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Overview of ASW Process
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
NC Professional Teaching Standards
5 Rating Categories
1 65432Demonstrate Leadership
Establish Environment
KnowContent
Facilitate Learning
Reflect on Practice
Contribute
to Academic
Success
3 Rating Categories
Not Demonstrated
Developing
Proficient
Accomplished
Distinguished
Effectiveness Status NC Educator Evaluation System
Overview of Standard 6
Contribute to
Academic Success
End of Grade (EOG) or End of Course (EOC) tests
6 NC Final Exams
6 Career Technical Education Assessment
6 Analysis of Student Work
K-3 Checkpoints6
6
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 ldquoblind reviewrdquo process
Principalrsquos Input
Confirm Teacher Participation
Overview Analysis of Student Work ASW Process
Overview Analysis of Student Work ASW Process
ASW Process A Quick Guide
Teaching Context
bull Screen shot
Principal receives a notification once a teacherrsquos schedule has been validated The principal will then log into the Online Platform to confirm that the schedule is correct
Principalrsquos Input
ASW Process A Quick Guide
Class Selection
Beginning in 2014 ndash 2015 the online platform will select the classes in which the teacher must collect artifacts
ASW Process A Quick Guide
ObjectivesUsing the Strands and Standards guidance charts the teacher will choose 5 objectives
Objective Selection
5 ObjectivesInclude 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
Objective Selection Arts Education
5 ObjectivesThe Strands and Standards guidance chart shows information for teachers who arebull Health Education onlybull Physical Education
(PE) onlyor
bull Healthful Living (Health and PE)
Objective SelectionHealthful Living
5 ObjectivesInclude 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)
Objective Selection World Languages
Principal meets with the teacher to confirm that the 5 objectives chosen use the parameters in the Strands amp Standards Guidance Chart
Some examples of meetingsbull PDPsbull teacher meetings
Principalrsquos Input
ASW Process A Quick Guide
Teacher decisions needed to compile a Timelapse Artifact (TA)a) A specific objective
b) Sample typebull Individual Student
or
bull Whole Class
c) Collection Method
d) Samples from Point 1 and Point 2
e) Context
5 Timelapse Artifacts
The Teacher may chooseOption 1 ndash Individual Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for a specific objective bull at 2 separate points in time
OR
Sample Type
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for a specific objective bull at 2 separate points in time
Sample Type
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf
sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf
sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf
sdfmsdf lmf sdfmsd Sdmsdf0
lsdjlkjsdflkjsdfljkLjdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwlj
kw klwe ljsdfljsdf sdljsdfljsdf
Sljd
Collection Method rarr File Size
Up to 10 MB per file
Time passes
Teachers Collect Work Samples for Timelapse Artifacts
ASW Process A Quick Guide
TA 1
Timelapse Artifact Option 1 ndash Individual Student Work Samples
Online platform will select3 students
The TA will be compiled using the Individual Student Work Samples from these selected students
Student Selection
Timelapse Artifact Option 1 ndash Individual Student Work Samples
If a student work sample is unavailable that student will be reshuffled and another student will be selected
Student Selection
TA 1
TA 1
Principalrsquos Input
The Principal is notified when a reshuffle is used by a teacher
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
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
NC Professional Teaching Standards
5 Rating Categories
1 65432Demonstrate Leadership
Establish Environment
KnowContent
Facilitate Learning
Reflect on Practice
Contribute
to Academic
Success
3 Rating Categories
Not Demonstrated
Developing
Proficient
Accomplished
Distinguished
Effectiveness Status NC Educator Evaluation System
Overview of Standard 6
Contribute to
Academic Success
End of Grade (EOG) or End of Course (EOC) tests
6 NC Final Exams
6 Career Technical Education Assessment
6 Analysis of Student Work
K-3 Checkpoints6
6
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 ldquoblind reviewrdquo process
Principalrsquos Input
Confirm Teacher Participation
Overview Analysis of Student Work ASW Process
Overview Analysis of Student Work ASW Process
ASW Process A Quick Guide
Teaching Context
bull Screen shot
Principal receives a notification once a teacherrsquos schedule has been validated The principal will then log into the Online Platform to confirm that the schedule is correct
Principalrsquos Input
ASW Process A Quick Guide
Class Selection
Beginning in 2014 ndash 2015 the online platform will select the classes in which the teacher must collect artifacts
ASW Process A Quick Guide
ObjectivesUsing the Strands and Standards guidance charts the teacher will choose 5 objectives
Objective Selection
5 ObjectivesInclude 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
Objective Selection Arts Education
5 ObjectivesThe Strands and Standards guidance chart shows information for teachers who arebull Health Education onlybull Physical Education
(PE) onlyor
bull Healthful Living (Health and PE)
Objective SelectionHealthful Living
5 ObjectivesInclude 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)
Objective Selection World Languages
Principal meets with the teacher to confirm that the 5 objectives chosen use the parameters in the Strands amp Standards Guidance Chart
Some examples of meetingsbull PDPsbull teacher meetings
Principalrsquos Input
ASW Process A Quick Guide
Teacher decisions needed to compile a Timelapse Artifact (TA)a) A specific objective
b) Sample typebull Individual Student
or
bull Whole Class
c) Collection Method
d) Samples from Point 1 and Point 2
e) Context
5 Timelapse Artifacts
The Teacher may chooseOption 1 ndash Individual Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for a specific objective bull at 2 separate points in time
OR
Sample Type
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for a specific objective bull at 2 separate points in time
Sample Type
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf
sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf
sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf
sdfmsdf lmf sdfmsd Sdmsdf0
lsdjlkjsdflkjsdfljkLjdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwlj
kw klwe ljsdfljsdf sdljsdfljsdf
Sljd
Collection Method rarr File Size
Up to 10 MB per file
Time passes
Teachers Collect Work Samples for Timelapse Artifacts
ASW Process A Quick Guide
TA 1
Timelapse Artifact Option 1 ndash Individual Student Work Samples
Online platform will select3 students
The TA will be compiled using the Individual Student Work Samples from these selected students
Student Selection
Timelapse Artifact Option 1 ndash Individual Student Work Samples
If a student work sample is unavailable that student will be reshuffled and another student will be selected
Student Selection
TA 1
TA 1
Principalrsquos Input
The Principal is notified when a reshuffle is used by a teacher
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
5 Rating Categories
1 65432Demonstrate Leadership
Establish Environment
KnowContent
Facilitate Learning
Reflect on Practice
Contribute
to Academic
Success
3 Rating Categories
Not Demonstrated
Developing
Proficient
Accomplished
Distinguished
Effectiveness Status NC Educator Evaluation System
Overview of Standard 6
Contribute to
Academic Success
End of Grade (EOG) or End of Course (EOC) tests
6 NC Final Exams
6 Career Technical Education Assessment
6 Analysis of Student Work
K-3 Checkpoints6
6
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 ldquoblind reviewrdquo process
Principalrsquos Input
Confirm Teacher Participation
Overview Analysis of Student Work ASW Process
Overview Analysis of Student Work ASW Process
ASW Process A Quick Guide
Teaching Context
bull Screen shot
Principal receives a notification once a teacherrsquos schedule has been validated The principal will then log into the Online Platform to confirm that the schedule is correct
Principalrsquos Input
ASW Process A Quick Guide
Class Selection
Beginning in 2014 ndash 2015 the online platform will select the classes in which the teacher must collect artifacts
ASW Process A Quick Guide
ObjectivesUsing the Strands and Standards guidance charts the teacher will choose 5 objectives
Objective Selection
5 ObjectivesInclude 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
Objective Selection Arts Education
5 ObjectivesThe Strands and Standards guidance chart shows information for teachers who arebull Health Education onlybull Physical Education
(PE) onlyor
bull Healthful Living (Health and PE)
Objective SelectionHealthful Living
5 ObjectivesInclude 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)
Objective Selection World Languages
Principal meets with the teacher to confirm that the 5 objectives chosen use the parameters in the Strands amp Standards Guidance Chart
Some examples of meetingsbull PDPsbull teacher meetings
Principalrsquos Input
ASW Process A Quick Guide
Teacher decisions needed to compile a Timelapse Artifact (TA)a) A specific objective
b) Sample typebull Individual Student
or
bull Whole Class
c) Collection Method
d) Samples from Point 1 and Point 2
e) Context
5 Timelapse Artifacts
The Teacher may chooseOption 1 ndash Individual Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for a specific objective bull at 2 separate points in time
OR
Sample Type
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for a specific objective bull at 2 separate points in time
Sample Type
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf
sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf
sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf
sdfmsdf lmf sdfmsd Sdmsdf0
lsdjlkjsdflkjsdfljkLjdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwlj
