Demonstrates ability to enhance academic performance and support for implementation of the school district’s student achievement goals.
a. Provides multiple forms of evidence of student learning and growth to students, families, and staff.
(2012) - Writing is a good indicator on students reading ability. It lets the observer see how students sound out words and what sounds they are hearing in the words as they write them. I collect students writing from the beginning of the year till the end to demonstrate students growth. During parent conferences or meetings with parents, I use the writing journal to share with parents. I have the student discuss their own writing with parents during this time. Here is one sample from a students writing journal. This shows growth in phonics and writing stamina.
Sample 1: I lvoe to paly i the levze.
Sample 2: First she wh (was) sad because she mest (missed) jan. next she drove uwae frum jan. Last she had tow friend.
(2017) - During the last two years, I have assessed my students using FAST - IowaTier. This is an assessment of students reading fluency. All students are assessed at the beginning, middle and end of the year. This assessment checks different areas of reading: phonemic awareness, fluency and accuracy. There are multiple assessments students take: nonsense words, phonemic awareness, letter sound fluency, sentence reading, and CBM. Based on that data students are either "Red" or "Green". If they are red that means they are "Substantially deficient".
Students who are 'red' or not proficient are then progress monitored to ensure they are making good reading growth. I also like to assess the entire class one time a month even if they are not "red" to ensure they too, are making growth. I will contact parents about students growth and or lack of growth so that they are aware of how their students are doing.
FAST, is not the only reading assessment I use to check reading progress. I also assess students monthly on their Guided Reading Levels using leveled passages. These levels are based on Fontas and Pinnell studies. Entering first grade students should be reading at a level D or E. Leaving first grade, student should have made growth to a level J/K. Assessing monthly helps me see how well students are progressing in reading. After I assess students I contact parents so that they are aware as well as know what level book nook book students should be bringing home.
- This is a part of the chart I keep track of students growth based on their guided reading level. On this form I am most concerned with students accuracy, rather than fluency to see how well they can independently read at the level. This then help student know what Book Nook book to take home, as well as helps me see how students are progressing through the levels.b. Implements strategies supporting student, building, and district goals
2012 - One strategy that I have adopted in my classroom, but I am still working on perfecting, is using the Daily Five (read to self, write to self, read to someone, word work, listen to reading) reading strategy paired with Cafe.
Our building mission states that our focus is on the individual learning and academic growth of each and every student. Daily Five and Cafe support this because it is a system that caters to the needs of each student in the room. The different stations are adapted to students ability level.
(2017) - BLAST - Students in first grade will receive 20 - 25 minutes of BLAST instruction per day. I have learned a lot myself from teaching BLAST. This is a phonics approach to teaching reading. In the beginning I was skeptical. Students in first grade learn about the 18 vowel sounds. In BLAST, I teach about how knowing long and short vowel sounds are important and how the syllable type will help students know when a vowel is short or long. Prior to BLAST I did not know that there were 6 syllable types.
I love that BLAST has a repeated sight word reading component at the beginning of every lesson. Students need the constant repetition. I have also enjoyed the word sorts and watching students think about the words and their properties.
Teaching BLAST supports our district goals and curriculum. I feel that BLAST has also greatly helped our reading scores.
c. Uses student performance data as a guide for decision making.
(2012) - I chose this document to show one of the tools I use in order to help me gather information from students after a formal assessment. After I review student's assessments and evaluate why I think they made the mistake they did, I create a spreadsheet in order to save the data, and to help me see what areas I need to re-teach the whole class or small groups. Then I am able to also send the assessment piece home for parents to see without loosing the information.
This has been an efficient tool for me to use. I like it because I can easily access my students information, and I able to self-reflect on my own teaching.
2017 - This is a tool I still continue to use in my practice. During our grading periods it is very helpful to quickly enter in report card data.
(2018) - This year I focus my IPDP on sight word teaching. I taught sight words through syllable types after taking the Letrs and 95% group training. This graph shows students FAST scores for the beginning, middle, and end of the year assessments and their sub categories. Based on this information I knew that my students were growing in sight word recognition. I used Anita Archer sight word routines for my whole class instruction. More information about this routine can be found in 3.d.
Students who were marked as red or yellow would be monitored weekly. I used the words that they missed as target words in conjunction with our small group learning for MTSS intervention.
d. Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.
(2011) - While teaching reading, I will teach a short whole group lesson for 10 - 15 minutes. After that we break into small group or individual activities. This helps students practice skills they have been taught and it helps me meet with students in a small group for more intense learning. This artifact is a walk-through form that I received and displayed what was happening in the room and what an outsider saw. The whole group, small group, and individual practice helps to support all the students different ways of learning.
click the link to view the walk through form:
(2017) - During the 2015/2016 school year our grade level adapted an intervention time that effects all students in our grade. Students are placed into small groups based on their individual reading needs. This helps support the learning of each student. Being in the smaller groups, students are better able to get their voice heard and the attention needed.
