Stevenson High School District 125 staff presented the Spanish 1 program’s assessment model, saying it centers on proficiency, repeated performance samples and student reflection rather than a single exam. Justin, who introduced the team, described Spanish 1 as “an entry level course designed for students who have no experience taking Spanish before,” and said the course is intended as a springboard for students who did not take language in middle school.

The team — which includes Amanda Ford, Mike Martinez and Griselda Granados — outlined a portfolio approach in which students record multiple speaking samples through a unit, review peer and teacher feedback, and select the strongest sample for formal scoring. Presenters gave demographic context for the class, reporting roughly 40% of students identify as Asian/African American/multicultural, 17% are multilingual learners, 14% have individualized education plans and 14% have 504 plans. Griselda Granados told a classroom story used at an IEP meeting to illustrate how the team builds belonging and confidence: teachers aim to create a “safe space” where students feel comfortable taking risks and practicing language.

Presenters explained how assessment work is front‑loaded: staff co‑construct rubrics with students, display exemplars and circulate during paired activities to coach and correct in real time. Peer feedback is one component of multiple checkpoints; professional judgment is applied when scoring the submitted portfolio sample. Justin said the goal is to promote a growth mindset and student ownership, with frequent low‑stakes practice and reflection so students can see clear paths to improvement.

Board members asked about the teacher’s role when peer assessment is used. The presenters responded that teachers set criteria, model success, negotiate standards with students and provide the final scoring; peer comments are used for reflection and formative improvements but do not replace professional evaluation.

The team also discussed early classroom uses of AI. Presenters described pilot prompts that ask an AI tool to act as a Spanish 1 reviewer using ACTFL‑aligned rubrics to provide targeted feedback (for example, identifying common grammar or word‑order issues). Staff said Google Drive auto‑transcription and AI feedback have helped students get faster, individualized responses on short writing and speaking samples while teachers continue to apply human judgment on summative assessments.

Why it matters: presenters tied these practices to social‑emotional learning, saying improved belonging and structured reflection help multilingual learners and students with special education needs engage and grow. Administrators and board members praised the team’s integration of SEL and assessment as a long‑term shift in classroom practice.

What’s next: presenters said student voice survey data showed gains in fall 2024 and that spring results are to be determined; the team expects to return with additional data and details about Patriot Palooza and other school events.