Analysis of Student Work

Spring 2014 PilotWebinar #1h

Broadcast: Friday, April 114:00 – 5:00 p.m.

Webinar Overview

In this webinar, we will be focusing on: Photo Release Forms Compiling an Evidence Collection

by Selecting Clarifying Objectives with Guidance Charts

3 Clarifying Objectives for Spring 2014 Pilot

5 Clarifying Objectives for Year 1 Implementation in 2014-2015

Where are you in North Carolina?

Which region of the state are you in today?• Region 1 or 2• Region 3 or 4• Region 5 or 6• Region 7 or 8• Not in the state right now

When is your Spring Break?

When is your Spring Break?• Last week• Now!• Next week• Already done • Coming up soon

Questions?

If you have a question, please place it in the Question Box

Questions will be answered in the order they are submitted!

Photo Release Forms

ONLY needed:– if the student work sample shows a student in a photograph or video

–for submitted student work samples

Photo Release Forms

NOT needed for copies, recordings or pictures of student work

Photo Release Forms

Please UPLOAD any needed signed Photo Release Forms to the Online Platform when you upload the Timelapse Artifact containing the student photo or video

Timelapse Artifact #1

See the ASW Wiki under Important Formshttp://ncasw.ncdpi.wikispaces.net/ImportantForms

Photo Release Forms

Please UPLOAD any needed signed Photo Release Forms to the Online Platform when you upload the Timelapse Artifact containing the student photo or video

Timelapse Artifact #2

See the ASW Wiki under Important Formshttp://ncasw.ncdpi.wikispaces.net/ImportantForms

Questions?

If you have a question, please place it in the Question Box

Questions will be answered in the order they are submitted!

Teacher collects TAs of student work

Teacher receives category rating for

Standard 6

Reviewers rate Evidence

Collections

Compiling an Evidence Collection

Teacher verifies schedule and chooses objectives for each course

Teacher Uploads

Evidence Collection to Online Platform

ASW Process Overview

1. Describe teaching context

2. Select classes from course load

3. Choose 5 objectives from the Essential Standards

4. Compile a Timelapse Artifact (TA) for each Objective

5. Complete and upload an Evidence Collection

6. Submit the Evidence Collection for “blind” review

TA 1

TA 2

TA 3

TA 4

TA 5

For purposes of the 2013-14 pilot participants will compile3 Timelapse Artifacts (TA). EVIDENCE

COLLECTION

Compiling an Evidence Collectionby Using the Guidance Charts

Using the Strands and Standards guidance charts, 5 objectives will be chosen.

For purposes of the 2013-14 pilot participants will select 3objectives.

Strands & Standards Guidance Charts- The choice of objective must be based on the established guidelines

Items to Consider When Choosing a Clarifying Objective

Arts Education Guidance Chart

Arts Education

Include 1 Timelapse Artifact for each of the strands in your Arts Education discipline plus 1-2 additional Timelapse Artifacts representing any of the strands for your discipline. DANCE MUSIC THEATRE ARTS VISUAL ARTS Creation and Performance (CP)

Musical Literacy (ML) Communication(C) Visual Literacy (V)

Dance Movement Skills (DM)

Musical Response (MR)

Analysis (A) Contextual Relevancy (CX)

Responding (R) Contextual Relevancy (CR)

Aesthetics (AE)

Critical Response (CR)

Connecting (C)

Culture (CU)

Arts Education Example: Visual Arts

1 Timelapse Artifact for each of the strands in your Arts Education discipline / Visual Literacy

6.V.2.2 Use observation skills of the immediate environment to create original imagery.

1 Timelapse Artifact for each of the strands in your Arts Education discipline / Contextual Relevancy

7.CX.2.3 Implement collaborative planning and art skills to solve problems.

1 Timelapse Artifact for each of the strands in your Arts Education discipline / Critical Response

7.CR.1.2 Implement formative and summative evaluations of personal art

1-2 additional Timelapse Artifacts representing any of the strands for your discipline / Visual Literacy

8.V.2.3 Create original art that conveys one or more ideas or feelings.

1-2 additional Timelapse Artifacts representing any of the strands for your discipline / Contextual Relevancy

6CX.2.3 Understand how collaborative planning is used to create art.

Include 1 Timelapse Artifact for each of the strands in your Arts Education discipline.

6.V.2.2 Use observation skills of the immediate environment to create original imagery.

Include 1 Timelapse Artifact for each of the strands in your Arts Education discipline.

7.CX.2.3 Implement collaborative planning and art skills to solve problems.

Include 1 Timelapse Artifact for each of the strands in your Arts Education discipline.

7.CR.1.2 Implement formative and summative evaluations of personal art

For purposes of the 2013-14 pilot participants will only select 3 Clarifying Objectives.

Arts Education Example: Visual Arts

Healthful Living Guidance Chart

Health Education Only

Physical Education Only

Healthful Living (Health Education & Physical Education)

Include 1 Timelapse Artifact representing each of the 5 strands of Health Education.

Include 1 Timelapse Artifact representing each of the 4 strands of Physical Education + 1 additional Timelapse Artifact representing any of the four Physical Education strands.