kw klwe ljsdfljsdf sdljsdfljsdf
Sljd
Collection Method rarr File Size
Up to 10 MB per file
Time passes
Teachers Collect Work Samples for Timelapse Artifacts
ASW Process A Quick Guide
TA 1
Timelapse Artifact Option 1 ndash Individual Student Work Samples
Online platform will select3 students
The TA will be compiled using the Individual Student Work Samples from these selected students
Student Selection
Timelapse Artifact Option 1 ndash Individual Student Work Samples
If a student work sample is unavailable that student will be reshuffled and another student will be selected
Student Selection
TA 1
TA 1
Principalrsquos Input
The Principal is notified when a reshuffle is used by a teacher
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Overview of Standard 6
Contribute to
Academic Success
End of Grade (EOG) or End of Course (EOC) tests
6 NC Final Exams
6 Career Technical Education Assessment
6 Analysis of Student Work
K-3 Checkpoints6
6
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 ldquoblind reviewrdquo process
Principalrsquos Input
Confirm Teacher Participation
Overview Analysis of Student Work ASW Process
Overview Analysis of Student Work ASW Process
ASW Process A Quick Guide
Teaching Context
bull Screen shot
Principal receives a notification once a teacherrsquos schedule has been validated The principal will then log into the Online Platform to confirm that the schedule is correct
Principalrsquos Input
ASW Process A Quick Guide
Class Selection
Beginning in 2014 ndash 2015 the online platform will select the classes in which the teacher must collect artifacts
ASW Process A Quick Guide
ObjectivesUsing the Strands and Standards guidance charts the teacher will choose 5 objectives
Objective Selection
5 ObjectivesInclude 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
Objective Selection Arts Education
5 ObjectivesThe Strands and Standards guidance chart shows information for teachers who arebull Health Education onlybull Physical Education
(PE) onlyor
bull Healthful Living (Health and PE)
Objective SelectionHealthful Living
5 ObjectivesInclude 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)
Objective Selection World Languages
Principal meets with the teacher to confirm that the 5 objectives chosen use the parameters in the Strands amp Standards Guidance Chart
Some examples of meetingsbull PDPsbull teacher meetings
Principalrsquos Input
ASW Process A Quick Guide
Teacher decisions needed to compile a Timelapse Artifact (TA)a) A specific objective
b) Sample typebull Individual Student
or
bull Whole Class
c) Collection Method
d) Samples from Point 1 and Point 2
e) Context
5 Timelapse Artifacts
The Teacher may chooseOption 1 ndash Individual Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for a specific objective bull at 2 separate points in time
OR
Sample Type
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for a specific objective bull at 2 separate points in time
Sample Type
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf
sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf
sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf
sdfmsdf lmf sdfmsd Sdmsdf0
lsdjlkjsdflkjsdfljkLjdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwlj
kw klwe ljsdfljsdf sdljsdfljsdf
Sljd
Collection Method rarr File Size
Up to 10 MB per file
Time passes
Teachers Collect Work Samples for Timelapse Artifacts
ASW Process A Quick Guide
TA 1
Timelapse Artifact Option 1 ndash Individual Student Work Samples
Online platform will select3 students
The TA will be compiled using the Individual Student Work Samples from these selected students
Student Selection
Timelapse Artifact Option 1 ndash Individual Student Work Samples
If a student work sample is unavailable that student will be reshuffled and another student will be selected
Student Selection
TA 1
TA 1
Principalrsquos Input
The Principal is notified when a reshuffle is used by a teacher
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
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 ldquoblind reviewrdquo process
Principalrsquos Input
Confirm Teacher Participation
Overview Analysis of Student Work ASW Process
Overview Analysis of Student Work ASW Process
ASW Process A Quick Guide
Teaching Context
bull Screen shot
Principal receives a notification once a teacherrsquos schedule has been validated The principal will then log into the Online Platform to confirm that the schedule is correct
Principalrsquos Input
ASW Process A Quick Guide
Class Selection
Beginning in 2014 ndash 2015 the online platform will select the classes in which the teacher must collect artifacts
ASW Process A Quick Guide
ObjectivesUsing the Strands and Standards guidance charts the teacher will choose 5 objectives
Objective Selection
5 ObjectivesInclude 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
Objective Selection Arts Education
5 ObjectivesThe Strands and Standards guidance chart shows information for teachers who arebull Health Education onlybull Physical Education
(PE) onlyor
bull Healthful Living (Health and PE)
Objective SelectionHealthful Living
5 ObjectivesInclude 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)
Objective Selection World Languages
Principal meets with the teacher to confirm that the 5 objectives chosen use the parameters in the Strands amp Standards Guidance Chart
Some examples of meetingsbull PDPsbull teacher meetings
Principalrsquos Input
ASW Process A Quick Guide
Teacher decisions needed to compile a Timelapse Artifact (TA)a) A specific objective
b) Sample typebull Individual Student
or
bull Whole Class
c) Collection Method
d) Samples from Point 1 and Point 2
e) Context
5 Timelapse Artifacts
The Teacher may chooseOption 1 ndash Individual Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for a specific objective bull at 2 separate points in time
OR
Sample Type
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for a specific objective bull at 2 separate points in time
Sample Type
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf
sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf
sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf
sdfmsdf lmf sdfmsd Sdmsdf0
lsdjlkjsdflkjsdfljkLjdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwlj
kw klwe ljsdfljsdf sdljsdfljsdf
Sljd
Collection Method rarr File Size
Up to 10 MB per file
Time passes
Teachers Collect Work Samples for Timelapse Artifacts
ASW Process A Quick Guide
TA 1
Timelapse Artifact Option 1 ndash Individual Student Work Samples
Online platform will select3 students
The TA will be compiled using the Individual Student Work Samples from these selected students
Student Selection
Timelapse Artifact Option 1 ndash Individual Student Work Samples
If a student work sample is unavailable that student will be reshuffled and another student will be selected
Student Selection
TA 1
TA 1
Principalrsquos Input
The Principal is notified when a reshuffle is used by a teacher
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Principalrsquos Input
Confirm Teacher Participation
Overview Analysis of Student Work ASW Process
Overview Analysis of Student Work ASW Process
ASW Process A Quick Guide
Teaching Context
bull Screen shot
Principal receives a notification once a teacherrsquos schedule has been validated The principal will then log into the Online Platform to confirm that the schedule is correct
Principalrsquos Input
ASW Process A Quick Guide
Class Selection
Beginning in 2014 ndash 2015 the online platform will select the classes in which the teacher must collect artifacts
ASW Process A Quick Guide
ObjectivesUsing the Strands and Standards guidance charts the teacher will choose 5 objectives
Objective Selection
5 ObjectivesInclude 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
Objective Selection Arts Education
5 ObjectivesThe Strands and Standards guidance chart shows information for teachers who arebull Health Education onlybull Physical Education
(PE) onlyor
bull Healthful Living (Health and PE)
Objective SelectionHealthful Living
5 ObjectivesInclude 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)
Objective Selection World Languages
Principal meets with the teacher to confirm that the 5 objectives chosen use the parameters in the Strands amp Standards Guidance Chart
Some examples of meetingsbull PDPsbull teacher meetings
Principalrsquos Input
ASW Process A Quick Guide
Teacher decisions needed to compile a Timelapse Artifact (TA)a) A specific objective
b) Sample typebull Individual Student
or
bull Whole Class
c) Collection Method
d) Samples from Point 1 and Point 2
e) Context
5 Timelapse Artifacts
The Teacher may chooseOption 1 ndash Individual Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for a specific objective bull at 2 separate points in time
OR
Sample Type
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for a specific objective bull at 2 separate points in time
Sample Type
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf
sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf
sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf
sdfmsdf lmf sdfmsd Sdmsdf0
lsdjlkjsdflkjsdfljkLjdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwlj
kw klwe ljsdfljsdf sdljsdfljsdf
Sljd
Collection Method rarr File Size
Up to 10 MB per file
Time passes
Teachers Collect Work Samples for Timelapse Artifacts
ASW Process A Quick Guide
TA 1
Timelapse Artifact Option 1 ndash Individual Student Work Samples
Online platform will select3 students
The TA will be compiled using the Individual Student Work Samples from these selected students
Student Selection
Timelapse Artifact Option 1 ndash Individual Student Work Samples
If a student work sample is unavailable that student will be reshuffled and another student will be selected
Student Selection
TA 1
TA 1
Principalrsquos Input
The Principal is notified when a reshuffle is used by a teacher
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Overview Analysis of Student Work ASW Process
