The document provides an overview of the Analysis of Student Work (ASW) process used for teacher evaluations in North Carolina. It details the 6 standards for teacher effectiveness and how teachers demonstrate their ability to meet Standard 6, which is contributing to academic success, through ASW. The ASW process involves teachers selecting objectives, collecting student work samples at two points in time to demonstrate growth, and having their artifacts reviewed blindly. The document includes examples of Timelapse Artifacts from various subject areas to illustrate how teachers can provide evidence of growth through the analysis of student work.
2. NC Professional Teaching Standards
Standard I: Teachers demonstrate leadership.
Standard II: Teachers establish a respectful environment for a
diverse population of students.
Standard III: Teachers know the content they teach.
Standard IV: Teachers facilitate learning for their students.
Standard V: Teachers reflect on their practice.
Standard VI: Teachers contribute to the academic success
of students.
3. Effectiveness Status
NC Educator Evaluation System
Demonstrate
Leadership
1 Establish
Know
Environment
2 Content
3 4 5 6 5 Rating Categories
Facilitate
Learning
Reflect on
Practice
Contribute
to
Academic
Success
3 Rating Categories
Not Demonstrated
Developing
Proficient
Accomplished
Distinguished
4. Overview of Standard 6
Contribute
to Academic
Success
End of Grade (EOG) or End of Course (EOC) tests
6
6 Career Technical Education Assessment
6 NC Final Exams
6 K-3 Checkpoints
6 Analysis of Student Work
5. Analysis of Student Work
6 Analysis of Student Work
Contribute
to Academic
Success
In 2014-2015, ASW is the Standard 6
measure for teachers in Advanced
Placement, Arts Education, Healthful
Living, International Baccalaureate, and
World Languages.
Growth is based on student work
submitted by teachers and rated by
content experts in a “blind review”
process.
11. Principal’s Input
Principal receives a notification once a teacher’s
schedule has been validated. The principal will
then log into the Online Platform to confirm that the
schedule is correct.
16. Objective Selection
Arts Education
5 Objectives:
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.
17. Objective Selection
Healthful Living
5 Objectives:
The Strands and
Standards guidance chart
shows information for
teachers who are:
• Health Education only
• Physical Education
(P.E.) only
or
• Healthful Living
(Health and P.E.)
18. Objective Selection
World Languages
5 Objectives:
Include Timelapse
Artifacts
encompassing each
of the 3 strands of
World Languages
and all of the
Essential Standards
that are part of the
language
program(s)
19. Principal’s Input
Principal meets with the teacher to confirm that the
5 objectives chosen use the parameters in the
Strands & Standards Guidance Chart
Some examples of meetings:
• PDPs
• teacher meetings
21. 5 Timelapse Artifacts
Teacher decisions needed to
compile a Timelapse Artifact (TA):
a) A specific objective
b) Sample type
• Individual Student
or
• Whole Class
c) Collection Method
d) Samples from Point 1 and Point 2
e) Context
22. Sample Type
The Teacher may choose:
Option 1 –
Individual Student
Work Samples
Collect and keep 2 work
samples:
• for each class member
• for a specific objective
• at 2 separate points in time
OR
23. Sample Type
The Teacher may choose:
Option 2 –
Whole Class
Work Samples
2 work samples that
represent the entire class
• for a specific objective
• at 2 separate points in time
27. TA 1
Student Selection
Timelapse Artifact
Option 1 –
Individual Student
Work Samples
Online platform will select
3 students
The TA will be compiled
using the Individual
Student Work Samples
from these selected
students.
28. Student Selection
Timelapse Artifact Option 1 –
Individual Student
Work Samples
If a student work sample
is unavailable, that
student will be reshuffled
and another student
will be selected.
TA 1
29. TA 1
Principal’s Input
The Principal is notified
when a reshuffle is used
by a teacher.
32. Healthful Living:
Health Timelapse Artifact
Objective:
Healthful Living – Health Education
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.
Time Frame:
Before Instruction
Method of Harvest:
Video
Work Sample Option:
Student
If you would like to view the video clip,
please click this link:
http://bit.ly/mod6vid1
These artifacts are not intended to illustrate category ratings: does not meet, meets or exceeds expected growth.
