Performance+Area+B

toc __Performance Area B: Instruction and Assessment__ =Standard B1 = Communicates accurately and effectively with students  **Benchmarks:**  **1. //Communicates clear instructions to students//**  __Weekly Assignments:__ Assignments are posted, for the week, on Monday - both in the room and on my [|blog]. They are discussed during class and students are encouraged to write them in their agenda.  __Performance Tasks:__ Instructions for specific assignments are made clear in a number of ways. Narrative instructions are given for major assignments, and grading rubrics are given to clarify the requirements.

 **2. //Utilizes a variety of methods to communicate with students//**  When communicating with students I use a number of methods:  * My primary method of communication is with my [|blog]. Students can access their assignments, as well as vital information about my class, from this site. I also use e-mail to stay in touch with my students.
 * * In additition, assignments and information are posted in a number of locations around the room, and reviewed on a daily basis.

All students are encouraged to participate in class. I like to keep track of the students that I ask to participate using a number of methods. One is that I prefer to balance gender by calling on a boy then girl, or girl then boy. I frequently refer to my seating chart, marking students who have raised their hand during a discussion, as well as using name cards, randomly calling on students and making sure that I go through the entire stack of cards in one class. For students who participate more than others, I will typically praise their participation and ask them to allow other students to answer questions (ex. "You get an 'A' for the day - thank you for participating, but I need you to share the chance to answer with others") Also, I will try to ask for a variety of answers - single word answers, group answers, answers written on white boards, questions where everyone answers, among other strategies.
 * 3. Attempts to engage all students in discussion **


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> 4. Uses effective questioning and discussion techniques **

=<span style="color: #0100ff; font-family: 'Times New Roman',Times,serif;">Standard B2 = <span style="color: #0100ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Defines learning expectations and provides timeley evaluation feedback on student performance <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **Benchmarks:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **1. //Communicates learning expectations considering developmental needs//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Wherever possible I like to use "kid-friendly" language. Just recently I have begun keeping a running list of what are called "tier 2" words, these are the words that have multiple meanings and can be difficult for some students to understand because they can be used in a number of ways. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Expectations are also expressed in a number of forms, including verbally and written - both in the classroom and digitally. I also try to be somewhat consistent with my expectations, particularly in terms of behavior and calibre of work.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **2. //Provides timely feedback regarding student performance//**


 * A number of assignments throughout the year are peer edited, resulting in immediate feedback. This is particularly the case with quizzes, so students can guage their progress right away.
 * Other assignments are graded with timeliness in mind. I strive to return feedback from smaller assignments by the next class meeting, and results from larger projects and exams within one week.
 * Progress Reports are sent out mid-quarter, with additional reports sent to Edline roughly every 2 weeks. Report cards are sent at the quarter end.

=<span style="color: #0100ff; font-family: 'Times New Roman',Times,serif;">Standard B3 = <span style="color: #0100ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Uses appropriate assessment techniques to guide instruction <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **Benchmarks:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **1. //Communicates clearly assessment criteria to students//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> As a team, my teaching partner and I have worked very hard to improve the rubrics that we use in class. Each year we have adjusted and tweaked the work that we had done the previous year, and I am very proud of the results. We have been able to create project rubrics that clearly explain what is expected of the students. One example of this is the rubric that we use for our [|Lab Report].

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **2.** //**Monitors individual students and class progress**//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **3. //Uses the results of assessment to guide instruction//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **4. //Guides all students in self-assessment//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Self-assessment is a very important aspect of my class. As a Middle School, we participate in Student-Led conferences twice a year. Students must collect work from each of their subjects and reflect on what they have accomplished, as well as creating goals that they need to set to move forward. The process of accumulating work for the conferences is year long and allows the students to be mindful of their progress. In many cases, students post their [|reflective responses on their blog].

=<span style="color: #0100ff; font-family: 'Times New Roman',Times,serif;">Standard B4 = <span style="color: #0100ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Uses appropriate assessment techniquest to measure and report student learning <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **Benchmarks:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **1. //Utilizes multiple sources of information to assess students' learning//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **2. //Assesses students using SAS standards and benchmarks//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> The screen shot from Atlas shows that we cover all of the benchmarks in our assessment, but we also, as a department, try to create assessement that is reflective of the benchmarks. Not only are they covered, but they are the basis for the assessments that are given.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **3. //Uses appropriate assessment tools//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **4. //Uses appropriate assessment strategies for ESOL and AS//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **5.** //**Creates reports using multiple sources of information**//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **6.** //**Celebrates achievement of student learning goals**//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **7. //Maintains accurate documentation//**