Overview Analysis of Student Work ASW Process
ASW Process A Quick Guide
Teaching Context
bull Screen shot
Principal receives a notification once a teacherrsquos schedule has been validated The principal will then log into the Online Platform to confirm that the schedule is correct
Principalrsquos Input
ASW Process A Quick Guide
Class Selection
Beginning in 2014 ndash 2015 the online platform will select the classes in which the teacher must collect artifacts
ASW Process A Quick Guide
ObjectivesUsing the Strands and Standards guidance charts the teacher will choose 5 objectives
Objective Selection
5 ObjectivesInclude 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
Objective Selection Arts Education
5 ObjectivesThe Strands and Standards guidance chart shows information for teachers who arebull Health Education onlybull Physical Education
(PE) onlyor
bull Healthful Living (Health and PE)
Objective SelectionHealthful Living
5 ObjectivesInclude 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)
Objective Selection World Languages
Principal meets with the teacher to confirm that the 5 objectives chosen use the parameters in the Strands amp Standards Guidance Chart
Some examples of meetingsbull PDPsbull teacher meetings
Principalrsquos Input
ASW Process A Quick Guide
Teacher decisions needed to compile a Timelapse Artifact (TA)a) A specific objective
b) Sample typebull Individual Student
or
bull Whole Class
c) Collection Method
d) Samples from Point 1 and Point 2
e) Context
5 Timelapse Artifacts
The Teacher may chooseOption 1 ndash Individual Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for a specific objective bull at 2 separate points in time
OR
Sample Type
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for a specific objective bull at 2 separate points in time
Sample Type
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf
sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf
sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf
sdfmsdf lmf sdfmsd Sdmsdf0
lsdjlkjsdflkjsdfljkLjdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwlj
kw klwe ljsdfljsdf sdljsdfljsdf
Sljd
Collection Method rarr File Size
Up to 10 MB per file
Time passes
Teachers Collect Work Samples for Timelapse Artifacts
ASW Process A Quick Guide
TA 1
Timelapse Artifact Option 1 ndash Individual Student Work Samples
Online platform will select3 students
The TA will be compiled using the Individual Student Work Samples from these selected students
Student Selection
Timelapse Artifact Option 1 ndash Individual Student Work Samples
If a student work sample is unavailable that student will be reshuffled and another student will be selected
Student Selection
TA 1
TA 1
Principalrsquos Input
The Principal is notified when a reshuffle is used by a teacher
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Overview Analysis of Student Work ASW Process
ASW Process A Quick Guide
Teaching Context
bull Screen shot
Principal receives a notification once a teacherrsquos schedule has been validated The principal will then log into the Online Platform to confirm that the schedule is correct
Principalrsquos Input
ASW Process A Quick Guide
Class Selection
Beginning in 2014 ndash 2015 the online platform will select the classes in which the teacher must collect artifacts
ASW Process A Quick Guide
ObjectivesUsing the Strands and Standards guidance charts the teacher will choose 5 objectives
Objective Selection
5 ObjectivesInclude 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
Objective Selection Arts Education
5 ObjectivesThe Strands and Standards guidance chart shows information for teachers who arebull Health Education onlybull Physical Education
(PE) onlyor
bull Healthful Living (Health and PE)
Objective SelectionHealthful Living
5 ObjectivesInclude 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)
Objective Selection World Languages
Principal meets with the teacher to confirm that the 5 objectives chosen use the parameters in the Strands amp Standards Guidance Chart
Some examples of meetingsbull PDPsbull teacher meetings
Principalrsquos Input
ASW Process A Quick Guide
Teacher decisions needed to compile a Timelapse Artifact (TA)a) A specific objective
b) Sample typebull Individual Student
or
bull Whole Class
c) Collection Method
d) Samples from Point 1 and Point 2
e) Context
5 Timelapse Artifacts
The Teacher may chooseOption 1 ndash Individual Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for a specific objective bull at 2 separate points in time
OR
Sample Type
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for a specific objective bull at 2 separate points in time
Sample Type
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf
sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf
sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf
sdfmsdf lmf sdfmsd Sdmsdf0
lsdjlkjsdflkjsdfljkLjdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwlj
kw klwe ljsdfljsdf sdljsdfljsdf
Sljd
Collection Method rarr File Size
Up to 10 MB per file
Time passes
Teachers Collect Work Samples for Timelapse Artifacts
ASW Process A Quick Guide
TA 1
Timelapse Artifact Option 1 ndash Individual Student Work Samples
Online platform will select3 students
The TA will be compiled using the Individual Student Work Samples from these selected students
Student Selection
Timelapse Artifact Option 1 ndash Individual Student Work Samples
If a student work sample is unavailable that student will be reshuffled and another student will be selected
Student Selection
TA 1
TA 1
Principalrsquos Input
The Principal is notified when a reshuffle is used by a teacher
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
ASW Process A Quick Guide
Teaching Context
bull Screen shot
Principal receives a notification once a teacherrsquos schedule has been validated The principal will then log into the Online Platform to confirm that the schedule is correct
Principalrsquos Input
ASW Process A Quick Guide
Class Selection
Beginning in 2014 ndash 2015 the online platform will select the classes in which the teacher must collect artifacts
ASW Process A Quick Guide
ObjectivesUsing the Strands and Standards guidance charts the teacher will choose 5 objectives
Objective Selection
5 ObjectivesInclude 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
Objective Selection Arts Education
5 ObjectivesThe Strands and Standards guidance chart shows information for teachers who arebull Health Education onlybull Physical Education
(PE) onlyor
bull Healthful Living (Health and PE)
Objective SelectionHealthful Living
5 ObjectivesInclude 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)
Objective Selection World Languages
Principal meets with the teacher to confirm that the 5 objectives chosen use the parameters in the Strands amp Standards Guidance Chart
Some examples of meetingsbull PDPsbull teacher meetings
Principalrsquos Input
ASW Process A Quick Guide
Teacher decisions needed to compile a Timelapse Artifact (TA)a) A specific objective
b) Sample typebull Individual Student
or
bull Whole Class
c) Collection Method
d) Samples from Point 1 and Point 2
e) Context
5 Timelapse Artifacts
The Teacher may chooseOption 1 ndash Individual Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for a specific objective bull at 2 separate points in time
OR
Sample Type
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for a specific objective bull at 2 separate points in time
Sample Type
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf
sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf
sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf
sdfmsdf lmf sdfmsd Sdmsdf0
lsdjlkjsdflkjsdfljkLjdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwlj
kw klwe ljsdfljsdf sdljsdfljsdf
Sljd
Collection Method rarr File Size
Up to 10 MB per file
Time passes
Teachers Collect Work Samples for Timelapse Artifacts
ASW Process A Quick Guide
TA 1
Timelapse Artifact Option 1 ndash Individual Student Work Samples
Online platform will select3 students
The TA will be compiled using the Individual Student Work Samples from these selected students
Student Selection
Timelapse Artifact Option 1 ndash Individual Student Work Samples
If a student work sample is unavailable that student will be reshuffled and another student will be selected
Student Selection
TA 1
TA 1
Principalrsquos Input
The Principal is notified when a reshuffle is used by a teacher
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Teaching Context
bull Screen shot
Principal receives a notification once a teacherrsquos schedule has been validated The principal will then log into the Online Platform to confirm that the schedule is correct
Principalrsquos Input
ASW Process A Quick Guide
Class Selection
Beginning in 2014 ndash 2015 the online platform will select the classes in which the teacher must collect artifacts
ASW Process A Quick Guide
ObjectivesUsing the Strands and Standards guidance charts the teacher will choose 5 objectives
Objective Selection
5 ObjectivesInclude 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
Objective Selection Arts Education
5 ObjectivesThe Strands and Standards guidance chart shows information for teachers who arebull Health Education onlybull Physical Education
(PE) onlyor
bull Healthful Living (Health and PE)
Objective SelectionHealthful Living
5 ObjectivesInclude 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)
Objective Selection World Languages
Principal meets with the teacher to confirm that the 5 objectives chosen use the parameters in the Strands amp Standards Guidance Chart
Some examples of meetingsbull PDPsbull teacher meetings
Principalrsquos Input
ASW Process A Quick Guide
Teacher decisions needed to compile a Timelapse Artifact (TA)a) A specific objective
b) Sample typebull Individual Student
or
bull Whole Class
c) Collection Method
d) Samples from Point 1 and Point 2
e) Context
5 Timelapse Artifacts
The Teacher may chooseOption 1 ndash Individual Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for a specific objective bull at 2 separate points in time