33. Healthful Living:
Health Timelapse Artifact
Objective:
Healthful Living – Health Ed.
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.
Time Frame:
3 class days since point #1
Method of Harvest:
Video
Work Sample Option:
Student
These artifacts are not intended to illustrate category ratings: does not meet, meets or exceeds expected growth.
If you would like to view the video clip,
please click this link:
http://bit.ly/mod6vid2
35. Arts Education:
Music Timelapse Artifact
Objective:
Arts Education - Music
ML.1.3: Interpret expressive elements, including
dynamics, timbre, blending, accents,
attacks, releases, phrasing, and
interpretation, while singing and/or
playing a varied repertoire of music
with technical accuracy.
Time Frame:
2nd day of instruction
with this selection
Method of Harvest:
Audio Recording
Work Sample Option
Whole Class
If you would like to listen to the audio
recording, please click this link:
http://bit.ly/mod6audio1
These artifacts are not intended to illustrate category ratings: does not meet, meets or exceeds expected growth.
36. Arts Education:
Music TimeLapse Artifact
Objective:
Arts Education - Music
ML.1.3: Interpret expressive elements, including
dynamics, timbre, blending, accents,
attacks, releases, phrasing, and
interpretation, while singing and/or
playing a varied repertoire of music
with technical accuracy.
Time Frame:
After 10 days of Instruction
with this selection
Method of Harvest:
Audio Recording
Work Sample Option
Whole Class
If you would like to listen to the audio
recording, please click this link:
http://bit.ly/mod6audio2
These artifacts are not intended to illustrate category ratings: does not meet, meets or exceeds expected growth.
37. Arts Education:
Music TimeLapse Artifact
1
Whole Class 2nd day of
Instruction
2
Whole Class after 10 days of
Instruction
1 Timelapse
Artifact
38. Arts Education:
Visual Arts Timelapse Artifact
Objective:
Arts Education - Visual Arts
B.V.1.2 Apply the Elements of Art
and Principles of Design to create art.
Time Frame:
3rd week of class
Method of Harvest:
Photo
Work Sample Option
Student
These artifacts are not intended to illustrate category ratings: does not meet,
meets or exceeds expected growth.
39. Arts Education:
Visual Arts Timelapse Artifact
Objective:
Arts Education - Visual Arts
B.V.1.2 Apply the Elements of Art
and Principles of Design to create art.
Time Frame:
6th week of class
Method of Harvest:
Photo
Work Sample Option
Student
These artifacts are not intended to illustrate category ratings: does not meet,
meets or exceeds expected growth.
41. World Languages
Timelapse Artifact
Objective:
World Languages
NH.CLL.3.1 Create simple phrases
and short sentences in spoken or written
presentations to provide information
about familiar topics.
Time Frame:
Week 8 of Spanish II
on block schedule
Method of Harvest:
Poster presentation
Work Sample Option
Student
These artifacts are not intended to illustrate category ratings: does not meet, meets or exceeds expected growth.
42. World Languages
Timelapse Artifact
Objective:
World Languages
NH.CLL.3.1 Create simple phrases
and short sentences in spoken or written
presentations to provide information
about familiar topics.
Time Frame:
Week 16 of Spanish II
on block schedule
Method of Harvest:
Magazine page layout
Work Sample Option
Student
These artifacts are not intended to illustrate category ratings: does not meet, meets or exceeds expected growth.
44. World Languages
Timelapse Artifact
Objective:
World Languages
NL.CLL.2.5 Recognize vocabulary and
syntax of single words and simple
memorized phrases in the target
language.
Time Frame:
1st month of German I
on traditional schedule
Method of Harvest:
PDF of German question word
vocabulary activity generated with online tool
Work Sample Option:
Student
These artifacts are not intended to illustrate category ratings: does not meet, meets or exceeds expected growth.
.
45. World Languages
Timelapse Artifact
Objective:
World Languages
NL.CLL.2.5 Recognize vocabulary and
syntax of single words and simple
memorized phrases in the target
language.
