melrose public schools sample artifact packet …sample...melrose public schools sample artifact...

Melrose Public Schools SAMPLE Artifact Packet

2012-2013 Elementary School Level

This packet is intended to provide educators with a sample or model of artifacts and cover sheets that are to be submitted

prior to a Formative Assessment (Mid Cycle) or Summative Evaluation (end of cycle).

These samples are in no way intended to limit the thinking and submission of artifacts to only those included in this packet. In

fact, educators themselves will likely have far more effective and powerful artifacts that will serve as evidence of educator

performance.

Please keep in mind:

Evidence towards evaluation is collected in the following ways:

o Artifacts submitted by the educator (the samples in this packet)

o Observations in the classroom by evaluators

o Observation of educators outside the classroom, in meetings, events, etc. by evaluators

Artifacts CAN and SHOULD cover multiple areas. Think of artifacts that support goals and multiple standards within the

educator rubric.

Artifacts MUST be submitted to evaluators in the following areas:

o Artifacts supporting progress towards goals

Student Learning Goal

Professional Practice Goal

If goal completion cannot yet be measured, artifacts should provide evidence of action item

completion and their effectiveness. (Did you do what you said you were going to do?)

o Artifacts supporting Standards III and IV

Family & Community Engagement

Professional Culture

While these can be observed by an evaluator, it is assumed that the educator will need to provide the

evidence of these.

Artifacts CAN be submitted to evaluators that support Standard I and II

o It is assumed that the evaluator has observed elements from:

Standard I – Curriculum, Planning and Assessment

Standard II – Teaching All Students

However, artifacts from goals and supporting Standards III and IV will likely also support parts of

Standards I and II

Artifacts must be submitted using an Artifact Cover Sheet. There are several options however the newest version being

circulated by evaluators is simple and straightforward.

The next page lists some possible options for artifacts.

Additional resources for Artifact Collection and Submission can be found on the DESE website at the following link:

http://www.doe.mass.edu/edeval/training/teachers/Workshop4-Handout.pdf

The remainder of this packet includes 6 SAMPLE artifacts that could be submitted. Each is preceded by an Artifact

Cover Page, where the educator can explain the artifact and how it supports their Goals and Performance on the

Standards in the rubric. The artifact description can be written in two ways, linear with each standard or goal

connection explicit, or in narrative paragraph form. Both are used in these samples

http://www.doe.mass.edu/edeval/training/teachers/Workshop4-Handout.pdf

Possible Artifacts

Standard I – Curriculum, Planning and Assessment

Examples of lesson plans and/or unit plans

Examples or explanations of the resources used for the unit /lesson

Descriptions of strategies used to construct a positive learning environment

Formative and summative assessments

Standard II – Teaching All Students

Examples or explanations of culturally appropriate instructional materials

Descriptions of instructional strategies used and how they address diverse student learning needs

Examples of differentiated instruction

Standard III - Family and community engagement

Evidence of active outreach and on‐going engagement with families.

Participation in parent‐teacher conferences.

Participation in IEP or 504 Plan conferences.

Communications with parents/caregivers via phone calls, meetings, email, etc.

Notification to parents/caregivers about student successes and/or areas of concern.

Assistance to parents/caregivers about homework or other guidance in assisting their child(ren).

Other evidence of impact or actions taken appropriate to the role and responsibility of the educator.

Feedback from parents.

Standard IV – professional responsibilities and growth and contributions to professional culture

self‐assessment

peer collaboration

professional development linked to goals and educator plans

Participating actively in grade level or subject teams.

Conducting model lessons within the classroom.

Producing materials, lessons or activities resulting from district/school professional development.

Developing curriculum materials.

Creating/leading a parent engagement program.

Serving on a school or district committee.

Attending professional association conferences and meetings.

Serving in a leadership capacity for professional organizations.

Serving on DESE advisory committees.

Supervising a student teacher or administrative intern.

Advising student groups.

Providing professional development programs.

Other evidence of impact or actions taken appropriate to the role and responsibility of the educator.

Artifact Cover Page

Educator Name: _____Sally Sample____________________________________

Submission Date: _____4/10/13____________________

This artifact pertains to the following SMART Goals and/or Standards and Indicators for Effective Teaching

Practice (check all that apply):

Progress toward attaining student learning goal(s)

Progress toward attaining professional practice goal(s)

I. Curriculum, Planning, & Assessment

II. Teaching All Students

III. Family & Community Engagement

IV. Professional Culture

Title of Artifact: _____Weekly Literacy Unit Plan – with intervention_______________

*Please note if there are portions of the artifact that the evaluator needs to access digitally.

