students in the learning process and to allow them to choose their own goals.

  19. ??? Which of these is a performance indicator for an advanced level 4 class? I can tell my teacher at least three things that I have in my backpack. I can tell my partner how I am feeling. I can watch a news program about immigration and explain to my classmates how I feel about Mexican border control. I can turn off the lights when my teacher asks me to.

  20. Sac and its impact on student success Since the implementation of SACS in level one language classes at Lafayette High School-- • 71% of level one students achieved a score of novice-mid or higher on the STAMP test administered last May. • Failure rates of level one students have gone down by 44%. • We have observed a correlation between the decrease in failure rates in level 1 and increased rates of student retention in our upper level classes. • Data indicates a greater success rate of students with special accommodations (IEPs, 504 plans, low SES, and “at-risk” students).

  21. Now, What will you do to ensure that . your students are learning? ALL

  22. Questions? William Bradford, FCPS Instructional Support Specialist William.bradford@fayette.kyschools.us Stephanie Lester, Spanish, Lafayette High School Stephanie.lester@fayette.kyschools.us Tracy Lambert, French, Lafayette High School Tracy.lambert@fayette.kyschools.us http://staff.fcps.net/tlambert

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