Artifact 1: Dibels Benchmark
ELEMENT A: Teachers demonstrate high levels of student learning, growth and academic achievement.
ELEMENT B: Teachers demonstrate high levels of student academic growth in the skills necessary for postsecondary and workforce readiness, including democratic and civic participation. Teachers demonstrate their ability to utilize mul- tiple data sources and evidence to evaluate their practice, and make adjustments where needed to continually improve attain- ment of student academic growth.
The first piece of evidence that supports Teacher Quality Standard VI is Amplify Dibels Benchmark Results. This evidence shows student growth on a Benchmark Dibels assessment. It shows the number in which the student scored in clear letter sounds, nonsense words, reading fluency and comprehension in comparison to what the Benchmark score states. It displays student growth academically in reading comprehension and fluency. Progress monitoring students through Amplify throughout the year gave me a baseline of how to inform instruction. Fromthere, I differentiated the needs of each student and addressed their needs appropriately. The scores show high levels of student learning and achievement.
This evidence supports Standard VI, element A and B. Element A depicts that teachers demonstrate high levels of student learning, growth and academic achievement. All students reaching the goal for a benchmark assessment shows that students have a high understanding of the content. It demonstrates student learning and growth over a period of time. It also demonstrates exemplary teaching to the standards and responsibility for student academic growth. Element B is supported in that teachers demonstrate high levels of student academic growth inthe skills necessary for workforce readiness, which is reading abilities.
I have learned that progress monitoring intensive and strategic students on a weekly/bi-weekly basis helps understand the needs of each student. Keeping a record of these concerns helped me differentiate student learning groups and lessons. Pathways to progress shows the goals I made for some students. Without the consistent responsibility as a teacher and keeping records, students maynot have reached their benchmark goals. Understanding what each student needs early on, can provide success throughout the year. As the evidence shows, my students were progress monitored and worked extremely hard to become successful readers. I am a proud teacher for giving these students the skills they need to reach their best.
ELEMENT A: Teachers demonstrate high levels of student learning, growth and academic achievement.
ELEMENT B: Teachers demonstrate high levels of student academic growth in the skills necessary for postsecondary and workforce readiness, including democratic and civic participation. Teachers demonstrate their ability to utilize mul- tiple data sources and evidence to evaluate their practice, and make adjustments where needed to continually improve attain- ment of student academic growth.
The first piece of evidence that supports Teacher Quality Standard VI is Amplify Dibels Benchmark Results. This evidence shows student growth on a Benchmark Dibels assessment. It shows the number in which the student scored in clear letter sounds, nonsense words, reading fluency and comprehension in comparison to what the Benchmark score states. It displays student growth academically in reading comprehension and fluency. Progress monitoring students through Amplify throughout the year gave me a baseline of how to inform instruction. Fromthere, I differentiated the needs of each student and addressed their needs appropriately. The scores show high levels of student learning and achievement.
This evidence supports Standard VI, element A and B. Element A depicts that teachers demonstrate high levels of student learning, growth and academic achievement. All students reaching the goal for a benchmark assessment shows that students have a high understanding of the content. It demonstrates student learning and growth over a period of time. It also demonstrates exemplary teaching to the standards and responsibility for student academic growth. Element B is supported in that teachers demonstrate high levels of student academic growth inthe skills necessary for workforce readiness, which is reading abilities.
I have learned that progress monitoring intensive and strategic students on a weekly/bi-weekly basis helps understand the needs of each student. Keeping a record of these concerns helped me differentiate student learning groups and lessons. Pathways to progress shows the goals I made for some students. Without the consistent responsibility as a teacher and keeping records, students maynot have reached their benchmark goals. Understanding what each student needs early on, can provide success throughout the year. As the evidence shows, my students were progress monitored and worked extremely hard to become successful readers. I am a proud teacher for giving these students the skills they need to reach their best.