The Common Core Literacy Standards aren’t getting nearly as much ink as the math and ELA standards, which is a pity—they’ll affect almost every teacher in America. These rubrics establish performance benchmarks for argument, informational, and narrative writing.
For more ideas on how to implement the Common Core Standards in your school or classroom, check out the links under the “Blog Topics” bar on the right-hand side of your screen. February 24, 2016 - What Does the Every Student Succeeds Act Mean for Common Core State Standards? Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. It is anticipated that a candidate will require 60 guided learning hours to complete this unit. Centres may wish to organise a link with a local business and write an assignment accordingly. A program plan links to the strategies or broad approaches to facilitating change identified in the program plan. According to THCU, activities are products or services that are made or held for a given audience, such as an event, a phone-in counseling service or a self-help group. Ideally, healthy workplace plans are flexible and allow individuals to indicate the changes or supports they need in order to work well and be productive.
Formative evaluation plans must be created during the program planning phase, before implementation. There are three types of evaluations to consider[2], not all of which will necessarily be used for every program.
Formative evaluation measurement can help improve the program during and after the implementation.
Generates information that can be used to demonstrate the results of the program to funders and the community.
Focuses most on program activities, outputs and short-term outcomes for the purpose of monitoring progress and making mid-course corrections when needed. Helpful in describing the quality and effectiveness of the program by documenting its impact on participants and the community.
When conducting evaluations, practitioners should think about expected outcomes, how achievements will be measured and the role of the workers themselves in program planning, design, implementation and evaluation.
There are many things to think about when developing an evaluation plan, only some have been explored in this Info-Pack.
An organization’s healthy workplace committee is responsible for developing a detailed work plan.
A healthy workplace committee used an organizational culture audit ? a type of situational assessment. Online Health Program Planner provides additional information and helps users develop a full, comprehensive plan.
In Canada and the rest of the world, not enough research has been conducted to find the workplace interventions that are good practices, those that work well and those interventions that do not work as intended. Psychological Support: A work environment where coworkers and supervisors are supportive of employees’ psychological and mental health concerns and respond appropriately as needed. Provide a portable computer to enable an employee’s ability to work at home or at unusual hours when needed.
Create opportunities for training and mentoring to enhance managers’ interpersonal and people management skills. Ensure widespread awareness of the company benefits and programs that employees can access to address and support their mental health. Create “stay-at-work” policies and programs to assist employees who remain at work while dealing with mental health concerns including formal and informal accommodations, such as allowing an employee to temporarily work part-time when they are returning from an absence. Create a support net for new employees by pairing them with a mentor and a peer during their orientation. Create an organizational mission statement that incorporates values of trust, honesty and fairness and display it prominently for staff and the public. Create standardized orientation sessions for new employees with information about company’s mission and values and standards for employee behaviour. Identify role models or mentors for new and junior employees to strengthen and ensure the continuity of organizational culture. Hold all members of the organization accountable for their actions and ensure that managers and leaders are held accountable to the same or higher standard.
Clear Leadership and Expectations: A work environment where there is effective leadership and support that helps employees know what they need to do, how their work contributes to the organization and whether there are impending changes. Develop a schedule of ‘check-ins’ with employees and managers to address issues of concern.
Create mandatory training sessions for management and aspiring managers that builds skills around emotional intelligence, mental health in the workplace, assertive and non-violent communication, leadership and ethics.
Civility and Respect: A work environment where employees are respectful and considerate in their interactions with one another, as well as with customers, clients and the public. Create a “Matter of Respect” policy that goes above regulatory requirements to foster an environment that respects diversity and ensures a safe workspace where employees feel comfortable to be themselves. Give equal consideration in employment and advancement decisions to qualified persons with mental health disabilities. Psychological Job Fit: A work environment where there is a good fit between employees’ interpersonal and emotional competencies, their job skills and the position they hold.
Hire managers and leaders based on their ability to demonstrate and understanding and commitment to leadership capabilities and supportive management practices rather than technical skills. Have employees complete a personality and skills assessment before they are hired and placed into a position. Provide reinforcement and praise for employees’ demonstration of interpersonal and emotional competencies.
Growth and Development: A work environment where employees receive encouragement and support in the development of their interpersonal, emotional and job skills. Create a mentor program that links new employees to experienced employees to create a social and professional support. Host an annual education fair that highlights opportunities for personal and professional development and provides information on the company’s reimbursement policies.