OR
Sample Type
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for a specific objective bull at 2 separate points in time
Sample Type
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf
sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf
sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf
sdfmsdf lmf sdfmsd Sdmsdf0
lsdjlkjsdflkjsdfljkLjdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwlj
kw klwe ljsdfljsdf sdljsdfljsdf
Sljd
Collection Method rarr File Size
Up to 10 MB per file
Time passes
Teachers Collect Work Samples for Timelapse Artifacts
ASW Process A Quick Guide
TA 1
Timelapse Artifact Option 1 ndash Individual Student Work Samples
Online platform will select3 students
The TA will be compiled using the Individual Student Work Samples from these selected students
Student Selection
Timelapse Artifact Option 1 ndash Individual Student Work Samples
If a student work sample is unavailable that student will be reshuffled and another student will be selected
Student Selection
TA 1
TA 1
Principalrsquos Input
The Principal is notified when a reshuffle is used by a teacher
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Principal receives a notification once a teacherrsquos schedule has been validated The principal will then log into the Online Platform to confirm that the schedule is correct
Principalrsquos Input
ASW Process A Quick Guide
Class Selection
Beginning in 2014 ndash 2015 the online platform will select the classes in which the teacher must collect artifacts
ASW Process A Quick Guide
ObjectivesUsing the Strands and Standards guidance charts the teacher will choose 5 objectives
Objective Selection
5 ObjectivesInclude 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
Objective Selection Arts Education
5 ObjectivesThe Strands and Standards guidance chart shows information for teachers who arebull Health Education onlybull Physical Education
(PE) onlyor
bull Healthful Living (Health and PE)
Objective SelectionHealthful Living
5 ObjectivesInclude 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)
Objective Selection World Languages
Principal meets with the teacher to confirm that the 5 objectives chosen use the parameters in the Strands amp Standards Guidance Chart
Some examples of meetingsbull PDPsbull teacher meetings
Principalrsquos Input
ASW Process A Quick Guide
Teacher decisions needed to compile a Timelapse Artifact (TA)a) A specific objective
b) Sample typebull Individual Student
or
bull Whole Class
c) Collection Method
d) Samples from Point 1 and Point 2
e) Context
5 Timelapse Artifacts
The Teacher may chooseOption 1 ndash Individual Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for a specific objective bull at 2 separate points in time
OR
Sample Type
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for a specific objective bull at 2 separate points in time
Sample Type
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf
sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf
sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf
sdfmsdf lmf sdfmsd Sdmsdf0
lsdjlkjsdflkjsdfljkLjdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwlj
kw klwe ljsdfljsdf sdljsdfljsdf
Sljd
Collection Method rarr File Size
Up to 10 MB per file
Time passes
Teachers Collect Work Samples for Timelapse Artifacts
ASW Process A Quick Guide
TA 1
Timelapse Artifact Option 1 ndash Individual Student Work Samples
Online platform will select3 students
The TA will be compiled using the Individual Student Work Samples from these selected students
Student Selection
Timelapse Artifact Option 1 ndash Individual Student Work Samples
If a student work sample is unavailable that student will be reshuffled and another student will be selected
Student Selection
TA 1
TA 1
Principalrsquos Input
The Principal is notified when a reshuffle is used by a teacher
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
ASW Process A Quick Guide
Class Selection
Beginning in 2014 ndash 2015 the online platform will select the classes in which the teacher must collect artifacts
ASW Process A Quick Guide
ObjectivesUsing the Strands and Standards guidance charts the teacher will choose 5 objectives
Objective Selection
5 ObjectivesInclude 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
Objective Selection Arts Education
5 ObjectivesThe Strands and Standards guidance chart shows information for teachers who arebull Health Education onlybull Physical Education
(PE) onlyor
bull Healthful Living (Health and PE)
Objective SelectionHealthful Living
5 ObjectivesInclude 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)
Objective Selection World Languages
Principal meets with the teacher to confirm that the 5 objectives chosen use the parameters in the Strands amp Standards Guidance Chart
Some examples of meetingsbull PDPsbull teacher meetings
Principalrsquos Input
ASW Process A Quick Guide
Teacher decisions needed to compile a Timelapse Artifact (TA)a) A specific objective
b) Sample typebull Individual Student
or
bull Whole Class
c) Collection Method
d) Samples from Point 1 and Point 2
e) Context
5 Timelapse Artifacts
The Teacher may chooseOption 1 ndash Individual Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for a specific objective bull at 2 separate points in time
OR
Sample Type
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for a specific objective bull at 2 separate points in time
Sample Type
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf
sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf
sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf
sdfmsdf lmf sdfmsd Sdmsdf0
lsdjlkjsdflkjsdfljkLjdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwlj
kw klwe ljsdfljsdf sdljsdfljsdf
Sljd
Collection Method rarr File Size
Up to 10 MB per file
Time passes
Teachers Collect Work Samples for Timelapse Artifacts
ASW Process A Quick Guide
TA 1
Timelapse Artifact Option 1 ndash Individual Student Work Samples
Online platform will select3 students
The TA will be compiled using the Individual Student Work Samples from these selected students
Student Selection
Timelapse Artifact Option 1 ndash Individual Student Work Samples
If a student work sample is unavailable that student will be reshuffled and another student will be selected
Student Selection
TA 1
TA 1
Principalrsquos Input
The Principal is notified when a reshuffle is used by a teacher
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Class Selection
Beginning in 2014 ndash 2015 the online platform will select the classes in which the teacher must collect artifacts
ASW Process A Quick Guide
ObjectivesUsing the Strands and Standards guidance charts the teacher will choose 5 objectives
Objective Selection
5 ObjectivesInclude 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
Objective Selection Arts Education
5 ObjectivesThe Strands and Standards guidance chart shows information for teachers who arebull Health Education onlybull Physical Education
(PE) onlyor
bull Healthful Living (Health and PE)
Objective SelectionHealthful Living
5 ObjectivesInclude 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)
Objective Selection World Languages
Principal meets with the teacher to confirm that the 5 objectives chosen use the parameters in the Strands amp Standards Guidance Chart
Some examples of meetingsbull PDPsbull teacher meetings
Principalrsquos Input
ASW Process A Quick Guide
Teacher decisions needed to compile a Timelapse Artifact (TA)a) A specific objective
b) Sample typebull Individual Student
or
bull Whole Class
c) Collection Method
d) Samples from Point 1 and Point 2
e) Context
5 Timelapse Artifacts
The Teacher may chooseOption 1 ndash Individual Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for a specific objective bull at 2 separate points in time
OR
Sample Type
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for a specific objective bull at 2 separate points in time
Sample Type
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf
sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf
sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf
sdfmsdf lmf sdfmsd Sdmsdf0
lsdjlkjsdflkjsdfljkLjdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwlj
kw klwe ljsdfljsdf sdljsdfljsdf
Sljd
Collection Method rarr File Size
Up to 10 MB per file
Time passes
Teachers Collect Work Samples for Timelapse Artifacts
ASW Process A Quick Guide
TA 1
Timelapse Artifact Option 1 ndash Individual Student Work Samples
Online platform will select3 students
The TA will be compiled using the Individual Student Work Samples from these selected students
Student Selection
Timelapse Artifact Option 1 ndash Individual Student Work Samples
If a student work sample is unavailable that student will be reshuffled and another student will be selected
Student Selection
TA 1
TA 1
Principalrsquos Input
The Principal is notified when a reshuffle is used by a teacher
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
ASW Process A Quick Guide
ObjectivesUsing the Strands and Standards guidance charts the teacher will choose 5 objectives
Objective Selection
5 ObjectivesInclude 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
Objective Selection Arts Education
5 ObjectivesThe Strands and Standards guidance chart shows information for teachers who arebull Health Education onlybull Physical Education
(PE) onlyor
bull Healthful Living (Health and PE)
Objective SelectionHealthful Living
5 ObjectivesInclude 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)
Objective Selection World Languages
Principal meets with the teacher to confirm that the 5 objectives chosen use the parameters in the Strands amp Standards Guidance Chart
Some examples of meetingsbull PDPsbull teacher meetings
Principalrsquos Input
ASW Process A Quick Guide
Teacher decisions needed to compile a Timelapse Artifact (TA)a) A specific objective
b) Sample typebull Individual Student
or
bull Whole Class
c) Collection Method
d) Samples from Point 1 and Point 2
e) Context
5 Timelapse Artifacts
