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New materials --> training to be able to use new materials and curriculum before the materials are purchased or rolled out.

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How are students going to demonstrate what they learned?

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Teachers are on board but don't have the time to create new material.

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Teachers are on board but don't have the time to create new material.

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We need material that already incorporates can do statements.

Pull out time by level to work together and set goals.

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1. Reinforce what we are already teaching.

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Get more teachers involved in the process.

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Get more teachers involved in the process.

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Select resources and projects that we have found to be successful in the classroom in the past

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Select resources and projects that we have found to be successful in the classroom in the past

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Give more time to French 1 teachers to get together and create or discuss effective activities that align with the Can DO Statements.

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Give more time to French 1 teachers to get together and create or discuss effective activities that align with the Can DO Statements.

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We need to prioritize the "can do" statements in our classroom practices. 

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We need to prioritize the "can do" statements in our classroom practices. 

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Do they mean to supplement other things we've doing or supplant other assessment measures

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To create activities/tasks/assessments related to the Can DO Statements

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To create activities/tasks/assessments related to the Can DO Statements

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Consistency within each level and across levels

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Consistency within each level and across levels

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When a student moves from one class to the other, he/she is at the same level as his/her new peers.

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Common assessments and proficiency tests.

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Common assessments and proficiency tests.

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Match the CAN DO statements with a universal curriculum per level based on the resources available.  Example:  what must students need to know for each statement based on a lesson.  Faire with weather expressions in order to talk about weather.   The resources should provide various opportunities to encompass the CAN DO statements.  Once we find what lessons can work well with each CAN DO statement then the resources would be easier to choose.
After that we can design a test or tests that can measure these based on each level for every site.
PD to update the curriculum based on each level every so often to refine what is working and not based on the resources that we have available and are using. Also, to review our test data.

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1. We can find new textbooks and resources.
2. we can update our can do statements to aline with the new curriculum/new resources.
3. We can create some kind of district assessment to measure the outcome of students learning at the end of the year.
4. The assessment can be in the form of multiple choice no more than 40 questions.
5. At the beginning of the year, teachers get together and plan their curriculum to align with the can do statement.
6. If teachers know about the assessment, they will have to follow the outline of the can do statements.

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Create a portfolio and use the "CAn Do Statements" as a "checklist".

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Create a portfolio and use the "CAn Do Statements" as a "checklist".

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align the can-do-statements to our daily instruction and assessments

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align the can-do-statements to our daily instruction and assessments

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Remove the essential measurements or any other measurements from the past and exclusively use the "can do statements" to avoid ALL confusions!

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Remove the essential measurements or any other measurements from the past and exclusively use the "can do statements" to avoid ALL confusions!

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Review materials/ books that match our curriculum.