Develop an internal training and development syllabus that lets employees know about all available opportunities in the company for growth, education and training. Provide seminars, workshops, lunch and learns, seminars, conferences and educational activities for employees that focus on both individual and department needs. Recognition and Reward: A work environment where there is appropriate acknowledgement and appreciation of employees’ efforts in a fair and timely manner. Celebrate employee dedication by providing an INDIVIDUALIZED GIFT to the employee on their 10, 15, 20-year employment anniversaries and recognize to the whole organization in a newsletter, email or announcement. Reward long standing employees with scholarships for their own growth or child-education savings accounts.
Three or four times during the summer, the company hosts a free barbecue lunch to which all employees are encouraged to come. Provide employees with constructive informal rewards such as closing the office early on a Friday after a hard week or allowing an employee who has done a good job the opportunity to try a new role and to take on additional responsibilities. Provide dental, vision and mental health coverage that takes effect on the first day of employment.
Encourage employees to publicly acknowledge and thank their peers for exceptional effort, doing an outstanding job, enhancing the work environment, showing tremendous passion for the job or for providing leadership. Involvement and Influence: A work environment where employees are included in discussions about how their work is done and how important decisions are made.
Ensure management is approachable and available to communicate by implementing an open door policy and by being visible around the office. Involve employees in the interviewing and screening for job candidates to ensure that existing team members are comfortable with hiring decisions. Encourage employee participation and involvement during times of organizational change, providing empathy and support throughout. Workload Management: A work environment where tasks and responsibilities can be accomplished successfully within the time available. Train managers to be flexible with schedules to accommodate staff needs and to model good practices.
Engagement: A work environment where employees enjoy and feel connected to their work and where they feel motivated to do their job well. Conduct an annual satisfaction survey where employees can evaluate and provide feedback on their manager’s performance in the areas of communication, leadership, conflict management and innovation.
Balance: A work environment where there is recognition of the need for balance between the demands of work, family and personal life. Provide personal days rather than sick days – this allows additional flexibility for employees who have childcare or eldercare concerns. Allowing workers to take paid or unpaid time during the day for medical appointments or deal with urgent family issues encourage employees to take time off to spend with family.
Family Day open-house event where the family is invited to join staff for a day of games, tours, stories and food. Hold employees accountable to getting all the work they need to get done finished, but enable them to work in the evenings or mornings at home if they cannot spend their full day in the office. Allow a full-time employee to job share rather than quit by allowing them to become a part-time employee and hire a second part-time employee to cover the other half of the work. Provide telecommuting options during the summer so that those with school-aged children, employees caring for aging parents or employees with other circumstances can opt to work from home. Psychological Protection: A work environment where employees’ psychological safety is ensured.
Provide Mental Health First-Aid training during employees’ regular hours and funded by company. Encourage a safety culture by rewarding areas that have low accident rates with points towards prizes or bonuses. Host emotional wellness seminars to teach employees new skills and strategies for staying psychologically fit in an emotionally demanding job environment. Provide retraining and gradual return to work for employees as needed who have been away for an extended leave.
Providing employees the option to turn off fluorescent lights in their offices and bring in floor or table lamps. Provide a quiet break room or an enclosed office for employees to go to when they need a break.
Providing a private space for employees to make phone calls during the day for personal or professional support.
Situation: To reduce turnover, Lee Valley wanted to show employees that there was room for growth within the organization.
Result: Employees see that opportunities for growth and development come in many shapes and forms and many employees have grown and developed their careers at Lee Valley through these measures.
Canadian Best Practices Portal for Health Promotion and Chronic Disease Prevention, by the Public Health Agency of Canada, is a database of evaluated, best practice interventions. Logic Model Workbook, by THCU, provides an overview of logic models including what they are, why they are important and how to use their four-step approach to creating program logic models. We promise to never spam you, and just use your email address to identify you as a valid customer. Click the button below to add the Raising the Standard in our Marriages: A Challenge to Married Men (MP3)* to your wish list.
The selection of carpentry programmes cover the essential knowledge and skills required to springboard into any career in the construction industry.
All applicants must meet Qualification specific entry criteria and TEC eligibility criteria - please contact your nearest Skills Update branch for details.