Time Frame:
2nd month of German I
on traditional schedule
Method of Harvest:
PDF of scanned notepaper with
German questions and summary
from a classroom partner activity
Work Sample Option:
Student
These artifacts are not intended to illustrate category ratings: does not meet, meets or exceeds expected growth.
47. Healthful Living:
Health Timelapse Artifact
Objective:
Healthful Living – Physical Education
PE.7.HF.3.1 Use the gender- and age-related health-related physical fitness standards
defined by an approved fitness assessment to self evaluate fitness levels.
Time Frame:
Pre Test
– Beginning of Semester
Method of Harvest:
Excel Spreadsheet
Work Sample Option:
Whole Class
These artifacts are not intended to illustrate category ratings: does not meet, meets or exceeds expected growth.
48. Healthful Living:
Health Timelapse Artifact
Objective:
Healthful Living – Physical Education
PE.7.HF.3.1 Use the gender- and age-related health-related physical fitness standards
defined by an approved fitness assessment to self evaluate fitness levels.
Time Frame:
Post Test
– End of Semester
Method of Harvest:
Excel Spreadsheet
Work Sample Option:
Whole Class
These artifacts are not intended to illustrate category ratings: does not meet, meets or exceeds expected growth.
50. Arts Education:
Theatre Arts Timelapse Artifact
Objective:
Arts Education - Theatre Arts
P. C. 1.3: Create original works,
such as monologues, scenes,
or performance pieces.
Time Frame:
1st day of instruction
Method of Harvest:
Scanned Student Work
Work Sample Option:
Student
These artifacts are not intended to illustrate category ratings: does not meet, meets or exceeds expected growth.
51. Arts Education:
Theatre Arts Timelapse Artifact
Objective:
Arts Education - Theatre Arts
P. C. 1.3: Create original works,
such as monologues, scenes,
or performance pieces.
Time Frame:
2 weeks after instruction
began
Method of Harvest:
Scanned Student Work
Work Sample Option:
Student
These artifacts are not intended to illustrate category ratings: does not meet,
meets or exceeds expected growth.
55. Class Selection
The online platform will
select the classes in which
the teacher must collect
artifacts.
56. Planning for the Collection
Items to Consider:
Choosing
Objectives
Strands &
Standards
Guidance
Charts
57. Choosing a Clarifying Objective
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 Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language &
Connections to Language &
Literacy (CLL)
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)
Strands & Standards
Guidance Charts
- The choice of
objective must be
based on the
established guidelines.
These Guidance Charts
are posted on the ASW
Wiki Site under
Important Forms.
https://ncasw.ncdpi.wikispaces.net
58. Arts Education Guidance Chart
(Dance)
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)
59. Arts Education Guidance Chart
(Dance, Music)
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)
60. Arts Education Guidance Chart
(Dance, Music, Theatre Arts)
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)
61. Arts Education Guidance Chart
(Dance, Music, Theatre Arts, Visual Arts)
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)
62. Arts Education Planning Worksheet
1. Please list the course codes of the 5 classes selected by the online platform for the Timelapse Artifacts in your
2014 – 2015 Evidence Collection.
Fall
Timelapse Artifact #1
Fall
Timelapse Artifact #2
Spring
Timelapse Artifact #3
Spring
Timelapse Artifact #4
Spring
Timelapse Artifact #5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
63. Arts Education Example:
Visual Arts
Visual
Literacy
(V)
Contextual
Relevancy (CX)
Critical
Response
(CR)
One additional
objective from any
of the strands:
(V), (CX), (CR)
One additional
objective from any
of the strands:
(V), (CX), (CR)
6.V.2.2 Use observation skills of the immediate environment to
create original imagery.
6.CX.2.3 Understand how collaborative planning is used to
create art.
7.CR.1.2 Implement formative and summative evaluations of
personal art.
8.V.2.3 Create original art that conveys one or more ideas or
feelings.
7.CX.2.3 Implement collaborative planning and art skills to
solve problems.
