Westport PD, IPAs in the FLES Classroom

1. INTEGRATED
PERFORMANCE ASSESSMENTS
for elementary learners
Dorie Perugini
peruginid@glastonburyus.org
Westport Public Schools, February 22,2016

2. celebrate our
SUCCESS STORIES

3. Integrated Performance Assessments
I can…
• describe the characteristics of novice and
intermediate ranges of performance and
what it takes to move to the next level
• describe the differences between
assessments of performance and proficiency
• design an integrated performance
assessment for one unit of study

4. Today’s Agenda
• MORNING: A closer look at the World Readiness Standards
• What can our novice and intermediate students do?
• How can we assess it? Performance vs proficiency
• LUNCH
• AFTERNOON: Creating an IPA
• What is an IPA? Why use them?
• How do we create one?
• Mode by mode
• Some examples

5. What exactly is an IPA?

6. The World Readiness Standards
www.standards4languages.org

7. The World Readiness Standards
www.standards4languages.org

8. Think, pair, share
• What can our students do?
• What are their strengths?
• What are their weaknesses?

9. What does our profession say?
Let’s look at the NCSSFL-ACTFL Global Can-Do Benchmarks.

10. What does our profession say?
Novice: can communicate minimally using
memorized language. Short utterances, lists,
and phrases.
Intermediate: can create with language,
ask and answer simple questions, and
handle simple situations in familiar topics.
Advanced: can narrate and describe in all
major time frames and handle a situation
with a complication.
Advanced: can support opinions,
hypothesize, discuss concrete and abstract
topics, and handle a linguistically
unfamiliar situation.

12. Interpretive Interpersonal Presentational
1. Identifies main
ideas
2. Comprehends by
recognizing key
words/phrases
3. Benefits from
familiar contexts
and visual support
of text
1. Expresses self in
conversations on
very familiar topics
2. Uses a variety of
words, phrases,
simple sentences
3. Asks highly practiced
questions
1. Writes words,
lists
2. Writes simple
sentences
3. Writes formulaic
questions
4. Relies on a
practiced format
What does this look like?
A novice...

13. Interpretive Interpersonal Presentational
1. Comprehends main
ideas and identifies
some key supporting
details
2. Benefits from
predictable order
and familiar contexts
3. Predicts meaning
from context
1. Can communicate by
understanding and
creating personal
meaning
2. Can understand, ask
and answer a variety of
questions
3. Maintains conversation
on familiar topics in the
here and now
1. Controls
sentences/series
of sentences
2. Creates with
language
3. Starts to
tell/retell stories
4. Provides more
description
5. Shows some self-
correcting or
editing
What does this look like?
An intermediate...

14. Turn & Talk
• Where on the proficiency scale is “meets
expectations” at each grade level?
• What opportunities do students in your
classroom have to show they are meeting
expectations?

15. Moving from Novice to Intermediate
What are the key language elements to move to the next
range of performance?
• Control of sentences
• Series of sentences
• Creating with language
• Starting to tell/retell stories
• Adding more description
• Some self-correcting/editing

16. Moving from Novice to Intermediate
• At any level – perfection is NOT the goal
• Need to feel successful within partial control, then improve control
with multiple rounds of practice (via scaffolded tasks), to get to full
control
Focus on:
● Extension (more specific and descriptive)
● Narration (connection of ideas, sentences)
● Using language to accomplish the function
● Using language more spontaneously, more independently

17. I can…
• describe the characteristics of novice and
intermediate ranges of performance and what it
takes to move to the next level
A parent called to ask why their child wasn’t able to talk to make dinner
reservations for their family on their last trip to the Dominican Republic.
Explain to the parent what the expectations for a child in your classroom
are and what they can reasonably be expected to do while traveling
abroad.
Your principal was observing a lesson you taught and noticed the
students making some grammatical errors when speaking. Explain to your
principal why 100% grammatical accuracy is not the goal in your
classroom. Include strategies you use for moving your students to the
next proficiency level. .