I love this time for my high/challenge students. Unfortunately, I do not always give them the attention they deserve in class. During this intervention time we are able to challenge the students and cater to their reading needs.
e. Creates an environment of mutual respect, rapport, and fairness.
Students in my classroom are often working with a partner or group. Before students are able to do this at the beginning of the year we set ground rules and discuss how we want to be treated and why we want to be treated that way. I model for the students the right way and wrong way to work with a partner. When I model the wrong way I have students identify what I did that was wrong and how I should fix it. I will do this through out the year before students start working with their partner and I will use scenarios that have occurred in our room. This helps students learn how to act and how to treat each other with mutual respect.
(2016) This year one of the big ideas for posts were about "boosting staff moral." I believe it is not only important to create mutual respect, rapport, and fairness in the classroom, but in the whole building. During American Education Week I collaborated with Mr. Benge to decide on special days and activities teachers would participate in through out the week. We were able to honor students with cookies, teachers with Thank You letters from students, and support staff with a potluck lunch. I heard great things from the support staff in how appreciative they were. The artifact is the email I sent to all staff telling them about the special days!
f. Participates in and contributes to a school culture that focuses on improved student learning.
(2012)- Continued to use for 2 more years) This is a brochure that another teacher and I created in order to communicate to our students and families about PBIS. PBIS helps teach students about behavior in and outside of school and supports a culture that improves student learning. Students are able to learn and flourish in an environment where they feel safe and supported. PBIS helps create this type of environment by allowing teachers to explicitly teach and reinforce positive behavior. Students learn the appropriate behavior through guided lessons that include teacher modeling and student centered activities.
https://docs.google.com/open?id=0BxU0ncIPGuG3SWJzMXhSek1ydVk
(2017) - It has been great being on a team for PBIS for 5 years. I have been able to help our school culture adapt and change. This year we split into 2 separate teams. Tier 1 and Tier 2. I am on the Tier 1 committee. We meet every other week to discuss issues and how we can help our students become more respectful, responsible, and safe. This artifact is a template we use for our meetings. (I used a template so that I did not have to worry about student names). Each meeting we think about the data and discuss what areas of our building that might need more support. We are also in charge of rewards for students who are showing positive behaviors.
(2017) - It has been great being on a team for PBIS for 5 years. I have been able to help our school culture adapt and change. This year we split into 2 separate teams. Tier 1 and Tier 2. I am on the Tier 1 committee. We meet every other week to discuss issues and how we can help our students become more respectful, responsible, and safe. This artifact is a template we use for our meetings. (I used a template so that I did not have to worry about student names). Each meeting we think about the data and discuss what areas of our building that might need more support. We are also in charge of rewards for students who are showing positive behaviors.
Our building has taken on an awesome reward system where students receive tickets when adults see them using their Trojan Traits. Those tickets are then used for a punch card. Once the punch card is filled they are able to earn rewards. As the students move through the cards, the rewards get bigger and better! I am excited to see what our years to come will bring. Each year we are able to adapt and change for the better!
g. Communicates with students, families, colleagues, and communities effectively and accurately.
(2015) This is a newsletter I created in order to communicate with families. I feel this is a great way to stay connected and inform parents what we are learning in our classroom. I also communicate via email, facebook and blogger. I like the newsletter because I know that there are still families that do not have access to internet, but I also like being able to post on facebook for the benefit of speed and instant feedback.
(2016) - During the 2015-2016 school year I stumbled on a site called "ClassDoJo" and fell in love! This is an awesome site for many reasons. One, it is a great way to communicate safely with the families in the class. Prior to Dojo I used Facebook, but was hesitant because there are many privacy issues with facebook and sharing using a public forum. Dojo allows just the members the teacher invites to see the page. The website itself has a facebook look that makes it easy to navigate since most users have used facebook or a similar interface.
Another feature of DoJo for communication is the message feature. That allows me to message parents, or parents to message me directly and privately. In the settings there is also a way for the teacher download all conversations/messages from parents if issues did arise.
This is a screen shot of an account I created for myself as a demonstration. You can see that 97% of the points were positive. I, as the teacher, can be held accountable that most of the feedback I give is positive. This is also what is communicated to the parent so that he/she can discuss it with their student as well.
(2019) - This year I chose to reach out into my facebook community and see if I could gather up funds for students to be able to get books through scholastic. Scholastic has started a "Dollar Deal" for books. Each mont there is a different dollar book. On Facebook I reached out and asked for my friends to donate $9 to sponsor a child in my classroom to get a book each month. I was overwhelmed with the amount of support I received! I was also able to purchase a $3 book for each student at the end of the year. Not only did the funds help get books for students to take home each month, but through the scholastic site I received bonus points and purchased more books for your classroom library. The students were thrilled to be able to get a book each time our orders came in. I would also read the book with the students in class so that they were able to take it home and feel successful reading it with their parent or another adult.
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