The Rock Hill Police Department Crisis Negotiation Team is responsible for handling the communication between subjects and law enforcement personnel. All members have had hostage negotiations training from across the nation including the SC Crisis Negotiators Association and the FBI. The Crisis Negotiation Team’s goal is to respond to crisis situations such as barricaded or suicidal subjects and end the crisis with no loss of life.
Lessons from The Andy Warhol Museum have been mapped to National Visual Arts Standards, 21st Century Standards and Pennsylvania Visual Arts Standards. A couple of years ago when I decided to drastically change what I taught (cultural content instead of vocabulary and structures) and how I taught it (by using authentic resources instead of textbook exercises), I took a close look at my assessment practices.
In order to remedy this situation, I’ve decided to use ODE’s Proficiency Scoring Guides this year. For many of us, of course, it is not enough to only identify a student’s proficiency level, we must also assign a numerical (or letter) grade for each performance.
In order to more easily implement this system, I have prepared a first semester and a second semester rubric for each course. Because ODE does not have an Interpretive rubric (They provide only a link to the ACTFL IPA Interpretive Rubric), I will use the ACTFL rubric for interpretive reading tasks at each level. As I discussed in my previous post, I have spent some time this summer reading The Keys to Planning for Learning: Effective Curriculum, Unit, and Lesson Design by Donna Clementi and Laura Terrill. Here’s a link to a Google Presentation that includes a slide for each lesson with links to all the resources required to implement the unit, which is briefly described below. Lesson 1: I’m starting this unit with a short oral presentation on my own preferred leisure activities.
Lesson 2: As a hook to this lesson, I’ll play a video in which a young girl describes what she does when she’s bored.
Lesson 3: After another child-produced video hook, the students will look at an additional infographic.
For the second primacy-recency learning cycle, the students will complete a speed-friending activity in which they interview several classmates about their leisure activities. Lesson 5: This lesson’s hook will be a short discussion of an infographic from Switzerland in order to introduce another Francophone culture.
Lesson 6: In this lesson, the students will present a short presentation about their preferred leisure activities, why they do them and how often to their small groups.
Lesson 7: This lesson is designed for the students to work independently to learn vocabulary associated with the weather.
Lesson 8: This is the first of four lessons in which the students will listen to a song, complete a cloze activity, engage in a discussion and then complete an IPA-style comprehension guide for an article about the season.
Lesson 9: This is one of two lessons in which I will present a movie-talk style introduction to a cartoon and then have the students discuss the story in order to put screenshot pictures in order. Lesson 10: As with Lesson 8, the students will listen to a song and then read an article about a season.

Lesson 11: In this lesson the students will use some of the vocabulary they learned in the previous day’s lesson to discuss their own summer activities and then compare them to what people do in France.
Lesson 13:This is the second lesson for which the goal is for the students to summarize a cartoon story. Lesson 14: In this lesson, the students will summarize the previous day’s cartoon for a summative assessment on this learning goal (both orally and in writing). Lesson 15: In this lesson the students will again listen to a song and read an article about wintertime in Canada.
Lesson 16: In this lesson the students will complete a speed friending activity in which they interview classmates regarding their wintertime activities. Lesson 17: In this lesson the students will begin the IPA by completing the interpretive tasks. Lesson 18: In this lesson the students will continue working on their IPA by completing the presentational writing task and working on their video presentation, which will be submitted electronically. This summer I am privileged to be participating in a discussion ofThe Keys to Planning for Learning: Effective Curriculum, Unit, and Lesson Designby Donna Clementi and Laura Terrill. After this week’s discussion of Chapter 2, I decided to challenge myself by the authors’ template according to a a French 2 unit on “Loisirs” that I’m currently working on.
I have more learning to do before I understand the Language Comparison component of the 5 C’s.
Creating units for students that I’ve never met, in a school with a different curriculum and culture than the one I left has been a bit of a challenge. Besides, reading Chapter 1 of The Keys to Planning for Learning for #langbook has me thinking about all of the ways I can improve my planning and I’m excited to start implementing some of the ideas that are reinforced in this book.
I decided to start with my French 3 curriculum, since I will have three different French classes this year–half of my school day.
Because the first theme in my new French 3 curriculum, “Nourriture,” is so broad, I have broken it down into three topics–breakfast, school lunch, and Francophone specialties.
While I have not included assessments in the presentation, you can click here for the breakfast IPA and here for the school lunch IPA. This entry was posted in Assessment, French 3 Units, Musings, Planning on July 7, 2016 by madameshepard.
