Marketing Proficiency for Students Parents and Other Stakeholders

Marketing Proficiency for Students, Parents, and Other Stakeholders UFLA February 19, 2015 Kerrie Neu- Granite Dual Immersion Specialist kneu@graniteschools. org

Objectives �Identify resources for students & parents �Describe symbols & characteristics to be able to explain basic proficiency vocabulary �Describe at least 3 analogies to compare how a language is learned �Observe classroom strategies in �Choose 1 or 2 strategies that you will use in your classroom or school.

Disclaimer �I am not ACTFL OPI trained- yet �I have gathered resources from colleagues that represent my understanding of proficiency �My goal is to make proficiency more readily understood by the average person.

Who are the stakeholders? �Turn to a neighbor and quickly identify the parties interested in language teaching and why they are interested. �Students �Parents �Teachers �Administrators �Legislators �Business Partners

Do they feel this way? �Questions about student progress �Unrealistic expectations �Disappointed in perceived results

The importance of speaking the same language… fluent novice advanced proficiency intermediate low, mid, high

USING PROFICIENCY GOALS WITH STUDENTS

Becoming more proficient �Understand the current & next level �Set goals �Take risks �Get feedback �Practice �Encouragement South Carolina World Languages

Task: Read, Remember, Represent, Retell �In your handout or other note taking surface, draw a symbol for each level and write the main characteristics of each level. Turn to a partner and retell what you learned.

Speaking �Novice �Parrot �Intermediate �Survivor �Advanced �Story teller or reporter From Chantal Thompson

Speaking � Novice � Intermediate � Advanced � Words, memorized phrases or sentences � Can create with language, ask and answer simple questions on familiar topics, and handle a simple situation or transaction. � Paragraphs and more. Narrate and describe in past, present, and future times/aspect, and handle a complicated situation or transaction.

Task: Read, Remember, Represent, Retell �In your handout or other note taking surface, draw a symbol for each level and write the main characteristics of each level. Turn to a partner and retell what you learned.

Task: �In your handout or other note taking surface, draw a symbol for each sub level and write the main characteristics of each level. Turn to a different partner and explain what the 3 sub levels.

Low, Mid, High? �Low- Attempts but is unable to sustain. “Barely hanging on” �Mid- Solid in this level. Sustainable. “Solid & strong” �High- Solid in current level and actually is trying the next level, but not successfully. “Fallen angel” Read, Remember, Represent, Retell

Give Students Specific Feedback �Proficiency levels & rubrics �Can-Do types of statements �Proficiency based grading �Leading toward Student Proficiency Report

Proficiency Guidelines in the Classroom Utah Spanish Dual

Self-Evaluations

Student examples

Goals • My goal • From • To • By when • Action steps • Who will help me? • Date

Student goals

More student examples

Linguafolio

Rubrics Sam Smith- Alpine District, Utah

Rubrics Sharon Gracia- Granite District, Utah

Student Proficiency Reports �This is a sample of the Student Proficiency Report. �It is explained at the Fall SEP Conference and given at the Spring SEP Conference in grades 1 -6.

Level Up �Level up like Mario or video games. �“That was a good answer. Now level up and give me a better answer. ”

Ice cream scoops Tell them to fill up their Ice cream cones with more ice cream. More scoops!!

http: //scsworldlanguages. weebly. com

USING PROFICIENCY GOALS WITH PARENTS

Parents are Organizing Utah Mandarin Immersion Parent Council What information would you like to share? Parent’s Guide to Immersion e-book

Example of Information Shared with Parents �Final Grade: A �Feedback: “During French Camp, Emilie improved her computer test score by a significant 37%! She also improved her speaking score. Based on her final test scores, she would be placed in a college first-semester French class. ” Partner talk: What do you know about Emilie’s language proficiency? What is unknown?

Deductions Known � Emilie performed on the assignments and test that met the teacher’s criteria for an A � She improved her computer test score by 37% � The improvement is considered significant. � She improved her speaking score. � Recommended placement in college first -semester French class Unknown � The criteria for an A is unknown � What is the computer test? � What was the score? � What was her speaking score before and after? � Is the recommendation for college first semester French class the same that would be taken by students not having had any French previously?

Student Proficiency Report Partner talk: What do you know about this student’s language proficiency? What is unknown?

Resources to Train Parents, Students, and Other Stakeholders � 1 Hour Presentation �Analogies �Posters and One-Pagers Goal �Basic understanding of Proficiency & ACTFL Proficiency Guidelines �Prepare them to talk about student progress and assessment data

Overview of Parent Presentation �Proficiency �Student Proficiency Report �ACTFL Proficiency Guidelines for Speaking �Proficiency in the real world (What can my child do with the language? ) �Parental support of students �Assessments are a snapshot for that one time �Assessment Data

Analogies �An image or analogy can help others understand the path to proficiency. �“Four Square Writing” ◦ In each box, write a sentence for each analogy. ◦ In the last box, write a summary sentence.

Four Square Writing �Learning a language is like learning _____ because______. �Therefore___________.

Learning a Language is Like Learning a Sport Takes time to learn Rules, vocabulary, and skills to learn Proficiency is what individuals can do with the sport in real-world situations in a spontaneous and nonrehearsed context.

Learning a Language is Like Learning an Instrument Takes time to learn Symbols, skills, vocabulary, and concepts to learn Proficiency is when we can actually use the musical skill to communicate or perform in some way.

Musical Proficiency? �Play this piece. �Name the four movements generally associated with a symphony. 1. an opening sonata or allegro 2. a slow movement, such as adagio 3. a minuet or scherzo with trio 4. an allegro, rondo, or sonata

Learning to Walk From Darrel Nickolaisen

http: //scsworldlanguages. weebly. com/proficiencytools. html

Four Square Writing �Learning a language is like learning _____ because______. �Therefore___________.

Performance Vs. Proficiency Performance Proficiency �Demonstrate the features of the range in certain contexts and content areas that have been learned and practiced. consistent patterns of all of the criteria for a given level all of the time.

Islands of performance merge into continents on the way to global proficiency! From Fernando Rubio

Determining proficiency level over time �Proficiency level not achievement or performance �Is the overall meaning understandable? This is where they are for that topic and task. Students may demonstrate different proficiency levels. Over time look at the general trends.

Other Tools

www. kerrieneu. weebly. c

Shelby County Schools

Davis School District

Links �Kerrie Neu Weebly ◦ http: //kerrieneu. weebly. com/resources. ht ml �Granite School District Dual Immersion Family Resources ◦ http: //www. graniteschools. org/curriculumi nstruction/dual-immersion/familyresources/ �South Carolina World Languages Parent Page ◦ http: //scsworldlanguages. weebly. com/par ent-page. html

Let’s Review � Student tools ◦ Bubble Sheets, Goals � Analogies for proficiency ◦ Parrot, Survivor, Reporter ◦ Barely Hanging on, Solid & Strong, Fallen Angel ◦ Learning a language is like learning: �Sport, Music, Walking �Performance Continents � Parent tools ◦ Parent presentations ◦ One pagers � Write one or two things that you will be able to use in your class next week.

Questions

Contact Information �Kerrie Neu kneu@graniteschools. org Handouts available at www. kerrieneu. weebly. com