Bondurant-Farrar Community Schools

Artifact
Artifact Title: CDP Data
Portfolio Author: Christina Cornia
Date: October 27, 2015
Iowa Teaching Standard 8 Fulfills professional responsibilities established by the school
district.
a. Adheres to board policies, district procedures, and contractual obligations.
b. Demonstrates professional and ethical conduct as defined by state law and individual
district policy.
c. Contributes to efforts to achieve district and building goals.
d. Demonstrates an understanding of and respect for all learners and staff.
e. Collaborates with students, facilities, colleagues, and communities to enhance student
learning.

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 students shown here are students who came into fourth grade with a non-proficient score on third grade
Iowa Assessments. These are students we collected data on throughout the school year. After receiving the
scores on these students fourth grade math Iowa Assessments, we analyzed the growth the students had
made. These students contributed to the buildings goal of eighty-six percent of fourth graders being proficient
in math. Each teacher on the team had students to collect data on and contributed to this document.

Reflection on artifact:
Nine of the students who were followed received special education services, but eighteen were not. Through
the services and other interventions the team worked hard to help these students achieve proficiency.
Thirteen of these twenty-seven students achieved proficiency on their fourth grade Iowa Assessments.
This school year we are using the same data collection for our students who were not proficient on last years
test. One thing I am working on is more classroom interventions with the students in my classroom who
struggled. Of my five students who I am collecting data on, three receive special education services in math.
These students are not in my general education classroom during the math time and are not able to complete
fourth grade math. I have an intervention in place in my classroom for other students. All of these students do
received extra math during our math workshops weekly.
I would like to improve the interventions in my classroom. I feel I have other students who would benefit from
interventions as well. I have students who may have met the proficiency mark, but who barely made it. These
students would also benefit from interventions in the classroom. I believe these students are just as likely to
be at risk of not meeting the mark as those who did not. The additional encouragement and practice would
boost the likelihood of a proficient score.