The Teacher may chooseOption 1 ndash Individual Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for a specific objective bull at 2 separate points in time
OR
Sample Type
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for a specific objective bull at 2 separate points in time
Sample Type
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf
sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf
sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf
sdfmsdf lmf sdfmsd Sdmsdf0
lsdjlkjsdflkjsdfljkLjdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwlj
kw klwe ljsdfljsdf sdljsdfljsdf
Sljd
Collection Method rarr File Size
Up to 10 MB per file
Time passes
Teachers Collect Work Samples for Timelapse Artifacts
ASW Process A Quick Guide
TA 1
Timelapse Artifact Option 1 ndash Individual Student Work Samples
Online platform will select3 students
The TA will be compiled using the Individual Student Work Samples from these selected students
Student Selection
Timelapse Artifact Option 1 ndash Individual Student Work Samples
If a student work sample is unavailable that student will be reshuffled and another student will be selected
Student Selection
TA 1
TA 1
Principalrsquos Input
The Principal is notified when a reshuffle is used by a teacher
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
ObjectivesUsing the Strands and Standards guidance charts the teacher will choose 5 objectives
Objective Selection
5 ObjectivesInclude 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
Objective Selection Arts Education
5 ObjectivesThe Strands and Standards guidance chart shows information for teachers who arebull Health Education onlybull Physical Education
(PE) onlyor
bull Healthful Living (Health and PE)
Objective SelectionHealthful Living
5 ObjectivesInclude 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)
Objective Selection World Languages
Principal meets with the teacher to confirm that the 5 objectives chosen use the parameters in the Strands amp Standards Guidance Chart
Some examples of meetingsbull PDPsbull teacher meetings
Principalrsquos Input
ASW Process A Quick Guide
Teacher decisions needed to compile a Timelapse Artifact (TA)a) A specific objective
b) Sample typebull Individual Student
or
bull Whole Class
c) Collection Method
d) Samples from Point 1 and Point 2
e) Context
5 Timelapse Artifacts
The Teacher may chooseOption 1 ndash Individual Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for a specific objective bull at 2 separate points in time
OR
Sample Type
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for a specific objective bull at 2 separate points in time
Sample Type
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf
sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf
sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf
sdfmsdf lmf sdfmsd Sdmsdf0
lsdjlkjsdflkjsdfljkLjdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwlj
kw klwe ljsdfljsdf sdljsdfljsdf
Sljd
Collection Method rarr File Size
Up to 10 MB per file
Time passes
Teachers Collect Work Samples for Timelapse Artifacts
ASW Process A Quick Guide
TA 1
Timelapse Artifact Option 1 ndash Individual Student Work Samples
Online platform will select3 students
The TA will be compiled using the Individual Student Work Samples from these selected students
Student Selection
Timelapse Artifact Option 1 ndash Individual Student Work Samples
If a student work sample is unavailable that student will be reshuffled and another student will be selected
Student Selection
TA 1
TA 1
Principalrsquos Input
The Principal is notified when a reshuffle is used by a teacher
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
5 ObjectivesInclude 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
Objective Selection Arts Education
5 ObjectivesThe Strands and Standards guidance chart shows information for teachers who arebull Health Education onlybull Physical Education
(PE) onlyor
bull Healthful Living (Health and PE)
Objective SelectionHealthful Living
5 ObjectivesInclude 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)
Objective Selection World Languages
Principal meets with the teacher to confirm that the 5 objectives chosen use the parameters in the Strands amp Standards Guidance Chart
Some examples of meetingsbull PDPsbull teacher meetings
Principalrsquos Input
ASW Process A Quick Guide
Teacher decisions needed to compile a Timelapse Artifact (TA)a) A specific objective
b) Sample typebull Individual Student
or
bull Whole Class
c) Collection Method
d) Samples from Point 1 and Point 2
e) Context
5 Timelapse Artifacts
The Teacher may chooseOption 1 ndash Individual Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for a specific objective bull at 2 separate points in time
OR
Sample Type
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for a specific objective bull at 2 separate points in time
Sample Type
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf
sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf
sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf
sdfmsdf lmf sdfmsd Sdmsdf0
lsdjlkjsdflkjsdfljkLjdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwlj
kw klwe ljsdfljsdf sdljsdfljsdf
Sljd
Collection Method rarr File Size
Up to 10 MB per file
Time passes
Teachers Collect Work Samples for Timelapse Artifacts
ASW Process A Quick Guide
TA 1
Timelapse Artifact Option 1 ndash Individual Student Work Samples
Online platform will select3 students
The TA will be compiled using the Individual Student Work Samples from these selected students
Student Selection
Timelapse Artifact Option 1 ndash Individual Student Work Samples
If a student work sample is unavailable that student will be reshuffled and another student will be selected
Student Selection
TA 1
TA 1
Principalrsquos Input
The Principal is notified when a reshuffle is used by a teacher
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
5 ObjectivesThe Strands and Standards guidance chart shows information for teachers who arebull Health Education onlybull Physical Education
(PE) onlyor
bull Healthful Living (Health and PE)
Objective SelectionHealthful Living
5 ObjectivesInclude 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)
Objective Selection World Languages
Principal meets with the teacher to confirm that the 5 objectives chosen use the parameters in the Strands amp Standards Guidance Chart
Some examples of meetingsbull PDPsbull teacher meetings
Principalrsquos Input
ASW Process A Quick Guide
Teacher decisions needed to compile a Timelapse Artifact (TA)a) A specific objective
b) Sample typebull Individual Student
or
bull Whole Class
c) Collection Method
d) Samples from Point 1 and Point 2
e) Context
5 Timelapse Artifacts
The Teacher may chooseOption 1 ndash Individual Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for a specific objective bull at 2 separate points in time
OR
Sample Type
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for a specific objective bull at 2 separate points in time
Sample Type
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf
sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf
sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf
sdfmsdf lmf sdfmsd Sdmsdf0
lsdjlkjsdflkjsdfljkLjdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwlj
kw klwe ljsdfljsdf sdljsdfljsdf
Sljd
Collection Method rarr File Size
Up to 10 MB per file
Time passes
Teachers Collect Work Samples for Timelapse Artifacts
ASW Process A Quick Guide
TA 1
Timelapse Artifact Option 1 ndash Individual Student Work Samples
Online platform will select3 students
The TA will be compiled using the Individual Student Work Samples from these selected students
Student Selection
Timelapse Artifact Option 1 ndash Individual Student Work Samples
If a student work sample is unavailable that student will be reshuffled and another student will be selected
Student Selection
TA 1
TA 1
Principalrsquos Input
The Principal is notified when a reshuffle is used by a teacher
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
5 ObjectivesInclude 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)
Objective Selection World Languages
Principal meets with the teacher to confirm that the 5 objectives chosen use the parameters in the Strands amp Standards Guidance Chart
Some examples of meetingsbull PDPsbull teacher meetings
Principalrsquos Input
ASW Process A Quick Guide
Teacher decisions needed to compile a Timelapse Artifact (TA)a) A specific objective
b) Sample typebull Individual Student
or
bull Whole Class
c) Collection Method
d) Samples from Point 1 and Point 2
e) Context
5 Timelapse Artifacts
The Teacher may chooseOption 1 ndash Individual Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for a specific objective bull at 2 separate points in time
OR
Sample Type
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for a specific objective bull at 2 separate points in time
Sample Type
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf
sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf
sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf
sdfmsdf lmf sdfmsd Sdmsdf0
lsdjlkjsdflkjsdfljkLjdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwlj
kw klwe ljsdfljsdf sdljsdfljsdf
Sljd
Collection Method rarr File Size
Up to 10 MB per file
Time passes
Teachers Collect Work Samples for Timelapse Artifacts
ASW Process A Quick Guide
TA 1
Timelapse Artifact Option 1 ndash Individual Student Work Samples
Online platform will select3 students
The TA will be compiled using the Individual Student Work Samples from these selected students
Student Selection
Timelapse Artifact Option 1 ndash Individual Student Work Samples
If a student work sample is unavailable that student will be reshuffled and another student will be selected
Student Selection
TA 1
TA 1
Principalrsquos Input
The Principal is notified when a reshuffle is used by a teacher
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Principal meets with the teacher to confirm that the 5 objectives chosen use the parameters in the Strands amp Standards Guidance Chart
