Standard+1


 * Standard 1: Demonstrates ability to enhance academic performance and support for and implementation of the school district's student achievement goals **

The teacher: a. provides evidence of student learning to students, families, and staff. b. implements strategies supporting students, building, and district goals. c. uses student performance data as a guide for decision making. d. accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student. e. creates an environment of mutual respect, rapport, and fairness. f. participates in and contributes to a school culture that focuses on improved student learning. g. communicates with students, families, colleagues, and communities effectively and accurately. ** Artifact Supporting 1.a--FlipGrid (2017 - 2018) ** • Description of artifact: //Screenshot of my Flipgrid dashboard featuring all of the topics to which students have responded.// • Describe why you chose this artifact to meet the standard and criteria: // Flipgrid is a tremendous tool to use as a means to // // provide evidence of student learning to students, families, and staff. This online tool records students' responses and allows me to track student learning and participation. I can easily provide links to classroom teachers, add the work to our elementary libraries blog, or show students' work in class. Flipgrid also allows users to comment on one another's videos or "like" a video, which are additional ways that students can interact with each other. // To access the topics and hear students' responses, [|CLICK HERE.] ** Artifact Supporting 1.b--November 2014 Technology Instruction (2014 - 15) ** • Description of artifact: //This screen shot includes 9 of the slides from a Google Presentation that another TICL team member and elementary librarian colleague presented to our Encore team during an inservice meeting.// • Describe why you chose this artifact to meet the standard and criteria : //The focus of this professional development was to encourage our Encore colleagues to become more competent using technology. Technology is one of the components of CERT, and it was our hope that by focusing on three skills for an extended period of time, our colleagues would become more comfortable and competent on their iPads or on Google Drive. Based on their completion of a "ticket out" type of activity, we believe that our colleagues were indeed appreciative of the time to practice using the iPads or Google Drive and became more competent.// You can [|CLICK HERE] to view the entire presentation.
 * Artifact Supporting 1.c--Formative Assessments Work from Iowa Children's Choice Read Aloud (2014 - 15) ** • Description of artifact: //One of the learning targets for 3rd - 5th graders is "the student will employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension." Rather than ask students to complete this work using a multiple-page handout (as we'd done in the past), I designed different activities to be completed using different iPad apps. These artifacts show students' Popplet work related to determining important events from the read aloud.//

• Describe why you chose this artifact to meet the standard and criteria : //These two examples show students' choices of two important events from the text as well as their explanations as to why these events were important. This work is representative of much of the work students submitted that day. As I looked over their work, I was able to determine which students showed competence determining importance and which students may need additional work with this skill. As we continue to move through different units, I can monitor those students who struggled with this and come back to work with them.// • Describe why you chose this artifact to meet the standard and criteria : //In the first several cycles of library sessions, I talk with all students about the library expectations: walk while in the library, use voice volume 1 or 0, use shelf markers appropriately, and respect others and library materials. As a full group, students then decide how they fit our classroom PBIS expectations for respectful, responsible, safe, and caring behavior. The collective understanding, then, is that students will demonstrate these behaviors in order to create a learning environment that supports--not detracts from--the learning for all.// ** Artifact Supporting 1.e-- Posters in the Library (2014 - 15) ** • Description of artifact: //Photograph of PBIS posters displayed in the DC Elementary library// • Describe why you chose this artifact to meet the standard and criteria : //This artifact, which is a repeat of the artifact immediately previous, also meets this standard's descriptor of "[creating] an environment of mutual respect, rapport, and fairness." Building-wide students are familiar with these four classroom PBIS behaviors--behaviors that, when followed, create respectful, responsible, safe, and caring students. When students behave in this way, an environment of fair and respectful students follow. Before each check-out/library centers session I try to remind students to follow our library expectations and show with their actions that they understand these PBIS classroom behaviors.// ** Artifact Supporting 1.f--Encore Behavior Tracking Sheet (2017 - 2018) ** • Description of artifact: //Screenshot of the behavior tracking sheet Encore teachers use to record behavior concerns and Tier I and II interventions// • Describe why you chose this artifact to meet the standard and criteria : //The Encore team uses this shared Google Sheet to track our student behavior concerns so we can participate in and contribute to our school culture that focuses on improved student learning. We use the same Tier I and Tier II interventions that grade-level classroom teachers use, and as we meet throughout the year, we return to this document to frame our conversations with students' teachers and the counselor as needed. //
 * Artifact Supporting 1.d--PBIS Posters in the Library (2014 - 15) ** • Description of artifact: //Photograph of PBIS posters displayed in the DC Elementary library//



** Artifact Supporting 1.g--Middle School Library Blog and DCG Elementary Libraries Blogs (2017 - 18) ** • Description of artifact: // The Middle School and DCG Elementary Libraries blogs (http://dcgmiddleschoollibrary.blogspot.com and http://dcgelementarylibrary.blogspot.com) // • Describe why you chose this artifact to meet the standard and criteria : // These blogs are one way I can communicate with students and their families, my colleagues, and the community. On both blogs I am able to share what's happening in the libraries, such as lessons and/or activities we've done, and reading or book related information that others may find helpful or useful is also found there. When I present a lesson or am working with students--especially middle school students--I remind them that much of the information I've shared with them is available on the blog for their building. I also work to remind staff that both of my blogs are places where they can find resources to use themselves or with students. //