Signature of Educator Date Signature of Evaluator Date

In the box below, briefly explain how this artifact illustrates the above aspects of educator performance:

1) Standard 1 - this is my week long literacy plan for whole group and small group instruction using Storytown. It also includes intervention work and focused instruction based on the needs of students as determined by assessment results. I use a similar plan each week.

2) Standard 2 - The plan includes 60 minutes of differentiated small group instruction and intervention plans for at risk students.

3) Standard 4 – I develop each week long plan during common planning time with grade level partners and through consultation with sped staff and tutor.

4) Student learning goal – My student learning goal focuses on improving the reading fluency of at risk students and this plan illustrates how I build in daily fluency intervention for my at risk readers.

Literacy Block Planner Grade 2 Theme 2 Lesson 6 Theme: Doing Our Best Lesson: 6 Focus Skill: Make Predictions Focus Strategy: Use Prior Knowledge

Whole Group Instruction: 30 minutes

Day 1

Day 2

Day 3

Day 4

Day 5

Question of the Day

How do people help each other?

What do you know about playing soccer?

How do soccer players work together as a team?

What kinds of dreams do you have about playing sports?

What kinds of things do people dream about doing?

Whole Class (8-10 minutes) Mini-Lesson Word Work and Spelling

Introduce Long Vowel /i/ (p. T30) Introduce long vowel patterns. Show words. Read as a group. Have partners read to each other.

Review Long Vowel /i/ (p. T42) Have students recall long vowel patterns. Class chants the words.

Introduce High Frequency Words (p.T44) Introduce words. Partner read selection. Repeat words.

Review Long Vowel /i/ (p. T64) Review “ight.” Have students read list of words. Have

partners reread words.

Introduce Inflections (p.T80) I do: model two examples. We do: Have students chant, and then partner read words.

Review Inflections (p. T90) Review inflectional endings using examples.

Whole Class (8-10 minutes) Mini-Lesson Comprehension

Introduce Make Predictions (p. T34) I do: Model aloud how to find predictions. Read aloud story. We do: Students should then predict what will happen.

Introduce Use Prior Knowledge (p. T46) Remind students of how to make predictions, i.e. use story details and what I know to make predictions.

Review Make Predictions (p. T68) Review using selection how to make predictions. Emphasize use of story details and what I know to make predictions.

Review Make Predictions (p. T84) I do: Model making prediction using paired selection. We do: Stop in the text to ask students to make a prediction.

Review Make Predictions (p. T94) We do: Read passage and ask students to predict at certain spots. Use think pair shares.

Whole Class (8-10 minutes) Mini-Lesson Vocabulary

Build Robust Vocabulary (p. T37) Introduce word. Have students repeat. Ask students questions about the word (Use T74 as alternative to read aloud). Use think pair shares.

Build Robust Vocabulary (p. T59) Introduce word. Students repeat word. Ask questions about words with partners to review the words.

Build Robust Vocabulary (p. T74) Use additional prompts to discuss each word. Use think pair shares.

Building Robust Vocabulary (p. T85) Use additional prompts to discuss each word. Use think pair shares.

Build Robust Vocabulary (p. T95) Build word web with students using one or two words that students are struggling to understand.

Day 1

Day 2

Day 3

Day 4

Day 5

On-Level Focus: Comprehension and Phonics/Fluency as needed

Students make written predictions before reading. Partner read decodable reader before group. Review decodable reader with students. Use dictation of words as needed.

Students make prediction of the text before reading. Partner read main selection before group. Review predictions students made prior to reading.

Students make predictions of the text before reading. Partners read paired selection before group. Review predictions students made prior to reading.

Students make written prediction before partner reading the leveled readers. Students partner read selection before the group. Review predictions students made prior to reading.

Students partner reread main selection or other selections.

Strategic Focus: Comprehension and Phonics/Fluency

Students make written predictions before reading. Partner read decodable reader before group. Review decodable reader with students. Use dictation of words as needed.

Review long /i/ sound using dictation or word building. Have students make predictions before reading the selection. Use think pair share. Have students partner read 4 pages. Ask students to make predictions. Students continue partner reading on their own or listen on CD if not able to read.

Review long /i/ sound using dictation or word building. Have students make predictions before reading the paired selection. Use think pair share. Have students partner read 2 pages. Ask students to make predictions. Students continue partner reading on their own or listen on CD if not able to read.