18. Performance toward Proficiency

19. Performance toward Proficiency
Assessing Performance Assessing Proficiency
• Based on instruction • Independent of specific
instruction or curriculum
• Unpredictable• Practiced
• Familiar content and
context
• Broad content and
context

20. Performance toward Proficiency
What learners demonstrate in
the familiar context of the
classroom points toward a
targeted proficiency level.

21. Global Can-Do Benchmark
General description of the
proficiency level for each of the
modes.

22. Global Can-Do Benchmark
General description of the
proficiency level for each of the
modes.

23. Bold Statements
Main statements for the level and
mode

24. Sample Target Statements
● Provide instructional focus
● Create class evidence
● Emphasizes “spiraling”

27. I can…
• describe the differences between assessments
of performance and proficiency

28. This afternoon: Creating an
IPA
• What is an IPA? Why use them?
• How do we create one?
• Mode by mode
• Some examples
• Time to collaborate

29. Integrated Performance Assessments
What is it?
• 3 modes of communication aligned with a
single theme or content area
• Standards-based, performance-based,
developmental in nature, integrative
• created with authentic resources
• performance rated with a rubric

30. Integrated Performance Assessments
What is it?

31. Integrated Performance Assessments
Why use them?
GRAMMAR
PROFICIENCY

32. Integrated Performance Assessments
Why use them?
VOCAB
PROFICIENCY

33. Integrated Performance Assessments
How do we create one?
• Identify the goals (content and linguistic)
• Select a theme. Create an essential question
• Plan activities for each of the three modes
using authentic tasks and documents
• Connect to the Common Core
• Provide constant feedback
• Use rubrics

34. The 3 Modes of Communication
1. Recite a memorized dialogue with a partner
2. Write an introduction email to a penpal
3. Share a schedule with the class illustrating a student’s daily
routine
4. Draw a picture after hearing the teacher read a story
5. Reciting a poem to the class
6. Choral response to a teacher’s questions
7. Share a written recipe with the class
8. Act out the dialogue of a play

35. Integrated Performance Assessments
Mode by mode
INTERPRETIVE

36. Integrated Performance Assessments
Mode by mode
INTERPRETIVE
• Interpretation of what the author, speaker, or producer
wants the receiver of the message to understand
• One-way communication with no recourse to the active
negotiation of meaning with the writer, speaker, or
producer
• reading “between the lines,” including understanding
from within the cultural mindset or perspective
• reading or viewing authentic materials

38. Thumbs up/down:
● Would you see this poster in a
doctor’s office? Library? A park?
Cut & Paste
● Cut and paste the pictures to
create a healthy meal
● Recreate this poster using your
favorite foods

39. Integrated Performance Assessments
Mode by mode
INTERPERSONAL

40. Integrated Performance Assessments
Mode by mode
INTERPERSONAL
• Active negotiation of meaning among individuals
• Participants observe and monitor one another to see
how their meanings and intentions are being
communicated
• Adjustments and clarifications are made accordingly
• Speaking and listening; reading and writing

41. INTERPERSONAL
You and your partner have decided to
have lunch together tomorrow.
Decide together what you will eat and
drink. Make sure to talk about your
preferences and if you have any
allergies. Decide who will be
responsible for bringing which item.

42. Integrated Performance Assessments
Mode by mode
PRESENTATIONAL

43. Integrated Performance Assessments
Mode by mode
PRESENTATIONAL
• Creation of messages to inform, explain, persuade, or
narrate
• One-way communication where no direct opportunity for
active negotiation of meaning between members exists
• “presenter” needs knowledge of the audience’s language
and culture
• Writing, speaking, or visually representing

44. PRESENTATIONAL
Your school would like to decorate
the cafeteria with posters promoting
healthy eating. They would like to
have some posters in Spanish. Design
a poster to show all the healthy foods
your cafeteria serves. Make sure to
label all of the foods and drinks in the
poster. Also include any tips for
making healthy choices!

45. I can…
• design an integrated performance
assessment for one unit of study

47. DORIE CONLON PERUGINI
FLES Teacher | World Language Consultant
203.819.6960
peruginid@glastonburyus.org
www.aglobalclassroom.com