a. Aligns classroom assessment with instruction.
Description of Artifact: Lesson Plan
Data Source: Counselor
Interpretation: This artifact demonstrates how I use classroom assessments that reflect multiple ways by which students can demonstrate knowledge and skills. My classroom guidance lessons are slightly different than your average academic lesson, and this lesson plan indicates the manner in which I usually assess students...with content and personalization/application questions. I work to have my students process how they are going to show which skill we are talking about in their daily lives.
Data Source: Counselor
Interpretation: This artifact demonstrates how I use classroom assessments that reflect multiple ways by which students can demonstrate knowledge and skills. My classroom guidance lessons are slightly different than your average academic lesson, and this lesson plan indicates the manner in which I usually assess students...with content and personalization/application questions. I work to have my students process how they are going to show which skill we are talking about in their daily lives.
b.
Communicates assessment criteria and standards to all students and parents.
Description of Artifact: Parent E-mail
Data Source: Counselor
Interpretation: One way I communicate standards is through periodic mass parent e-mails. This e-mail, which was sent on 9.16.15, explained to 1st and 2nd grade parents their child's upcoming guidance lesson and the topics/learning expectations we would be covering.
Data Source: Counselor
Interpretation: One way I communicate standards is through periodic mass parent e-mails. This e-mail, which was sent on 9.16.15, explained to 1st and 2nd grade parents their child's upcoming guidance lesson and the topics/learning expectations we would be covering.
c.
Understands and uses the results of multiple assessments to guide planning and
instruction.
Description of Artifact: Time On Task report
Data Source: Counselor
Interpretation: When working with individual students, both in the classroom and in my office, I frequently use performance data to make decisions about their individual needs. As a counselor, my decisions regarding the way in which I instruct and/or counsel a student are based not only on achievement information, but also on other pieces of data, like a Time On Task observation sheet. I have rated and observed this particular student two times and when working with her, frequently go back to the knowledge I have based on this data.
Data Source: Counselor
Interpretation: When working with individual students, both in the classroom and in my office, I frequently use performance data to make decisions about their individual needs. As a counselor, my decisions regarding the way in which I instruct and/or counsel a student are based not only on achievement information, but also on other pieces of data, like a Time On Task observation sheet. I have rated and observed this particular student two times and when working with her, frequently go back to the knowledge I have based on this data.
d. Guides students in goal setting and assessing their own learning.
Description of Artifact: 1st Grade "I'm-One-of-a-Kind!" Student Workbook/workbook pages
Data Source: Counselor
Interpretation: This artifact demonstrates how I involve my students in understanding and monitoring their own learning. Since September, I have had the 1st grade students learn, write, and draw about how they are each one-of-a-kind, special, unique individuals...compiling their work into their "I'm One-of-a-Kind!" student workbook. The students enjoy personalizing our classroom lesson on their own "unique" pages and as the students are working, I pull individual kids aside to read through and assess what they are learning about being comfortable with their own uniqueness.
Data Source: Counselor
Interpretation: This artifact demonstrates how I involve my students in understanding and monitoring their own learning. Since September, I have had the 1st grade students learn, write, and draw about how they are each one-of-a-kind, special, unique individuals...compiling their work into their "I'm One-of-a-Kind!" student workbook. The students enjoy personalizing our classroom lesson on their own "unique" pages and as the students are working, I pull individual kids aside to read through and assess what they are learning about being comfortable with their own uniqueness.
e.
Provides substantive, timely, and constructive feedback to students and
parents.
Description of Artifact: Parent E-mail
Data Source: Counselor
Interpretation: This collection of parent e-mails indicates how I work to provide feedback to parents that is personal, specific, and prompt. I had a parent contact me this month regarding her daughter and some anxiety/sadness she was having about her body. As indicated by the artifact, I returned the mother's e-mail that same day, discussed the concerns with the child's teacher, and within the matter of 2 days, had shared numerous articles and pieces of information with the mother. We have continued communication and the mother has thanked me many times for my timely and constructive responses!
Data Source: Counselor
Interpretation: This collection of parent e-mails indicates how I work to provide feedback to parents that is personal, specific, and prompt. I had a parent contact me this month regarding her daughter and some anxiety/sadness she was having about her body. As indicated by the artifact, I returned the mother's e-mail that same day, discussed the concerns with the child's teacher, and within the matter of 2 days, had shared numerous articles and pieces of information with the mother. We have continued communication and the mother has thanked me many times for my timely and constructive responses!
f.
Works with other staff and building and district leadership in analysis of
student progress.
Description of Artifact: Morris Elementary SST Intervention Plan
Data Source: Counselor
Interpretation: As a member of Morris Elementary's SST team, I attend initial SST meetings as well as follow-up/Level 2 SST meetings. This artifact indicates how I was in attendance at an initial SST meeting and collaborated with other team members regarding this student's goal and intervention plan.
Data Source: Counselor
Interpretation: As a member of Morris Elementary's SST team, I attend initial SST meetings as well as follow-up/Level 2 SST meetings. This artifact indicates how I was in attendance at an initial SST meeting and collaborated with other team members regarding this student's goal and intervention plan.
No comments:
Post a Comment