Some examples of meetingsbull PDPsbull teacher meetings
Principalrsquos Input
ASW Process A Quick Guide
Teacher decisions needed to compile a Timelapse Artifact (TA)a) A specific objective
b) Sample typebull Individual Student
or
bull Whole Class
c) Collection Method
d) Samples from Point 1 and Point 2
e) Context
5 Timelapse Artifacts
The Teacher may chooseOption 1 ndash Individual Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for a specific objective bull at 2 separate points in time
OR
Sample Type
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for a specific objective bull at 2 separate points in time
Sample Type
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf
sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf
sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf
sdfmsdf lmf sdfmsd Sdmsdf0
lsdjlkjsdflkjsdfljkLjdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwlj
kw klwe ljsdfljsdf sdljsdfljsdf
Sljd
Collection Method rarr File Size
Up to 10 MB per file
Time passes
Teachers Collect Work Samples for Timelapse Artifacts
ASW Process A Quick Guide
TA 1
Timelapse Artifact Option 1 ndash Individual Student Work Samples
Online platform will select3 students
The TA will be compiled using the Individual Student Work Samples from these selected students
Student Selection
Timelapse Artifact Option 1 ndash Individual Student Work Samples
If a student work sample is unavailable that student will be reshuffled and another student will be selected
Student Selection
TA 1
TA 1
Principalrsquos Input
The Principal is notified when a reshuffle is used by a teacher
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
ASW Process A Quick Guide
Teacher decisions needed to compile a Timelapse Artifact (TA)a) A specific objective
b) Sample typebull Individual Student
or
bull Whole Class
c) Collection Method
d) Samples from Point 1 and Point 2
e) Context
5 Timelapse Artifacts
The Teacher may chooseOption 1 ndash Individual Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for a specific objective bull at 2 separate points in time
OR
Sample Type
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for a specific objective bull at 2 separate points in time
Sample Type
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf
sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf
sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf
sdfmsdf lmf sdfmsd Sdmsdf0
lsdjlkjsdflkjsdfljkLjdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwlj
kw klwe ljsdfljsdf sdljsdfljsdf
Sljd
Collection Method rarr File Size
Up to 10 MB per file
Time passes
Teachers Collect Work Samples for Timelapse Artifacts
ASW Process A Quick Guide
TA 1
Timelapse Artifact Option 1 ndash Individual Student Work Samples
Online platform will select3 students
The TA will be compiled using the Individual Student Work Samples from these selected students
Student Selection
Timelapse Artifact Option 1 ndash Individual Student Work Samples
If a student work sample is unavailable that student will be reshuffled and another student will be selected
Student Selection
TA 1
TA 1
Principalrsquos Input
The Principal is notified when a reshuffle is used by a teacher
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Teacher decisions needed to compile a Timelapse Artifact (TA)a) A specific objective
b) Sample typebull Individual Student
or
bull Whole Class
c) Collection Method
d) Samples from Point 1 and Point 2
e) Context
5 Timelapse Artifacts
The Teacher may chooseOption 1 ndash Individual Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for a specific objective bull at 2 separate points in time
OR
Sample Type
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for a specific objective bull at 2 separate points in time
Sample Type
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf
sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf
sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf
sdfmsdf lmf sdfmsd Sdmsdf0
lsdjlkjsdflkjsdfljkLjdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwlj
kw klwe ljsdfljsdf sdljsdfljsdf
Sljd
Collection Method rarr File Size
Up to 10 MB per file
Time passes
Teachers Collect Work Samples for Timelapse Artifacts
ASW Process A Quick Guide
TA 1
Timelapse Artifact Option 1 ndash Individual Student Work Samples
Online platform will select3 students
The TA will be compiled using the Individual Student Work Samples from these selected students
Student Selection
Timelapse Artifact Option 1 ndash Individual Student Work Samples
If a student work sample is unavailable that student will be reshuffled and another student will be selected
Student Selection
TA 1
TA 1
Principalrsquos Input
The Principal is notified when a reshuffle is used by a teacher
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
The Teacher may chooseOption 1 ndash Individual Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for a specific objective bull at 2 separate points in time
OR
Sample Type
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for a specific objective bull at 2 separate points in time
Sample Type
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf
sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf
sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf
sdfmsdf lmf sdfmsd Sdmsdf0
lsdjlkjsdflkjsdfljkLjdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwlj
kw klwe ljsdfljsdf sdljsdfljsdf
Sljd
Collection Method rarr File Size
Up to 10 MB per file
Time passes
Teachers Collect Work Samples for Timelapse Artifacts
ASW Process A Quick Guide
TA 1
Timelapse Artifact Option 1 ndash Individual Student Work Samples
Online platform will select3 students
The TA will be compiled using the Individual Student Work Samples from these selected students
Student Selection
Timelapse Artifact Option 1 ndash Individual Student Work Samples
If a student work sample is unavailable that student will be reshuffled and another student will be selected
Student Selection
TA 1
TA 1
Principalrsquos Input
The Principal is notified when a reshuffle is used by a teacher
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for a specific objective bull at 2 separate points in time
Sample Type
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf
sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf
sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf
sdfmsdf lmf sdfmsd Sdmsdf0
lsdjlkjsdflkjsdfljkLjdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwlj
kw klwe ljsdfljsdf sdljsdfljsdf
Sljd
Collection Method rarr File Size
Up to 10 MB per file
Time passes
Teachers Collect Work Samples for Timelapse Artifacts
ASW Process A Quick Guide
TA 1
Timelapse Artifact Option 1 ndash Individual Student Work Samples
Online platform will select3 students
The TA will be compiled using the Individual Student Work Samples from these selected students
Student Selection
Timelapse Artifact Option 1 ndash Individual Student Work Samples
If a student work sample is unavailable that student will be reshuffled and another student will be selected
Student Selection
TA 1
TA 1
Principalrsquos Input
The Principal is notified when a reshuffle is used by a teacher
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
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sdfklsdflkjf fsl flk sdflkjsdf sdf
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sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf
sdfllsdf sdflnsdf sdfklsdflkjf fsl flk sdflkjsdf
sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf
sdfmsdf lmf sdfmsd Sdmsdf0
lsdjlkjsdflkjsdfljkLjdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwlj
kw klwe ljsdfljsdf sdljsdfljsdf
Sljd
Collection Method rarr File Size
Up to 10 MB per file
Time passes
Teachers Collect Work Samples for Timelapse Artifacts
ASW Process A Quick Guide
TA 1
Timelapse Artifact Option 1 ndash Individual Student Work Samples
Online platform will select3 students
The TA will be compiled using the Individual Student Work Samples from these selected students
Student Selection
Timelapse Artifact Option 1 ndash Individual Student Work Samples
If a student work sample is unavailable that student will be reshuffled and another student will be selected
Student Selection
TA 1
TA 1
Principalrsquos Input
The Principal is notified when a reshuffle is used by a teacher
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Time passes
Teachers Collect Work Samples for Timelapse Artifacts
ASW Process A Quick Guide
TA 1
Timelapse Artifact Option 1 ndash Individual Student Work Samples
Online platform will select3 students
The TA will be compiled using the Individual Student Work Samples from these selected students
Student Selection
Timelapse Artifact Option 1 ndash Individual Student Work Samples
If a student work sample is unavailable that student will be reshuffled and another student will be selected
Student Selection
TA 1
TA 1
Principalrsquos Input
The Principal is notified when a reshuffle is used by a teacher
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
ASW Process A Quick Guide
TA 1
Timelapse Artifact Option 1 ndash Individual Student Work Samples
Online platform will select3 students
The TA will be compiled using the Individual Student Work Samples from these selected students
Student Selection
Timelapse Artifact Option 1 ndash Individual Student Work Samples
If a student work sample is unavailable that student will be reshuffled and another student will be selected
Student Selection
TA 1
TA 1
Principalrsquos Input
The Principal is notified when a reshuffle is used by a teacher
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
TA 1
Timelapse Artifact Option 1 ndash Individual Student Work Samples
Online platform will select3 students
The TA will be compiled using the Individual Student Work Samples from these selected students
Student Selection
Timelapse Artifact Option 1 ndash Individual Student Work Samples
If a student work sample is unavailable that student will be reshuffled and another student will be selected
