Bondurant-Farrar Community Schools

Artifact
Artifact Title: aReading Data
Portfolio Author: Christina Cornia
Date: October 27, 2015
Iowa Teaching Standard 3 Demonstrates competence in planning and preparing for instruction.
a. Uses student achievement data, local standards, and the district curriculum in planning for
instruction.
b. Sets and communicates high expectations for social, behavioral, and academic success of all
students.
c. Uses student developmental needs, background, and interests in planning for instruction.
d. Selects strategies to engage all students in learning.
e. Uses resources, including technologies, in the development and sequencing of
instruction

I chose this artifact to show:

X strength and competency in this standard
Evidence to support attainment of this standard:
Description of artifact and how the artifact meets the standard:
Using the new Chromebooks, my students took the aReading test this fall. The test was taken online and
tailored to the students as they progressed through the assessment. When each student finished the
assessment the score was recorded on the Iowa Department of Education site I am able to access. This
assessment incorporated multiple aspects of literary proficiency. Once all my students completed their test, I
wrote the score on the corresponding data page. Analyzing this data has led me to incorporate some concepts
to enhance learning.

Reflection on artifact:
One area I have made improvements is with weekly vocabulary practice. In addition to students reading
definitions and asking questions, I have added in discussion regarding antonyms and synonyms. I have
noticed students are quite successful when asked to come up with synonyms; antonyms have proven to be
more difficult. Several students try to put the word not before the vocabulary word. It has taken more
prompting and scaffolding to develop these discussions.
Another expansion I plan to implement from this data is more word work along with phonemic awareness. I
would like to do this particularly with my students who fell below the proficiency benchmark. In order to do
this, I plan to collaborate with my mentor and teammates. We have been provided additional resources by our
literacy specialist that I will also use to improve both my teaching and my students learning.