Review long /i/ sound using dictation or word building. Have students make predictions before reading the paired selection. Use think pair share. Have students partner read 2 pages. Ask students to make predictions. Students continue partner reading on their own or listen on CD if not able to read.

Review long /i/ sound using dictation or word building. Reread decodable reader. Use dictation or word building of words.

Advanced Focus: Focus: Comprehension and Phonics/Fluency as needed

Students make written predictions before reading. Partner read decodable reader before group. Students make written prediction before partner reading the leveled readers. Students partner read selection before the group. Review making predictions with students.

Students make prediction of the text before reading. Partner read main selection before group. Review predictions students made prior to reading.

Students make predictions of the text before reading. Partners read paired selection before group. Review predictions students made prior to reading.

Students partner reread leveled reader.

Students partner reread main selection or other selections.

Written Responses

Revise and edit one response from week before.

Explain a time when you work together as a team. What did you accomplish?

Do you think Garrett is a good brother? Why or why not? Give at least three reasons.

Explain the lesson that Mia learns. Use details from the story to support your answer.

Describe how are Mia and Garret are like D.W. and Arthur from “Arthur’s Reading Race.” Use evidence from the story in answer.

Intervention Time 2 – 15 min. sessions (30 min.)

Group A: Fluency with controlled text Group B: Phonics review of blends





Artifact Cover Page

Educator Name: ____Sally Sample______________________________________

Submission Date: ____4/10/13_____________________









Title of Artifact: ____ Winter Math Data Meeting Notes and Action Plan____________




The inferences and next steps were identified after a thorough review and analysis of the common district winter math assessment. Next steps were developed to address needs of struggling students and general areas of need as determined by the assessment results. This process was done in collaboration with my grade level partners and special education teachers along with the guidance of Dr. Adams and our Principal.

WINTER MATH DATA MEETING – Grade 2 INFERENCES •Adding and subtracting 2 digit numbers still a struggle •Fluency with facts still a struggle •Some struggle with language of word problems •Spent time on ten frames •Very visual problems did better •Haven’t taught repeated addition and arrays •Students can show multiple way to solve the problems NEXT STEPS •Try to decompose numbers •Mixed review – use math journals to do that

WINTER MATH DATA MEETING – Grade 2 •Use visual manipulative’s •Expand use of number line •Show relationships between 5’s and 10’s

Artifact Cover Page

Educator Name: ___Sally Sample___________________________________

Submission Date: ____4/10/13_____________________









Title of Artifact: ____Author’s Breakfast Invitation for Parents__________________




1. Standard 1 – This is evidence of how I have planned and implemented the Writing Curriculum through and effective Writer’s Workshop. The celebration of writing accomplishments is an important component of the Writer’s Workshop Model.

2. Standard 3- This is evidence of parent outreach by inviting them into the

classroom to celebrate the academic achievement of the students. The event was well attended and it provided an opportunity for parents to see the growth in writing for all the students.

3. Professional practice goal – One of my Professional Practice Goal was to learn

about and effectively implement a writer’s workshop. Through ongoing professional development and self-reflection, I have been successful at implementing this model resulting in much stronger writers in my class.

Artifact Cover Page

Educator Name: ___Sally Sample_________________________________

Submission Date: ____4/10/13_____________________









Title of Artifact: ___PD attended this year and impact on teaching and learning_____




1. Standard 1- The professional development that I focused on this year has largely improved my curriculum planning, effective use of assessments, and quality of teaching. I have had a large focus on effective literacy instruction for Reading and writing, along with meaningful use of student data.

2. Standard 4- This chart is evidence of my commitment to professional growth and

improvement. I have attended many PD offerings this year the district has offered and I have also engaged in other activities with my colleagues and by myself that have resulted in improvements in my practice as a teacher. It is also evidence of my commitment to collaboration and my team goals.

3. Student Learning Goal – My second grade team set a student learning goal around

improving the reading fluency of the at risk readers. We worked together this year to improve our planning to include fluency work and we carefully analyzed student data together to make decisions about how to support struggling readers.

Professional Development

2012-2013

Sally Sample

Grade 2 Teacher at McKinley School

Date PD Activity Impact on Practice

8/8/12 8/22/12

Advanced Smart Board training

Using technology for students and myself. Activities like Google Earth and virtual fieldtrips have been incorporated this

year.

8/30/12 DIBELS Next Training Using the assessment data and progress monitoring almost daily.

9/15/12 Literacy Data Mtg. Analyzed student errors and collaboratively designed intervention plan for at risk readers.

