Washington State is just beginning to pilot LinguaFolio. Here are links to resources that we are adapting from other states and NCSSFL.
Credit for Proficiency
Visit the Credit for Proficiency Project to get further ideas for using LinguaFolio to help students to think about earning competency-based credits. Below are example files for the LinguaFolio Passport and Checklists that go up to Intermediate-Mid level, plus a summary Progress Report template from NCSSFL.
This one-page summary of competencies is based on the ACTFL Proficiency Guidelines scale from Novice (Low-Mid-High) to Intermediate (Low-Mid-High) to Advanced (Low-Mid-High) to Superior. This may be helpful to share with students and parents to help them understand the long-term goals of a language program.
For example, K-12 language immersion programs (where students have begun learning a language in Kindergarten for at least half the day and have continued intensive content-based instruction throughout their middle and high school years) aspire to have students reach Advanced Low by the end of high school, if possible, so that they might develop Superior proficiency by the end of college. Based on national assessment data (from STAMP assessments offered through Avant Assessment), not even half the students in a typical high school language program will reach Novice High in Reading, Writing, and Speaking after three years of high school language instruction. Most students who pass AP exams are in the Intermediate range and many have completed five years of language instruction.
Thus, it may take several years of elementary language instruction (at 90-120 minutes per week) for students to move from Novice Low to Novice Mid. However, if they could start middle school at Novice Mid, they would have a much better chance of reaching Novice High before beginning high school. The effort is worth it!
LinguaFolioJr Grades K-4
Most states have a combined LinguaFolioJr package for grades K-8. We have split the package for our Washington pilot for a couple of reasons. One is that younger children need simpler checklists with more graphics. Another is that, in reality, most students in elementary level programs (with the exception of immersion programs) are not likely to get much past Novice Low to Novice Mid. The checklists are not so critical for measuring or distinguishing proficiency levels, but they do provide a helpful tool for students to track what they are learning and give the teacher something meaningful to share with parents.
LinguaFolioJr Grades 5-8
For the upper grades, we have used the more detailed checklists provided by NCSSFL. The templates below include Novice Low to Intermediate Low because, realistically, very few children (other than heritage learners) would be likely to reach Intermediate levels in a typical non-immersion elementary program. For a complete set of templates through Superior, you can download the forms from the NCSSFL website or North Carolina web site. (See LinguaFolio page for links.)
Customizing CanDo Statements
It is perfectly appropriate for you to add more specific CanDo statements to clarify the overarching CanDo statements for each communication mode and proficiency level. It is best to leave the main CanDo statements in place, however, to allow for comparison of data across years. See the LinguaFolio Online Screen Print for an example of how a general CanDo can be split into several "Sub CanDos" (which may possibly be more familiar or relevant CanDo statements for the student).
Tracking Student Assessment Results
Review the examples below from the STARTALK ACE 2009 summer language camps to see one approach for tracking changes in the checklists over time. (In the case of the summer camp, it was over a two-week period.)
If you would like to use these draft templates in your classrooms, please consider contacting firstname.lastname@example.org to join the LinguaFolioWA Pilot Group. Thanks!