65. Healthful Living Guidance Chart
(Health Education)
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
Motor Skills (MS)
(MEH)
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)
66. Healthful Living Guidance Chart
(Health, Physical Education)
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
Motor Skills (MS)
(MEH)
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)
67. Healthful Living Guidance Chart
(Health, Physical Education, Healthful Living)
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
Motor Skills (MS)
(MEH)
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)
68. Healthful Living Planning Worksheet
1. Please list the course codes of the 5 classes selected by the online platform for the Timelapse Artifacts in your
2014 – 2015 Evidence Collection.
Fall
Timelapse Artifact #1
Fall
Timelapse Artifact #2
Spring
Timelapse Artifact #3
Spring
Timelapse Artifact #4
Spring
Timelapse Artifact #5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
69. Healthful Living Example:
Health & Physical Education
MEH, NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional
objective from any
of the 9 strands
6.MEH.1.1 Implement a structured decision making model to
enhance health behaviors.
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.
PE.7.MS.1.4 Create movement combinations in rhythmic
activities with an emphasis on keeping to the beat of the music
PE.6.HF.3.3 Evaluate personal fitness programs in terms of the
basic principles of training.
g
PE.7.PR.4.2 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelings.
g
72. World Languages Guidance Chart
(Classical)
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 Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language &
Connections to Language &
Literacy (CLL)
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)
73. World Languages Guidance Chart
(Classical, Dual & Heritage)
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 Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language &
Connections to Language &
Literacy (CLL)
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)
74. World Languages Guidance Chart
(Classical, Dual & Heritage, Modern)
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 Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language &
Connections to Language &
Literacy (CLL)
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)
75. World Languages
Planning Worksheet
Please list the course codes of the 5 classes selected by the online platform for the Timelapse Artifacts in your 2014 –
2015 Evidence Collection.
Timelapse Artifact #1 Timelapse Artifact #2 Timelapse Artifact #3 Timelapse Artifact #4 Timelapse Artifact #5
11012X0 11022X0 11035X0 11045X0 12752Y0
76. World Languages Example:
Modern Languages
Connections to
Language & Literacy
(CLL)
Connections to
Other Disciplines
(COD)
Communities
(CMT)
One additional
objective from any
of the strands:
(CLL), (COD), (CMT)
One additional
objective from any
of the strands:
(CLL), (COD), (CMT)
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.
NH.COD.2.2 Analyze simple texts containing familiar vocabulary
from other disciplines in terms of the main ideas and supporting
details.
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.
h
IH.COD.3.1 Use the language to give spoken and written
presentations on a variety of familiar and some unfamiliar
IM.CLL.3.1 Use a series of connected sentences in presentations to
describe experiences, events, and opinions.
academic topics.
h
h
NL.CMT.4.4 Identify products from the target cultures that are
NL.CMT.4.4 Identify products from the target cultures that are
used globally.
used globally.
H
h
78. AP and IB Guidance Charts
Over 100 courses with unique . . .
– objectives,
– statements, or
– topics
AP and IB Guidance Charts at
http://ncasw.ncdpi.wikispaces.net/
Teacher+Resources
79. AP and IB Guidance
How do I find my ASW objectives?
Refer to the AP and IB Guidance Charts on the ASW Wiki
under Teacher Resources.
AP Objectives Guidance IB Objectives Guidance
FOR EXAMPLE:
Course Code: 0I028X0
IB Environmental Systems and
Societies SL
Assessment Statements in the left
column of charts throughout the
guide, beginning p. 14
Course Code: 11257X0
AP Chinese Language and Culture
Learning Objectives on the left side
of charts, p. 9-10
80. Planning for the Collection
Items to Consider:
A.S.W.
A.S.W.
A.S.W.
A.S.W.
Choosing a Clarifying
Objective:
The Clarifying Objective
or CO that is chosen
must match the teacher’s
instruction and artifacts.
A.S.W.
A.S.W. A.S.W.
A.S.W.
A.S.W.