While my film library has evolved over the years, two constants have been Jean de Florette and Manon des Sources.
Although I have created a variety of different activities and assessments to accompany these films over the years, this is a description of what I did this year. Day 6: The students reviewed the film by discussing the questions for this movie in the text, Cinema for French Conversation. Interpretive Listening: Students watched two videos about Jean de Florette and answered multiple choice questions.
Interpersonal Speaking: Students discussed which character(s) were responsible for Jean’s death and why. Interpretive Listening: Students watched an “upside-down” interview of Emmanuel Beart and filled in the questions and answers in English on a graphic organizer. Interpretive Reading: Students read a biography of Emmanuel Beart and answered AP-style multiple choice questions. Interpersonal Speaking: Students practiced 3 different role plays, and then I randomly selected pairs and assigned one of the three role plays for the assessment. This week I’m showing Bienvenue chez les Ch’tis for the first time, so stayed tuned for additional activities and assessments! Over the past few days I’ve been honored to be part of a series of exciting Twitter conversations about what it means to be a proficiency-based language teacher.
On the most basic level, being proficiency-based means that I make my instructional decisions based on what I believe will improve my students’ proficiency.
Although I hadn’t heard the term “task-based” used to refer to proficiency-oriented teachers, I can see why Martina chose it.  ACTFL talks a lot about tasks when describing best practices for instruction and assessment.
While I didn’t agree with many of Martina’s assumptions about what those of us who refer to ourselves as “proficiency-based” do in the classroom, I sure am glad she wrote this post. Based on recent comments to this blog, it seems that it’s the time of year that many of us are teaching Le Petit Prince. Although it might seem counterintuitive, I have found that I can more easily create a context if I have already chosen an appropriate authentic resource for the interpretive reading task.
After the interpretive tasks were created, I needed an interpersonal task related to this context. Lastly, I developed a presentational writing task that would allow these students to synthesize information they gleaned from the article, video and conversation.
While I may continue to struggle in fully integrating the tasks on my IPAs, I’m happy with the way this one came together. This entry was posted in French 3 Units, Integrated Performance Assessments (IPA's) on March 1, 2016 by madameshepard. Day 3: We will continue discussing images from the Google Presentation as a warm up and I will then assign the reading comprehension tasks to accompany the Charte de la Laicite.
Day 4: We’ll begin the class by discussing their conclusions from the previous day’s discussion activity.
Day 5: The students will complete the interpretive reading and listening portions of the IPA. Day 6: The students will complete the presentational writing task while I call up pairs of students for the interpersonal communication assessment.
Enter your email address to subscribe to this blog and receive notifications of new posts by email. So don’t think that the Common Core Standards Writing rubrics posted below are just for English instructors. They guide users to score writing performance on a 1-5 scale, 1 being inadequate, 5 being exceptional. For example, “building healthy public policy” or “creating supportive environments” are strategies. Flexible work programs support everyone within the workplace, they enable every employee to be more productive, less stressed and have overall better mental health. This shows whether the program was successful and can be used to decide whether it should continue. Although data may be collected throughout the program, the purpose is to determine the value and worth of a program based on results. In order to begin an evaluation plan, effective process and outcome objectives need to be created. Indicators are the units of measurement used to assess the extent to which objectives have been met. The work plan should outline the program objectives, activities and evaluation methods in each phase of the plan. Mentors can help develop skills and competencies and can teach new hires how to successfully navigate the organization’s culture. This can involve an outline of possible career planning opportunities and include the technical and personal leadership expectations of all employees.
These educational opportunities could be provided by internal experts or external organizations.
Employees can receive two hours of tutoring a week within their regular work schedule at no personal cost and employees are paid for one of the two hours.
Working well can be determined by providing exceptional service, supporting organizational programs, fostering teamwork or by staying late during a heavy work period.
This can help reinforce positive communication, provide a venue for thinking about coworkers’ positive characteristics, break down communication barriers between staff members and help to frame staff interactions positively.
Also, allow employees a venue for communicating their thoughts and concerns with senior executives.
This helps increase feelings of control, alignment or buy-in to the company’s mission and increases employees’ sense of pride in their work. Ideally their involvement would be included from the beginning, if not however they should at least be consulted before the plan is finalized.
Stay interviews are where new employees meet with a human resources manager after three months and then again after six months to have a formal retention interview.
