Bondurant-Farrar Community Schools

Artifact
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Artifact Title: 4 Grade SMART Goals
Portfolio Author: Christina Cornia
Date: October 27, 2015
Iowa Teaching Standard 7 Engages in professional growth

a. Demonstrates habits and skills of continuous inquiry and learning.

b. Works collaboratively to improve professional practice and student learning.
c. Applies research, knowledge, and skills from professional development
opportunities to improve practice.
d. Establishes and implements professional development plans based
upon the teacher needs aligned to the Iowa Teaching Standards and
district/building student achievement goals.
e. Provides an analysis of student learning and growth based on teacher created
tests and authentic measures as well as any standardized and district-wide tests.

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:

The SMART goals created by the team align with building student achievement goals. The building goal this
year is to have eighty-four percent of fourth grade students will be proficient on the reading Iowa
Assessments. The goal our team has set is to move five students from being non-proficient to the mark of
proficiency. There are twenty-seven students who are not considered proficient. Each week the team records
the comprehension and vocabulary test scores for these students. These scores are also topic for discussions
during PLC meetings.

Reflection on artifact:
Creating these SMART goals is a relatively simple process. We identify the number of students who are blow
the benchmark and determine how many students we will work with to meet the proficiency mark. The
difficult part is in determining how we will help these students achieve success. Some of these students receive
special education services and we find time for an in class intervention as well. The students who are not
receiving special education services do meet with the teacher in a small group.
I have five students who have scored below the proficiency benchmark. Four of these students do receive
special education services. I still meet with them in a small group with fluency and comprehension passages.
My other student who is not proficient is in a small group with that focuses on a comprehension skill building
each week as well as a literature circle.
I would like to make the skill building passages have more impact for all students. The four students who
receive services are far below fourth grade material. I would like to work with my students more on the weeks
comprehension skill using material the students can be more successful using.