Include: 1 Timelapse Artifact from the group of MEH, NPA, or ATOD strands

(peach group); 1 Timelapse Artifact from the group of PCH or ICR strands (orange

group); 1 Timelapse Artifact from the MS or MC strand (green group); 1 Timelapse Artifact from the HF or PR strand (blue group); and 1 additional Timelapse Artifact representing any of the 9 strands of

Health and Physical Education. HEALTH Mental & Emotional Health (MEH) Personal & Consumer Health (PCH) Interpersonal Communications & Relationships (ICR) Nutrition & Physical Activity (NPA) Alcohol, Tobacco, and Other Drugs

PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) Personal/Social Responsibility (PR)

HEALTH PHYSICAL EDUCATION Mental & Emotional Health (MEH)

Motor Skills (MS)

Nutrition & Physical Activity (NPA)

Movement Concepts (MC)

Alcohol, Tobacco, and Other Drugs (ATOD)

Health-Related Fitness (HF)

Personal & Consumer Health (PCH)

Personal/Social Responsibility (PR)

Interpersonal Communications & Relationships (ICR)

Healthful Living Example:Health & Physical Education

1 Timelapse Artifact from the group of MEH, NPA, or ATOD strands

6.MEH.1.1 Implement a structured decision making model to enhance health behaviors.

1 Timelapse Artifact from the group of PCH or ICR strands

8.PCH.4.2 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills.

1 Timelapse Artifact from the MS or MC strand

PE.7.MS.1.4 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music.

1 Timelapse Artifact from the HF or PR strand

PE.6.HF.3.3 Evaluate personal fitness programs in terms of the basic principles of training.

1 additional Timelapse Artifact representing any of the 9 strands of Health and Physical Education.

PE.7.PR.4.2 Contrast between appropriate and inappropriate strategies for communicating ideas and feelings.

Healthful Living Example:Health & Physical Education

1 Timelapse Artifact from the group of MEH, NPA, or ATOD strands

6.MEH.1.1 Implement a structured decision making model to enhance health behaviors.

1 Timelapse Artifact from the group of PCH or ICR strands

8.PCH.4.2 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills.

1 Timelapse Artifact from the MS or MC strand

PE.7.MS.1.4 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music.

For purposes of the 2013-14 pilot participants will only select 3 Clarifying Objectives.

World Languages Guidance Chart

World Languages

Include Timelapse Artifacts encompassing each of the 3 strands of World Languages and all of the Essential Standards that are part of your language program(s). CLASSICAL LANGUAGES

DUAL & HERITAGE LANGUAGES

MODERN LANGUAGES

Essential Standards 2, 3, 4

Essential Standards 1, 2, 3, 4

Essential Standards 1, 2, 3, 4

Connections to Language & Literacy (CLL)

Connections to Language & Literacy (CLL)

Connections to Language & Literacy (CLL)

Connections to Other Disciplines (COD)

Connections to Other Disciplines (COD)

Connections to Other Disciplines (COD)

Communities (CMT)

Communities (CMT) Communities (CMT)

World Languages Example

1 Timelapse Artifact for each of the strands in World Languages/Connections to Language & Literacy

NM.CLL.1.1 Use memorized words and phrases to exchange information on familiar topics, such as likes, dislikes, emotions, everyday activities, and immediate surroundings.1 Timelapse Artifact for each of the strands in World Languages/Connections to Other Disciplines

NH.COD.2.2 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting details.

1 Timelapse Artifact for each of the strands in World Languages/Communities

IL.CMT.2.2 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same target language.

1 Timelapse Artifact for each of the strands in World Languages/Connections to Language & Literacy

IH.COD.3.1 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic topics. 1 Timelapse Artifact for each of the strands in World Languages/Connections to Language & Literacy

NL.CMT.4.4 Identify products from the target cultures that are used globally.

World Languages Example

1 Timelapse Artifact for each of the strands in World Languages/Connections to Language & Literacy

NM.CLL.1.1 Use memorized words and phrases to exchange information on familiar topics, such as likes, dislikes, emotions, everyday activities, and immediate surroundings.1 Timelapse Artifact for each of the strands in World Languages/Connections to Other Disciplines

NH.COD.2.2 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting details.

1 Timelapse Artifact for each of the strands in World Languages/Communities

IL.CMT.2.2 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same target language.

1 Timelapse Artifact for each of the strands in World Languages/Connections to Language & Literacy

IH.COD.3.1 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic topics. 1 Timelapse Artifact for each of the strands in World Languages/Connections to Language & Literacy

NL.CMT.4.4 Identify products from the target cultures that are used globally.

Timelapse Artifacts will be uploaded to the online platform.

Module 10 will provide training in accessing and navigating the online platform

Complete and Upload an Evidence Collection

TA 3Student

TA 4Student

TA 5Whole Class

TA 1 Student

TA 2 Whole Class

For purposes of the2013-14 pilot participants will submit 3 TimelapseArtifacts.

Questions?

If you have a question, please place it in the Question Box

Questions will be answered in the order they are submitted!

Questions about ASW Process

North Carolina Department of Public Instruction

Have a question about Educator Effectiveness? 

Send an email to:

educatoreffectiveness@dpi.nc.gov

Or visit

www.ncpublicschools.org/effectiveness-model

Please complete the RttT Webinar Survey

at www.go.ncsu.edu/webinar

bynext Thursday,

April 17th