analysis of student work spring 2014 pilot webinar...
TRANSCRIPT
Analysis of Student Work
Spring 2014 Pilot
Webinar #1h
Broadcast: Friday, April 11
4:00 – 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
Forms http://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
Forms http://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 compile 3 Timelapse Artifacts (TA).
EVIDENCE COLLECTION
Compiling an Evidence Collection by 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 3 objectives.
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 3 Student
TA 4 Student
TA 5 Whole Class
TA 1 Student
TA 2 Whole Class
For purposes of the 2013-14 pilot participants will submit 3 Timelapse Artifacts.
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:
Or visit
www.ncpublicschools.org/
effectiveness-model
Please complete the
RttT Webinar Survey
at www.go.ncsu.edu/webinar
by
next Thursday,
April 17th