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
See the ASW
Wiki under
Important
Forms
http://ncasw.ncdpi.
wikispaces.net/
ImportantForms
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
Photo Release Forms
See the ASW
Wiki under
Important
Forms
http://ncasw.ncdpi.
wikispaces.net/
ImportantForms
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
Questions?
If you have a question, please place it in the
Question Box
Questions will be answered in the order
they are submitted!
Compiling an Evidence Collection
Teacher verifies schedule and chooses
objectives for each course
Teacher collects
TAs of student
work
Teacher
Uploads
Evidence
Collection
Reviewers rate
Evidence
Collections
to Online
Platform
Teacher receives
category rating for
Standard 6
ASW Process Overview
TA
1
1. Describe teaching context
2. Select classes from course load
TA
2
3. Choose 5 objectives from the Essential
ForStandards
purposes of the 2013-14
participants
willArtifact
compile
4.pilot
Compile
a Timelapse
(TA)
for each Objective
3 Timelapse
Artifacts (TA).
TA
3
EVIDENCE
COLLECTION
5. Complete and upload an
Evidence Collection
6. Submit the Evidence Collection
for “blind” review
TA
4
TA
5
Compiling an Evidence Collection
by Using the Guidance Charts
Using the Strands
For purposes of the
and Standards
2013-14 pilot
guidance charts, 5
participants will
objectives will be
select 3
chosen.
objectives.
Items to Consider When Choosing a
Clarifying Objective
Strands & Standards
Guidance Charts
- The choice of
objective must be
based on the
established guidelines
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
Creation and
Performance (CP)
MUSIC
THEATRE ARTS
Musical Literacy (ML) Communication(C)
VISUAL ARTS
Visual Literacy
(V)
Dance Movement
Skills (DM)
Musical Response
(MR)
Contextual Relevancy
(CX)
Responding (R)
Contextual Relevancy Aesthetics
(CR)
(AE)
Connecting (C)
Analysis (A)
Culture (CU)
Critical Response
(CR)
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.
Arts Education Example:
Visual Arts
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.
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
Mental & Emotional Health
(MEH)
PHYSICAL EDUCATION
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
Essential Standards
2, 3, 4
Connections to Language &
Literacy (CLL)
Connections to Other
Disciplines (COD)
Communities (CMT)
DUAL & HERITAGE
LANGUAGES
Essential Standards
1, 2, 3, 4
Connections to Language &
Literacy (CLL)
Connections to Other
Disciplines (COD)
Communities (CMT)
MODERN LANGUAGES
Essential Standards
1, 2, 3, 4
Connections to Language &
Literacy (CLL)
Connections to Other
Disciplines (COD)
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.
Complete and Upload
an Evidence Collection
Timelapse Artifacts will
be uploaded to the
For purposes of the
online platform.
2013-14 pilot
participants will
Module 10 will provide
submit 3 Timelapse
training in accessing
Artifacts.
and navigating the
online platform
TA 3
Student
TA 1
Student
TA 4
Student
TA 2
Whole
Class
TA 5
Whole
Class
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:
educatoreffectiveness@dpi.nc.gov
Or visit
www.ncpublicschools.org/
effectiveness-model
Please complete the
RttT Webinar Survey
at
www.go.ncsu.edu/webinar
by
next Thursday,
April 17th