Analysis of
Student
Work
81. Planning for the Collection
Items to Consider:
Work Samples:
Student
or
Whole Class
82. Work Sample Type
The Teacher may choose:
Option 1 –
Student Work Samples
Collect and keep 2 work
samples:
• for each class member
• for the objective
• at 2 separate points in time
OR
1 1
1 1
1 1
1
1
1 1
1
1 1
2
2 2
2
2 2
2
2
2
2 2
2
2
83. Work Sample Type
The Teacher may choose:
Option 2 –
Whole Class Work
Samples
2 work samples that
represent the entire class
• for the objective
• at 2 separate points in time
2
1
84. Planning for the Collection
Items to Consider:
Time frame:
Teachers choose the
length of time needed
• to teach the
objective and
• to gather evidence
of student growth on
that objective.
85. Planning for the Collection
Items to Consider:
Time frame:
Year Long Classes
• 5 Timelapse Artifacts
throughout the year
Semester Classes
• 2 Timelapse Artifacts
in first semester
• 3 Timelapse Artifacts
in second semester
86. Planning for the Collection
Items to Consider:
Method(s) of
Measurement:
Choose an objective
for which
measurement
methods exist or can
be developed
87. Planning for the Collection
Items to Consider:
Method(s) or Measurement:
Tool(s) for collecting measurement
88. Planning for the Collection
Items to Consider:
Photo Release Forms
must be acquired from
all students shown in
video, pictures or life
like renderings.
89. Questions about Educator
Effectiveness, NCEES or ASW
Visit
www.ncpublicschools.org/effectiveness-model
or
http://ncees.ncdpi.wikispaces.net/
NCEES+Wiki
or
ASW Wiki at http://ncasw.ncdpi.wikispaces.net/
You can also email questions to
educatoreffectiveness@dpi.nc.gov
90. Upload Evidence
Context for 1st work sample in each Timelapse
Artifact
How does this artifact
show where the student
is in relation to the
chosen clarifying
objective?
How does this artifact show where the
student is in relation to the chosen
clarifying objective?
This artifact was created using an 8th grade Healthful Living Health Education Class
containing 32 students before instruction on the objective began. In this video, the
student did not show proper technique in the their performance of CPR in the following
ways.
1. The students body position has him sitting on the victims waist.
2. The hands have been placed separately on the victims upper
chest.
3. The compressions given are of insufficient depth and are given too slow.
4. The elbows are bending during the compression.
91. Upload Evidence
Context for 2nd work sample in each Timelapse
Artifact
How does this artifact
show where the student
is in relation to the
chosen clarifying
objective?
How does this artifact show where
the student is in relation to the
chosen clarifying objective?
This artifact was created using an 8th grade Health Education Class containing 32 students
three class days after instruction began. In this video, the student shows proper technique
in the their performance of CPR in the following ways.
1. The student has the proper body position, on his knees next to
the victim.
2. The force of the compression is generated from the hips and
applied in a vertical direction.
3. The hands are positioned with an interlocking grip.
4. The heel of the bottom hand has been placed on the sternum.
92. Upload Evidence
Context for Growth in each Timelapse Artifact
Describe the growth
that occurred between
Points 1 and 2.
Describe the growth that occurred
between Points 1 and 2.
CPR performed with the technique in video #1 was inadequate and would not have given
the victim an opportunity to survive. The technique in video #2 would provide blood flow
and oxygen to give the victim a chance of survival
95. All 5 Timelapse Artifacts
will be uploaded
to the online platform
as the teacher’s
Evidence Collection
for the school year.
TA 3
Student
TA 4
Student
TA 5
Whole
Class
TA 1
Student
TA 2
Whole
Class
Upload Evidence
97. Blind Review
The Evidence Collection
will be reviewed by
2 content area
specialists.
Reviewer #1 Reviewer #2
D M E
98. Blind Review
The platform sends the evidence collection to two
reviewers who have been matched to the teacher
because of their similar content area expertise.
Reviewer #1 Reviewer #2
99. Blind Review
If the category ratings from each reviewer are the
same, then the review process is complete and the
Standard 6 rating will be posted for that year.
Category Rating:
Meets Expected Growth
M
M
Reviewer #1 Reviewer #2
100. Blind Review
If the category ratings from the two reviewers are not
the same, the Evidence Collection is automatically
sent to a 3rd reviewer for an additional review to get
a rating for that year.