These practices can help reduce work-conflict and unhealthy stress and can improve productivity. This also creates a succession plan for if the employee decides that they do want to retire or stop working all together.
This gives employees first crack at these positions and many people have grown and developed their careers through this feature.
Parkinson, “Establishing a Core set of Sustainable National Mental Health and Well-being Indicators,” Scotland Journal of Public Mental Health (2006) 5.1. Each member also has to have active listening skills, be an effective communicator, and have at least 2 years in law enforcement.
Based on my current understanding of the common language of world language educators, I will be able to describe my students’ performances as exhibiting characteristics of a proficiency level, without implying that I am able to assign a specific proficiency level to an individual student. Because it is the task, rather than level of performance which demonstrates a student’s proficiency in interpretive assessments, the same rubric is appropriate for all levels.
After completing a template (see this post), I turned to creating the actual lessons that will enable my students to meet the learning goals that I have established for the unit.
While I usually begin with an authentic resource, I thought this would be a way for my brand-new students to get to know me a little bit. Although this video will not be comprehensible to these students, I’ll pause it frequently to check for understanding of some key words. This time, rather than participating in a class discussion, the students will complete a short writing task in which they write 2 true and 1 false sentence based on the information presented in the infographic.
My questions this time will include those which encourage the students to compare and contrast the leisure activities of the two cultures. While I have included the comprehension guides I had developed for these resources, I hope to make modifications to these lessons in order to add more interpersonal communication and avoid repetitive tasks. They will then practice presenting a summary of the story before presenting it to me as a formative assessment. They will then complete an Edpuzzle comprehension activity for a Trotro video that takes place in the summer. Because there is a lot of new vocabulary in this story, I am giving the students some vocabulary in advance and will used personalized questioning to preteach the vocabulary. The students will then complete an Edpuzzle activity for a Trotro cartoon which takes place in the winter. As they are working individually, I will call small groups to my desk for the interpersonal task.
While some of the discussion takes place in an on-air Google Hangout, additional conversations occur on Twitter using the #langbook hashtag. Although I have been developing my own thematic units for the past couple of years, I realized how much I didn’t know when reading this chapter.
As many of my colleagues mentioned, I found writing an essential question to be one of the most challenging aspects to creating this template.
While my original understanding of an IPA was that the tasks were completed within a short time period at the end of a unit, I have learned that many of my colleagues, including the authors of this book, spread the tasks throughout a unit. I have seen districts use this template, but begin the process by filling in the vocabulary and structures that are to be included in the unit. As the agenda shows, the students will prepare a presentation, rather than a full IPA as a summative assessment on the Francophone specialty topic. The opportunity to watch movies in class is rewarding to the students, who are now able to comprehend much of what they hear in an authentic film.  Furthermore, films are rich in cultural content and many provide thought-provoking topics for discussion and written commentary. Although Jean is a bit less engaging to some students, they all agree that watching this one is worth it in order to relate to the intrigue of Manon.  This year’s classes, like many others, felt that these films were the best we had seen this year. The conversation all started with this thought-provoking post.  Like many of the others who’ve contributed to this conversation, I don’t feel that my own methodologies fit neatly into either of the categories that the writer described. For example, they recommend that “Educators should provide language learners with practice of a variety of tasks related to the curriculum. Lastly, she describes task-based teaching as providing broad and shallow input.  While it’s not clear to me exactly what she means by this, the gains that my students have made in their language performance reassures me that the input they receive may be deep enough to lead to increased proficiency. Her professionalism in responding to her readers and openness about her own growth is inspirational.  I am looking forward to continuing to learn from her and from the other great educators that have joined in the discussion about best practices in the language classroom!
While I shared my communicative materials for teaching in this post, I did not include the performance-based assessments that I use at that time.  As some of you have mentioned, I also felt a need to assess my students while reading the novel, in order to be able to regularly record performance-based scores in my gradebook. For the listening task, the students answered AP-style multiple choice questions on three videos about the Little Prince Amusement park.
For example, the text for this IPA is an article from a French teen magazine in which students are interviewed about what they do for the environment.
