Program Evaluation

Strengths & Opportunities

for Improvement
World Languages Office
Elisabeth Harrington
Wendy Bermúdez
 Inclusion Activity ~ Chalk Talk
1. Go to the wall and take 5 mins to write down
what is “on your mind”
What are you dealing with? what is causing
stress or Joy in your life? What are you
worried about this year? What are you
looking forward to this year?

2. Respond to others. It could be something

you can relate to or offer words of support
and encouragement!
 Outcomes
● Understand and reflect on Program Evaluation Data

● Learn about the impact of different teaching practices on student learning

 World Language CLASS Scores
APS uses the Classroom Assessment Scoring System (CLASS) in
all program evaluations. This allows a comparison of best
teaching practices in classrooms across content and program
areas. CLASS scores range from 1-7, with 1-2 considered low
scores, 3-5 considered mid scores, and 6-7 considered high
scores.
CLASS Domains, Dimensions, & Indicators
CLASS
Reading
Instructional
Supports
continued...
Data: Focus on Improving Instruction
● Go visual with the data ● Multiple perspectives provide the richest

● Use data to build understanding and information

ownership of the problems ● Don’t use data to punish (administrators,

teachers, students, schools).

● Engage in dialogue about the data so
● Don’t use data to blame students or their
the team owns the problem and
circumstances.
embraces the solution together
● Don’t jump to conclusions without ample
● “Hang out in uncertainty”
data.
Take time to learn as much as possible
Don’t use data as an excuse for quick
●
●

● Separate observation from inference fixes.

Scores by Dimension (MS)
Scores by Dimension (HS)
Strengths and Opportunities
 John Hattie
Visible Learning: A
synthesis of over 800
meta-analyses
relating to
achievement

Representing the achievement of over 80

million students worldwide
1.0 Standard Deviation Equals…

Two-four grade equivalents

30-plus percentile points on ITBS
Six ACT score points
200 SAT score points
The “Typical School Effect”

One year of a student’s maturation:

.10
One year of a teacher’s instruction:
.30

In other words, we can expect the average student to

academically improve .40 if he or she stays alive and
regularly attends school for a year.
 Reading Strategy
Partner up

Read each section simultaneously.

Highlight and annotate the section.

When each of you are done with the section say something about what
stood out to you and why.

Read the next section simultaneously and repeat the process.

Visible Learning Reading

“The art is to provide the right form of

feedback at or just above the level where
the student is working.”- John Hattie
Feedback 10/138 d 0.73
Feedback
•Think about an instance when you have given
feedback to someone or someone has given
feedback to you.
•On a sticky note, record (as closely as
possible) the exact words that were used.
Go for a Walk!
Find an “eyeball partner” across the room.

Decide who will be partner A and partner B.

Person A selects their feedback and shares whether they found the feedback helpful or not.
Also answer the following question: “what decisions did you make about how to monitor and
adjust based on the feedback?”

Person B selects their feedback and shares whether they found the feedback helpful or not.
Also answer the question: “As you reflect on this feedback, how did it compare to what you
thought the feedback would be?”
Self Assessing 1/138 d 1.44
Self-Reporting Grades & LinguaFolio
Getting your Join Code
1. Every school will have a unique Join Code to use in creating teacher and student
accounts. Before you sign up, you will need to request your Join Code.
2. Request your Join Code by emailing Emily.Riggan@doe.virginia.gov or the LinguaFolio®
tech team at lfolio@uoregon.edu.
Signing Up for Virginia LinguaFolio® Online
1. Go to https://virginialfo.uoregon.edu/
2. Click either “Sign Up” or “Get Growing.”
3. Enter your join code and create your login account.
Questions or problems logging in? Email the LFO tech team at lfolio@uoregon.edu.
Formative Checks for Understanding 3/138 d 0.90
Reflecting Conversation
 Reflecting Conversation: Your turn
● Summarize impressions:
○ What do you make of the data?
● Analyzing causal factors:
○ What surprised you about the data?
○ What is your hunch about what was going on?
○ What’s your hunch on how others perceive the data?
○ What decisions have you made in your practice that may have had an impact on the data?
● Construct new learning:
○ What are some things you are learning?
● Commit to application:
○ When might you have an opportunity to apply that new learning?
● Reflecting on coaching:
○ Where are you now in your thinking compared to where you were at the start of this
presentation?
 Outcomes
● Understand and reflect on Program Evaluation Data

● Learn about the impact of different teaching strategies on student learning

 Learning Environment:
Think About The Power of Interactions

EXIT-TICKET