Update on CDE Curriculum Sample Units and the Assessment Resource Bank Toni Theisen Thompson School District Loveland, Colorado [email protected] CCFLT Loveland 2014 Wikispace hCp://ccﬂt2014loveland.wikispaces.com Lead with Languages h:p://vimeo.com/77166262 Learner Targets •  be:er understand the Educator EﬀecEveness Law and its impact on teaching and designing learning and assessments; •  examine the CDE Assessment Resource Bank; •  examine the CDE Sample curriculum units; •  and understand how these resources are just samples to help teachers create standards-‐based themaEc units and performance assessments that can also be a part of educator eﬀecEveness. So what do you know? •  SB 191 •  Educator Effectiveness Rubric •  The other 50% •  CDE Assessment Resource Bank •  CDE Sample Curriculum Units Educator EﬀecMveness •  LegislaEon requires that 50 percent of an educator’s evaluaEon be based on professional pracEces and 50 percent be based on mulEple measures of student learning. What is happening in your school or district with educator eﬀecMveness? Your thoughts? • Best hopes • Worst fears Educator EﬀecMveness Rubric Colorado World Languages Academic Standards •  CommunicaMon: 3 modes •  Cultures •  ConnecMons •  Comparisons •  hCp://www.cde.state.co.us/ coworldlanguages/statestandards Colorado World Language Standards Proﬁciency Ranges •  Novice-‐low •  Novice-‐mid •  Novice-‐high •  Intermediate-‐low •  Intermediate-‐mid RealisMc Proﬁciency goals •  Level I-‐novice-‐mid •  Level II-‐novice-‐mid approaching novice-‐high •  Level III-‐ novice-‐high approaching intermediate-‐low •  Level IV-‐intermediate-‐low approaching intermediate-‐mid •  Level V-‐(AP/IB)-‐intermediate-‐low approaching intermediate-‐high CDE World Languages Page CDE Assessment Resource Bank •  CDE Resource Bank contains assessments and assessment review and development tools to support Colorado educators in the evaluaEon of student learning. •  The assessments included in the CDE Resource Bank are examples of high-‐quality assessments aligned to the Colorado Academic Standards, for all grades and content areas. •  These assessments are intended serve as models for local assessment selecEon and development that more directly measure student learning as aligned to local curriculum. Sample approved assessment in CDE assessment resource bank hCp://Mnyurl.com/m7zt7cd DOK chart Proﬁciency Ranges for Coding Coding chart How to code the CDE assessment tool with the standards-‐example •  WL09-‐NM-‐S.1-‐GLE.3; •  WL09-‐NM-‐S.2-‐GLE.1; •  WL09-‐NM-‐S.2-‐GLE.2; •  WL09-‐NM-‐S.3-‐GLE.1; •  WL09-‐NM-‐S.4-‐GLE.1; •  WL09-‐NM-‐S.4-‐GLE.2 French II-‐Interpersonal WriMng Sample approved assessment in CDE assessment resource bank • Learner targets-‐”I can statements” • Proﬁciency goal such as Novice-‐mid • Prompt (scenario) NCSSFL-‐ACTFL “Can-‐do” Statements CDE Assessment Review Tool Common assessment chart (Thanks to Debbie Cody from Pueblo City Schools, Colorado for the idea.) CDE Sample Curriculum Units CDE Sample Curriculum Units CDE Sample Curriculum Units CDE WL PosiMon Statement •  Appropriate learner assessments are performance-‐based and must be aligned with the three modes of communicaEon (interpreEve-‐-‐listening and reading; interpersonal-‐-‐speaking and wriEng; and presentaEonal-‐-‐speaking and wriEng). They are focused on what learners can actually do with the language. Therefore, discrete measurements of isolated skills, such as grammar points, vocabulary knowledge and cultural facts are NOT ACCEPTABLE measures of student proﬁciency. •  World Language teachers acknowledge the value of the use of student growth measures in assessing educator eﬀecEveness. EﬀecEve implementaEon of a performance-‐based assessment process will provide meaningful support for Colorado World Language educators, their students and their schools.