10/2/12 Expository Writing Planning for an expository writing unit later in year

10/10/12 Grade level Mtg. Reviewing literacy data to make decisions on grouping students for effective differentiated instruction

10/11/12 Lit. Academy – reciprocal teaching

Implemented approach to have students working more independently on comprehension skills

11/6/12 Full Day PD on Planning my Literacy Block

Good reminders on how to minimize whole group instruction and maximize small group instruction.

11/12 Reading “Integrating Dif. Inst. And Understanding by Design” by Tomlinson

and McTighe

Read the book over the course of a month with three other colleagues. We met at the end and shared thoughts and ideas. It resulted in collaboratively planning the next 3 Literacy units.

11/27/13 Persuasive Writing Developing ideas on having 2nd grader to write persuasively and scaffolding the writing to build up to having them write

on different topics.

12/18/13 Lit. Academy Reading Fluency workshop – many great ideas on how to incorporate reading fluency instruction into my whole group

mini lessons and how to use dictation effectively.

More would be continued to the entire year – this is just a sample

Artifact Cover Page

Educator Name: ______Sally Sample__________________________________

Submission Date: ______4/10/13___________________









Title of Artifact: _______Teacher Website_________________________________




http://teacherweb.com/HI/KahaluuElementary/Trela/apt32.aspx

*Access my website digitally to see the most current updates

I use my website to communicate to parents the upcoming curriculum and learning expectations of students. This is evidence of my curriculum planning and instruction. I update my website every week and it is the main source of parent communication. When I update it, I send an email to all the parents in my class with the link so they can quickly and easily access the information. My professional practice goal was to improve the quality and frequency of parent communication. Attached is a screenshot of my front page.

http://teacherweb.com/HI/KahaluuElementary/Trela/apt32.aspx

Artifact Cover Page

Educator Name: _____Sally Sample______________________________________

Submission Date: ____4/10/13_____________________









Title of Artifact: _Outline of Writing Curriculum Plan by Genre and mini lesson focus__




Outline of writing curriculum for genres with mini lesson focus by unit. 1. Standard 1- This is the outline of how I implemented writer’s workshop this year

that was based on the common core focus on multiple genre writing. It is evidence of my curriculum planning and alignment to common core writing expectations.

2. Standard 4- In order to implement this new writing instruction I participated in multiple professional development opportunities over the summer all throughout the year. I worked closely with my grade level partners and with colleagues in other buildings during out Grade Level meetings as we review student writing together and continually revised our approach to teaching writing.

3. Professional practice goal – It was my professional practice goal to learn and effectively implement a writer’s workshop model with mini lessons that teaches students to write in different genres. I feel I was very successful in meeting this goal.

Writing Curriculum Outline for 2012-2013

Grade 2 – Sally Sample

September and October

1) Focus: Setup and Launch Writer’s Workshop

a) Minilessons:

i) Gathering Topics

ii) Writing About One Topic

iii) Folders

iv) Getting Ready for Writing

v) Starting a New Story

vi) Voices

vii) Review Writing Routines

viii) Continuing a Story

ix) Stretching out Words

x) Use the Word Wall

xi) Illustrations Match the Text

xii) Details in the Illustrations and Filling the Whole Page

xiii) Labels and Bubbles in the Drawings

xiv) Beginning to Conference

xv) Fancying Up their Writing: Revising

xvi) Fancying Up Your Writing: Editing

xvii) Making a Cover Page

xviii) Getting Ready for Publication

xix) Writing Celebration

October and November

2) Focus on Personal Narratives

a) Mini lessons

i) Introducing the Trait of Ideas

ii) Discovering a Small Moment: Continuing the Trait of Ideas

iii) Beginning/Middle/End Introducing Trait of Organization

iv) Sketching rather than Drawing

v) Talk before Writing - Continuing the Trait of Ideas: Details

vi) How to Write a Good Story Ending

vii) Introducing the Trait of Voice

viii) Using the Senses to Add Details

ix) Choose a Lesson Based Upon the Needs of Your Students – repeat for 1-2 weeks

x) Starting Sentences with a Variety of Words - Introducing the Trait of Sentence Fluency

xi) Fancying Up their Writing: Revising

xii) Fancying Up Your Writing: Editing

xiii) Getting Ready for Publication

xiv) Writing Celebration

December and January

3) Focus on expository Writing

a) How to Books

b) All About books

i) Mini lessons focusing on Research

February and March

4) Focus on Persuasive Writing

April

5) Poetry

May and June

6) Revisiting different genres of writing and celebrating writing accomplishments

melrose public schools sample artifact packet …sample...melrose public schools sample artifact...

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