Under what circumstances would one of my students find herself discussing the information in this article and video with a French teenager? Since the students will discuss the role of the “eco-delegue,” I decided an authentic writing task would be to write a letter to the facilitator of this group, asking to join. If you have any hints that have helped you choose appropriate context for your IPAs, please share! Although I developed a unit on this topic last year (click here for post), I’ve made some significant changes in order to provide more opportunities for interpersonal communication. As with the first lesson, I’ve begun with a short video that the students will use to provide details and then discuss. I’ve begun this lesson with an interpersonal task in which the students discuss two images related to deforestation. My goal in creating the activities to accompany the resources I chose was to ensure that I was inclusive of my diverse learners while at the same time accurately presenting a cultural perspective that is dramatically different than that of my community. After going over the correct responses, the students will complete the discussion activity in which they compare our school culture to the rules outlined in the chart. Next, the students will perform the role play several times, changing roles and partners each time. Sometime between now and 2014 you and most of your colleagues will be asked to apply a version of these to the writing that’s done in your classrooms. They lay out specific, consistent qualities that characterize good and bad writing in each of these areas.
Each strategy contains one or more activities.  Planning terms may vary between organizations.
Many practices that are used to promote mental health are also strategies for supporting employees who have mental illness. The majority of Canadians are reporting higher levels of burnout, major depression, anxiety and other mental health problems[1].

A mix of health and business indicators should be used and if organizational levels of change have been included, indicators regarding the workplace culture, including the psychosocial environment, will be necessary. One of the issues flagged was that employees felt their stress levels were almost unmanageable. This way, employees are able to know what skills are needed for them to progress to the next level.
Find out from the team what they would value receiving by giving them a choice between a couple of different prizes, one example of a prize could be a gift certificate to the cafeteria. This can help managers understand what they are doing well and what the managers and the organization as a whole could do even better to support their employee.
For employees who want to further their education, Lee Valley has an education policy, paying the tuition as long as it has some relevance to their job or is along the lines of professional development. Unable to respond adequately to questions from others or summarize others' conclusions or viewpoints. I simply chose which 5 columns I felt would be the most likely to cover the range of levels for a particular course and typed them on a single page, with an additional column for comments. I will assign the following numerical scores to each level on the rubric: Limited Comprehension (7), Minimal Comprehension (8), Strong Comprehension (9) and Accomplished Comprehension (10). While I have included many previously-used authentic resources and corresponding comprehension guides in this unit, I have incorporated many new ideas that I gleaned from The Keys to Planning for Learning when designing these lessons. I’ll ask various students whether they do any of the same activities as I do, in order to start to get to know them.Next, the students will look at an infographic showing the popularity of various French leisure activities and respond to questions that I ask. After discussing a new infographic as a class, the students will then complete an IPA-style comprehension guide.
I’ll first play the video without sound, providing comprehensible input in my narration and question-asking. In the second learning cycle, I will introduce the students to a children’s book about seasons by providing lots of input about the pictures.
While the unit goal “ Learners will be able to summarize a cartoon video about a character’s leisure activities” is not clearly related to the Essential Questions of this unit, I included it because I wanted the students to begin working on the Intermediate Low Can Do statement “I can retell a children’s story.” These Trotro videos have been of high-interest to previous students and are mostly comprehensible to these Novice Mid students so I find great value in including them in the curriculum.
The students will then write a short summary of what they think the story is about, using the new vocabulary.
If you haven’t yet read this text, I recommend it highly and look forward to your thoughts! As a result, the content of these units becomes a study of the language features rather than the cultural and content that is suggested by the standards. Then I decided to relocate closer to family, creating a whirlwind of life changes which including finding a new position, selling a house, buying a new house, moving and setting up a new household.
As the ACTFL Performance Descriptors state, “Proficiency is the ability to use language in real world situations in a spontaneous interaction and non-rehearsed context and in a manner acceptable and appropriate to native speakers of the language.”  Therefore, as a classroom teacher, it is only performance (“language ability that has been practiced and is within familiar contexts and content areas”) that I am actually able to assess.
Depending on their proficiency level, the students may write (or say) short sentences or paragraph-length discourse.
Therefore, my colleague and I created a series of three performance-based assessments to accompany the novel. For the reading task, they read an article about the publication of the novel and answered AP-style questions.  The reading and writing tasks again included role-plays and essays about quotes.
As a Novice IPA creator, many of my early attempts could best be described as performance-based assessments organized around a common theme. After choosing this text, I asked myself why my students might find themselves reading an article like this one (besides for my class!).