M
Reviewer #3
E
Reviewer #1 Reviewer #2
101. 2-Step ASW Process Review
These will be explained in detail in later modules.
#1
Evidence Collection Checklist
#2
ASW Quality Rubric
Blind Review
103. Receive Rating
Evidence Collection Rating Form:
• D = Does Not Meet Expected Growth
• M = Meets Expected Growth
• E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below:
TA 1 TA 2 TA 3 TA 4 TA 5
Use this table to determine the overall rating for the evidence collection
Does Not Meet Meets Exceeds
D D D D D M M M M M E E E E E
D D D D E M M M M E M E E E E
D D D D M D M M M M M M E E E
D D D E E M M M E E D E E E E
D D D M E D D M M M D M E E E
D D D M M D M M M E D D E E E
D D M M E
D D M E E
D M M E E
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
104. Receive Rating
Evidence Collection Rating Form:
• D = Does Not Meet Expected Growth
• M = Meets Expected Growth
• E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the
table below:
TA 1 TA 2 TA 3 TA 4 TA 5
D M M M E
105. Receive Rating
Synthesis table to determine Standard 6 rating
Does Not Meet a Meets Exceeds
D D D D D M M M M M E E E E E
D D D D E M M M M E M E E E E
D D D D M D M M M M M M E E E
D D D E E M M M E E D E E E E
D D D M E D D M M M D M E E E
D D D M M D a
M M M E D D E E E
D D M M E
D D M E E
D M M E E
106. Effectiveness Status
3 Years of Combined Data for Standard 6
An educator receives an
Effectiveness Status
when he or she has 3
years of their own data
for Standard 6
Standard Standard Standard
6 6 6
Year 1 Year 2 Year 3
107. Effectiveness Status
Only for 2014 – 2017: Best 2 out of 3 years of data
Standard Standard Standard
6 6
Contribute
to Academic
Success
6
Year 1
2014-2015
Does Not Meet
Expected Growth
Year 2
2015-2016
Meets
Expected Growth
Year 3
2016-2017
Meets
Expected Growth
Mr. NC’s 3 years of
growth data:
2014-15 Does Not Meet
(Year 1)
2015-16 Meets (Year 2)
+ 2016-17 Meets (Year 3)
Mr. NC’s Standard 6
rating for 2014-2017
Meets Expected Growth
108. Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1
Demonstrate
leadership
Standard 2 Establish
Environment
Standard 3
Know Content
Standard 4
Facilitate Learning
Standard 5 Reflect
on Practice
Standard 6
Three year growth
data
X
X
X
X
X
Best 2 out of 3 years of growth data for 2014 – 2017
Meets Expected Growth
109. Effectiveness Status for 2016 - 2017
In Need of
Improvement
Effective
Highly
Effective
Any rating
lower than
proficient
Proficient
or Higher
on Standards
1-5
Accomplished
or Higher
on Standards
1-5
Standards
Demonstrate Leadership 1
Establish Environment 2
3
4
5
Know Content
Facilitate Learning
Reflect on Practice
Does Not
Meet
Expected
Growth
Meets or
Exceeds
Expected
Growth
Exceeds
Expected
Growth
6 Contribute to Academic
Success (3 yrs. of data)
110. Effectiveness Status
for 2016 - 2017
Effective
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1
Demonstrate
leadership
Standard 2 Establish
Environment
Standard 3
Know Content
Standard 4
Facilitate Learning
Standard 5 Reflect
on Practice
Standard 6
Three year growth
data
X
X
X
X
X
Best 2 out of 3 years of growth data for 2014 – 2017
Meets Expected Growth
111. Questions about Educator
Effectiveness, NCEES or ASW
Visit
www.ncpublicschools.org/effectiveness-model
or
http://ncees.ncdpi.wikispaces.net/
NCEES+Wiki
or
ASW Wiki at http://ncasw.ncdpi.wikispaces.net/
You can also email questions to
educatoreffectiveness@dpi.nc.gov