Student Selection
TA 1
TA 1
Principalrsquos Input
The Principal is notified when a reshuffle is used by a teacher
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Timelapse Artifact Option 1 ndash Individual Student Work Samples
If a student work sample is unavailable that student will be reshuffled and another student will be selected
Student Selection
TA 1
TA 1
Principalrsquos Input
The Principal is notified when a reshuffle is used by a teacher
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
TA 1
Principalrsquos Input
The Principal is notified when a reshuffle is used by a teacher
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
ASW Process A Quick Guide
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
ASW Timelapse Artifact Examples
Pulled from ASW Pilot Module 7
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
ObjectiveHealthful Living ndash Health Education8PCH42 Demonstrate basic CPRtechniques and procedures on a mannequin and pass a Red Cross or American Heart Associationapproved test of CPR skills Time Frame Before InstructionMethod of HarvestVideoWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
If you would like to view the video clip please click this linkhttpbitlymod6vid1
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Health Ed8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart Association approved test of CPR skills Time Frame3 class days since point 1Method of HarvestVideoWork Sample OptionStudentThese 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 linkhttpbitlymod6vid2
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Healthful LivingHealth Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame 2nd day of instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic Timelapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio1
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
ObjectiveArts Education - MusicML13 Interpret expressive elements including dynamics timbre blending accents attacks releases phrasing and interpretation while singing andor playing a varied repertoire of musicwith technical accuracyTime Frame After 10 days of Instruction with this selectionMethod of HarvestAudio RecordingWork Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationMusic TimeLapse Artifact
If you would like to listen to the audio recording please click this linkhttpbitlymod6audio2
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Arts EducationMusic TimeLapse Artifact
Whole Class 2nd day of Instruction
1
Whole Class after 10 days of Instruction
2 1 Timelapse
Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 3rd week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
ObjectiveArts Education - Visual ArtsBV12 Apply the Elements of Art and Principles of Design to create art
Time Frame 6th week of class
Method of HarvestPhoto
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationVisual Arts Timelapse Artifact
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Arts EducationVisual Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
ObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 8 of Spanish IIon block schedule Method of HarvestPoster presentationWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
World Languages Timelapse ArtifactObjectiveWorld LanguagesNHCLL31 Create simple phrasesand short sentences in spoken or written presentations to provide information about familiar topics Time Frame Week 16 of Spanish IIon block schedule Method of HarvestMagazine page layoutWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
World Languages Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
ObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 1st month of German Ion traditional schedule Method of HarvestPDF of German question word vocabulary activity generated with online toolWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
World Languages Timelapse ArtifactObjectiveWorld LanguagesNLCLL25 Recognize vocabulary andsyntax of single words and simplememorized phrases in the targetlanguage Time Frame 2nd month of German Ion traditional schedule Method of HarvestPDF of scanned notepaper withGerman questions and summaryfrom a classroom partner activityWork Sample OptionStudent
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
World Languages Timelapse Artifact
1
2
1
2
1
2 1 Timelapse
Artifact
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Healthful LivingHealth Timelapse ArtifactObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash Beginning of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
ObjectiveHealthful Living ndash Physical EducationPE7HF31 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 ndash End of Semester
Method of HarvestExcel Spreadsheet
Work Sample OptionWhole Class
These artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Healthful LivingHealth Timelapse Artifact
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Healthful LivingHealth Timelapse Artifact
1Whole Class
2Whole Class
1 Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 1st day of instruction
Method of HarvestScanned Student Work
Work Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
ObjectiveArts Education - Theatre ArtsP C 13 Create original works such as monologues scenes or performance pieces
Time Frame 2 weeks after instruction beganMethod of HarvestScanned Student WorkWork Sample OptionStudentThese artifacts are not intended to illustrate category ratings does not meet meets or exceeds expected growth
Arts EducationTheatre Arts Timelapse Artifact
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Arts EducationTheatre Arts Timelapse Artifact
1
2
1
2
1
2
1 Timelapse Artifact
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Year One Planning
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
ASW Process A Quick Guide
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Class Selection
The online platform will select the classes in which the teacher must collect artifacts
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Planning for the CollectionItems to Consider
Choosing ObjectivesStrands amp Standards Guidance
Charts
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
Strands amp 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 httpsncaswncdpiwikispacesnet
Choosing a Clarifying Objective
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
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)
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
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)
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
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)
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
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)
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
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 ndash 2015 Evidence Collection
FallTimelapse Artifact 1
FallTimelapse Artifact 2
SpringTimelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
54062Y0 55062Y0 54092Y0 55092Y0 55092Y0
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Arts Education ExampleVisual Arts
VisualLiteracy
(V)
Contextual Relevancy (CX)
CriticalResponse
(CR)
One additional objective from any
of the strands (V) (CX) (CR)
One additional objective from any
of the strands (V) (CX) (CR)
6V22 Use observation skills of the immediate environment to create original imagery
6CX23 Understand how collaborative planning is used tocreate art
7CR12 Implement formative and summative evaluations of personal art
8V23 Create original art that conveys one or more ideas or feelings
7CX23 Implement collaborative planning and art skills to solve problems
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Arts Education Planning Worksheet
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Healthful Living Guidance Chart(Health Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Healthful Living Guidance Chart(Health Physical Education)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Healthful Living Guidance Chart (Health Physical Education Healthful Living)
Health Education Only
Physical Education Only
Healthful Living (Health Education amp 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 amp Emotional Health (MEH) Personal amp Consumer Health (PCH) Interpersonal Communications amp Relationships (ICR) Nutrition amp Physical Activity (NPA) Alcohol Tobacco and Other Drugs
PHYSICAL EDUCATION Motor Skills (MS) Movement Concepts (MC) Health-Related Fitness (HF) PersonalSocial Responsibility (PR)
HEALTH PHYSICAL EDUCATION Mental amp Emotional Health (MEH)
Motor Skills (MS)
Nutrition amp Physical Activity (NPA)
Movement Concepts (MC)
Alcohol Tobacco and Other Drugs (ATOD)
Health-Related Fitness (HF)
Personal amp Consumer Health (PCH)
PersonalSocial Responsibility (PR)
Interpersonal Communications amp Relationships (ICR)
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
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 ndash 2015 Evidence Collection
Fall Timelapse Artifact 1
Fall Timelapse Artifact 2
Spring Timelapse Artifact 3
SpringTimelapse Artifact 4
SpringTimelapse Artifact 5
60462Y0 60482Y0 60472Y0 60462Y0 60472Y0
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Healthful Living ExampleHealth amp Physical Education
MEH NPA or ATOD
PCH or ICR
MS or MC
HF or PR
One additional objective from any of the 9 strands
6MEH11 Implement a structured decision making model to enhance health behaviors
8PCH42 Demonstrate basic CPR techniques and procedures on a mannequin and pass a Red Cross or American Heart
Association approved test of CPR skills
PE7MS14 Create movement combinations in rhythmic activities with an emphasis on keeping to the beat of the music
PE6HF33 Evaluate personal fitness programs in terms of the basic principles of training
gPE7PR42 Contrast between appropriate and inappropriate
strategies for communicating ideas and feelingsg
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Healthful Living Planning Worksheet