Hmmm, both the article and video mentioned “eco-delegues.” What if one student in each dyad was a delegate who called the American exchange student to interview him about joining this program when he arrives at the school? This context will allow the students to write about their own behavior in regards to the environment as well as to demonstrate their interculturality about French educational programs related to this topic. After watching, I’ll allow them a few minutes to discuss their responses in small groups to provide increased interpersonal communication.
After the video, the students will be assigned either the A role or the B role, and will read the corresponding article. Next they’ll watch a video about deforestation and discuss the details they were able to identify. As I found during my long-distance walk in France last summer, the topic of laicite was guaranteed to create a lively discussion with my French hosts or other hikers. Finally, they will write a paragraph comparing the cultural perspectives regarding the separation of church and state in the U.S.
The students will then discuss their answers to the comprehension questions in small groups. It’s important to be realistic about what can be accomplished with the human and financial resources available.
Therefore, one benefit of implementing many of these programs is that they also aid people with mental health issues.
Mentally healthy workplaces provide mentally healthy options and programs for all employees. Process indicators help you decide whether your program was implemented in the way you intended. The program work plan needs to be revisited regularly to check on progress and to make any necessary modifications. For example, social and environmental support is extremely beneficial when trying to promote behaviour change.
Curriculum could feature mathematics, adult literacy, GED preparation, English as a second language, basic computing and life skills classes. Journalists and their equipment jammed the hallways at Dallas police headquarters during the weekend following the assassination, disrupting the investigations into the murders of President Kennedy and Officer Tippit. Being a rule follower, I chose the Performance rubrics because that’s what ODE’s website said that teachers should use for IPA’s. I also took the liberty of creating a separate rubric for each Presentational skill and removed the comments about pronunciation from the Writing rubric in order to streamline the feedback process. As a result of my reading, I have included one or more daily objectives for each lesson, a hook for most of the lessons, a formative assessment for each objective, and have been more intentional in addressing the primacy-recency cycle. These questions will be about the information in the infographic, “Combien de Francais regardent la tele?” I’ll also ask personalized questions such as, ”Tu regardes la tele?” Tous les jours? In the second learning cycle of the class period the students will survey their classmates and then present a graph showing how often their classmates participate in the activity which they were assigned.
The interpersonal ordering activity could be completed using manipulatives (by printing the pictures on cardstock and cutting out a set for each small group) or by having each group make a copy of the Google Doc and then moving the pictures around on the document. I will then present the cartoon in a movie talk style before having the students discuss the story in order to put screen shots in order. By waiting until the communicative goals, performance-based assessments and cultural comparisons have been established, we ensure that our students view their increased understanding of  vocabulary and grammatical structures as a means to achieving culturally-relevant communication rather than an end in itself. Although I had previously created Can Do Statements for each unit, I hadn’t provided my students with a clear objective for each lesson. While I’ve previously shared some of these materials, many others are new, including several Edpuzzle video quizzes that will serve as formative assessments in the 1:1 learning environment of my new school.
Nevertheless, I’m not quite ready to begin referring to myself as a “performance-based” teacher.  While I might not be assessing actual proficiency, my goal is to prepare my students to prepare my students to function in target language environments. Thanks to targeted feedback from my peers, I have become more proficient in my writing IPA-writing skills and my recent assessments have been more tightly integrated around a specific context.
One possibility might be that they were going to be attending this school as an exchange student and wanted to know more about it. This context would allow each student to discuss her own personal habits as well as why certain behaviors are important—the targeted structures for this unit. After this interpretive task, each A will be paired with a B and will complete this interview activity. After the video, we’ll do a “speed-friending” type of interpersonal activity in which the students write 5 questions and then interview a series of classmates.
While I enjoyed these conversations, I have avoided any type of debate in this unit in order to create a safe learning environment in my classroom which contains students of various religious and cultural backgrounds.
By making these programs available to everyone, employees with mental illness can access them without disclosing and potentially exposing themselves to stigma and discrimination. Employees said they dreaded coming to work and often spent long hours answering emails on their off hours. Stoughton, courtesy Lyndon Baines Johnson LibraryWorking in groups, students’ research a focus area of JFK’s Presidency, using both primary and secondary sources.
