quality of formative and summative assessment. Global Competency & World Languages: Area of Formative and Summative Assessment Demonstrator 2. Expectations for Student Learning Global Competency/World Languages teachers communicate consistently high expectations for student learning. CHARACTERISTIC A STEP 1: ANSWER THE FOLLOWING QUESTIONS To what extent do Global Competency/World Languages teachers use and share with their students learning targets and objectives aligned to the state and national standards/expectations for Global Competency/World Languages proficiency? What evidence can be triangulated? Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement. STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS No Implementation Needs Improvement Proficient Distinguished Global Competency/World Languages teachers do not use (i.e., planning instruction and assessment, providing feedback to students and parents) or share with their students learning targets and/or objectives that are aligned to state and national standards/expectations, including Kentucky Standard for World Languages Proficiency, ACTFL Standards for Learning Languages and Global Competency Matrices. Global Competency/World Languages teachers occasionally use (i.e., planning instruction and assessment, providing feedback to students and parents) or share with their students learning targets and/or objectives that are aligned to state and national standards/expectations, including Kentucky Standard for World Languages Proficiency, ACTFL Standards for Learning Languages and Global Competency Matrices. Global Competency/World Languages teachers use (i.e., planning instruction and assessment, providing feedback to students and parents) and share/clarify with their students learning targets and/or objectives that are aligned to state and national standards/expectations, including Kentucky Standard for World Languages Proficiency, ACTFL Standards for Learning Languages and Global Competency Matrices. Global Competency/World Languages teachers use (i.e., planning instruction and assessment, providing feedback to students and parents) and share/co-create with their students learning targets and/or objectives that are aligned to state and national standards/expectations, including Kentucky Standard for World Languages Proficiency, ACTFL Standards for Learning Languages and Global Competency Matrices. Targets are evaluated and adjusted daily based on teaching and learning.
No Implementation Needs Improvement Proficient Distinguished Students do not self-assess, reflect or evaluate evidence of their performance. Students self-assess but do not reflect and evaluate evidence of their performance in order to grow in their Global Competency and World Languages skills. Students self-assess, reflect and evaluate evidence of their performance in order to grow in their Global Competency and World Languages skills. Students consistently reflect and evaluate evidence of their performance as well as set their own goals in order to grow in their Global Competency and World Languages skills. Demonstrator 3. Assessment Of/For Learning Students are provided multiple opportunities to receive feedback which informs and advances their learning. CHARACTERISTIC C STEP 1: ANSWER THE FOLLOWING QUESTIONS To what extent does the school document and report student growth based on performance in the Global Competency and World Languages areas? What evidence can be triangulated? Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement. STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS No Implementation Needs Improvement Proficient Distinguished Student growth in the Global Competency and World Languages areas is not documented or reported. Student growth in the Global Competency and World Languages areas is documented and reported based on performance but not aligned to state and national standards. Student growth in the Global Competency and World Languages areas is documented and reported based on performance expectations aligned to the Kentucky Standard for World Languages Proficiency, ACTFL Standards for Learning Languages and Global Competency Matrices. Student growth in the Global Competency and World Languages areas is consistently documented, aligned to individual learning plans and reported based on performance expectations aligned to the Kentucky Standard for World Languages Proficiency, ACTFL World-Readiness Standards for Learning