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Fitness amp Weightlifting Additional Guidance
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
World Languages Guidance Chart(Classical Dual amp 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 amp HERITAGE LANGUAGES
MODERN LANGUAGES
Essential Standards Essential Standards Essential Standards
2 3 4 1 2 3 4 1 2 3 4
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Language amp Literacy (CLL)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Connections to Other Disciplines (COD)
Communities (CMT)
Communities (CMT)
Communities (CMT)
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
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 ndash 2015 Evidence CollectionTimelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5
11012X0 11022X0 11035X0 11045X0 12752Y0
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Connections to Language amp 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)
World Languages ExampleModern Languages
NMCLL11 Use memorized words and phrases to exchange information on familiar topics such as likes dislikes emotions
everyday activities and immediate surroundings
ILCMT22 Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same
target languageh
IHCOD31 Use the language to give spoken and written presentations on a variety of familiar and some unfamiliar academic
topics h
IMCLL31 Use a series of connected sentences in presentations to describe experiences events and opinions
NHCOD22 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting
details
hNLCMT44 Identify products from the target cultures that are used
globallyHh
NLCMT44 Identify products from the target cultures that are used globally
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
World Languages Planning Worksheet
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
AP and IB Guidance Charts
Over 100 courses with unique ndash objectives ndash statements orndash topics
AP and IB Guidance Charts at httpncaswncdpiwikispacesnetTeacher+Resources
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
AP and IB GuidanceHow 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
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
ASW
ASW
ASW
ASW
Choosing a Clarifying Objective
The Clarifying Objective or CO that is chosen must match the teacherrsquos instruction and artifacts
ASW
ASW ASW
ASW
ASWAnalysis ofStudentWork
Planning for the CollectionItems to Consider
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Work Samples
Student orWhole Class
Planning for the CollectionItems to Consider
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
The Teacher may chooseOption 1 ndash Student Work SamplesCollect and keep 2 work samplesbull for each class memberbull for the objective bull at 2 separate points in time
OR
Work Sample Type
1 1
11 1
1 1
1 1
1
1
1 1
22 2
2
22
2
2
2
2 2
2
2
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
The Teacher may chooseOption 2 ndash Whole Class Work Samples2 work samples that represent the entire classbull for the objective bull at 2 separate points in time
Work Sample Type
2
1
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Time frame
Teachers choose the length of time needed bull to teach the
objective andbull to gather evidence
of student growth on that objective
Planning for the CollectionItems to Consider
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Time frame
Year Long Classesbull 5 Timelapse Artifacts throughout the year
Semester Classesbull 2 Timelapse Artifacts in first semesterbull 3 Timelapse Artifacts in second semester
Planning for the CollectionItems to Consider
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Method(s) of MeasurementChoose an objective for which measurement methods exist or can be developed
Planning for the CollectionItems to Consider
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Pre TestSljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Ljsdflksdf mf sdflmdf sdfdf msdfsdf sdfmsdf lmf sdfmsd
Sdmsdf0 lsdjlkjsdflkjsdfljk
Ljdflkjf ljkdlkjsdf tjtlkjltj jkeljkwjkw kwlkwet wjw jkwljkw klwe
ljsdfljsdf sdljsdfljsdf Sljdflkjdf sdfljsdfljdf sdflkjsdf sdflnksdflnsdf sdfllsdf sdflnsdf
sdfklsdflkjf fsl flk sdflkjsdf sdf
Method(s) or Measurement Tool(s) for collecting measurement
Planning for the CollectionItems to Consider
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Photo Release Forms must be acquired from all students shown in video pictures or life like renderings
Planning for the CollectionItems to Consider
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 1st work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 ways1 The students body position has him sitting on the victims waist 2 The hands have been placed separately on the victims upper chest3 The compressions given are of insufficient depth and are given too slow4 The elbows are bending during the compression
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for 2nd work sample in each Timelapse Artifact
How does this artifact show where the studentis in relation to the chosen clarifying objective
Upload Evidence
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 grip4 The heel of the bottom hand has been placed on the sternum
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between Points 1 and 2
Upload Evidence
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
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Timelapse Artifact ndash Individual Student Work Samples
1
2
1
2
1
2
1 Timelapse
Artifact
Upload Evidence
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Timelapse Artifact ndash Whole Class Work Samples 2
1
1 Timelapse Artifact
Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
All 5 Timelapse Artifacts will be uploaded to the online platformas the teacherrsquosEvidence Collectionfor the school year
TA 3Student
TA 4Student
TA 5Whole Class
TA 1 Student
TA 2 Whole Class
Upload Evidence
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
ASW Process A Quick Guide
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
The Evidence Collection will be reviewed by 2 content area specialists
Reviewer 1 Reviewer 2
Blind Review
ED M
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Reviewer 1 Reviewer 2
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise
Blind Review
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Category Rating Meets Expected Growth
Reviewer 1 Reviewer 2
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
M
Blind Review
M
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Reviewer 1 Reviewer 2
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
Blind Review
E
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
2-Step ASW Process ReviewThese will be explained in detail in later modules
1Evidence Collection Checklist
2
ASW Quality Rubric
Blind Review
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
ASW Process A Quick Guide
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
bull D = Does Not Meet Expected Growth
bull M = Meets Expected Growth
bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Use this table to determine the overall rating for the evidence collection
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Does Not Meet Meets ExceedsD D D D D M M M M M E E E E ED D D D E M M M M E M E E E ED D D D M D M M M M M M E E ED D D E E M M M E E D E E E ED D D M E D D M M M D M E E ED 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
Receive Rating
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
bull D = Does Not Meet Expected Growth bull M = Meets Expected Growth bull E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below
Evidence Collection Rating Form
TA 1 TA 2 TA 3 TA 4 TA 5
Receive Rating
D M M M E
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Synthesis table to determine Standard 6 rating
a
Receive Rating
aDoes 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
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
An educator receives an Effectiveness Status when he or she has 3 years of their own data for Standard 6
Effectiveness Status
3 Years of Combined Data for Standard 6
6 6 6Year 1 Year 2 Year 3
Standard Standard Standard
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
6 6
Contribute to Academic
Success
6Year 1
2014-2015Does Not Meet
Expected Growth
Year 22015-2016
Meets Expected Growth
Year 32016-2017
Meets Expected Growth
Standard Standard Standard
Mr NCrsquos 3 years of growth data
2014-15 Does Not Meet (Year 1) 2015-16 Meets (Year 2)+ 2016-17 Meets (Year 3)
Mr NCrsquos Standard 6 rating for 2014-2017 Meets Expected Growth
Effectiveness Status Only for 2014 ndash 2017 Best 2 out of 3 years of data
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Principal Role
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
In Need of Improvement
Effective Highly Effective
Any rating lower than proficient
Proficient or Higher
on Standards1-5
Accomplishedor Higher
on Standards1-5
1Demonstrate Leadership
2Establish Environment
345
Know Content
Facilitate Learning
Reflect on Practice
Standards
Does Not Meet
Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth
Effectiveness Status for 2016 - 2017
6Contribute to Academic Success (3 yrs of data)
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Effectiveness Status for 2016 - 2017
2016 - 2017 Developing Proficient Accomplished Distinguished
Standard 1 Demonstrate leadership
Standard 2 Establish Environment
Standard 3Know Content
Standard 4Facilitate Learning
Standard 5 Reflect on Practice
Standard 6Three year growth
data
X
X
XX
XBest 2 out of 3 years of growth data for 2014 ndash 2017
Meets Expected Growth
Effective
Principal Role
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
Questions about Educator Effectiveness NCEES or ASWVisitwwwncpublicschoolsorgeffectiveness-model
or httpnceesncdpiwikispacesnetNCEES+Wiki
or
ASW Wiki at httpncaswncdpiwikispacesnet
You can also email questions to
educatoreffectivenessdpincgov
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