Dallas Times Herald Collection, courtesy of The Sixth Floor Museum ArchivesGroup Research:Divide students into 10 groups. Misses some aspects of the topic and inconsistently comments on others statements.Expresses ideas well. This aspect of planning continues to be challenging for me, as it is difficult to gauge exactly how long my students will need to complete the activities I have designed. Une fois par semaine?”As a formative assessment, the students will be given a list of pictures showing various leisure activities and will put them in order according to their popularity in France. As a formative assessment, I’ll have the students listen to a similar video and respond to embedded questions on Edpuzzle. By choosing texts that are appropriate to the students’ proficiency level and then designing tasks that allow students to successfully demonstrate their comprehension, I ensure that my students are able to interpret increasingly complex texts on a wider variety of topics. I’m not sure why I was able to access these videos at the time, but since I’ve lost the ability to do so I’ve substituted other videos for each lesson.
Again, I’ve developed a highly scaffolded task to enable the students to begin acquiring the targeted structure. Therefore, the activities that I’ve created (click here for the student activity packet) were designed to provide the students with the background information they would need in order to make accurate cultural comparisons. Also, from the onset of the program, an organization should evaluate and share its findings. Groups agree upon a research strategy, and select three to four images that best represent their research. In addition, at my new school I will have longer blocks with each class on one day per week. I will encourage the students to work with a partner to add an interpersonal aspect to this task, which is also a key step in helping the students be able to begin addressing one of the essential questions of the unit. After the video and discussion, the students will read a short document (included at the end of the lesson) with things one can do to save the planet. They will have 3 minutes to interview the person in front of them and when the three minutes are up, the students in one row will get up and move one seat to the right.
Tasks include such things as hiring a consultant, researching potential speakers or booking meetings.
As a response to the assessments, the healthy workplace committee set a goal of creating a more resilient and mentally supportive workplace and decided to tackle three issues: 1) individual stress management skills, 2) management support skills, and 3) workplace policies around workload. More Canadian groups need to contribute to the evidence base for good practices in workplace mental health promotion.
Grasps concepts well enough to ask questions about what is still not understood.Responds to questions accurately and with supporting facts that are engaging. While I have designed each of these lessons to correspond to a traditional 50-minute class period, I will make changes as I implement this unit for my own non-traditional schedule. In order to scaffold this task, I’ve asked the students to circle the sentences which describe their activities, rather than expecting them to create their own sentences. When I did a YouTube search of the name of the school, I found a video in which students and staff members discuss how they are meeting their goals of being a more environmentally-friendly building.
I chose a shorter, simpler text than I had used last year, in order to shorten the amount of time spent reading as well as provide more language chunks that could be used for the interpersonal activities that follow. Tasks are operational steps or actions that contribute to the development of activities for an audience. Allow time in class for students to look at the primary source photograph and discuss what they already know about the image and topic, as well as what interests them.
The students will then write a note to one of their classmates, giving suggestions for becoming more environmentally friendly. Demonstrates additional curiosity in subject.Explores topic thoroughly providing multiple details, examples and supporting facts.
Rather than passively waiting for me to assign a numerical score to all of their performances, I want my students to understand their proficiency level, set their own proficiency goals, understand how to meet those goals, and self-assess their progress in reaching these goals. The purpose of this game is to introduce the phrases that they will be using to make suggestions throughout the unit. They should plan who is going to obtain specific information from outside resources and websites. Each suggestion includes an impersonal expression requiring the subjunctive, which is a structure I’ve targeted for the unit. Groups will need to find enough information to answer the questions listed in their category. After this game, the students will interview a partner about the behaviors suggested in the text. In the absence of clear descriptors for each level of proficiency, the students were faced with trying to hit a moving target.
I discovered last year that the students needed some more guided tasks before performing the open-ended role-plays that I had planned.
Creates an artwork with basic revisions based upon internal and external critique.Exhibits maturity of thinking in reception of critique.
After the interviews, the students will write a note to their partner with suggestions for how they can be more environmentally-friendly. Allow time for questions after each group presents their information.Display all of the images on a wall and allow students time to ask additional questions about research areas.
Is able to admit mistakes or difficulties and devises new strategies to solve problems.Analyzes the feedback from peers, the effects or impact of work as well as own perspective and desires. Completes work after multiple revisions and is able to share working process with others in a way that is inspirational. I’m not sure whether time will permit me to use this resources, but I’ve included them just in case. Compares and contrasts how artists, historians or other professionals use source material in their work.Evaluate the significance or impact of source material in works of art.

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