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Bondurant-Farrar Community Schools

Artifact Title: aReading Scores 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
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:
This artifact shows the results of my students first a Reading test of the school year. This documentation
shows the fall benchmark for fourth grade, as well as others throughout the school year, and the score each
student earned. To assess the amount of students I had proficient I color-coded the results. The results of this
assessment guided how I put together my small groups in reading. Additionally the range of scores the
majority of my students fell in has given me an idea of what skills I need to focus on teaching both in small
groups as well as whole groups. These skills have ranged from discussing antonyms and synonyms to
comprehension skills students struggle with and need additional practice.

Reflection on artifact:
This artifact reflects the second small group arrangements I created this year. I feel it is a better division of my
students and their skills. At this point my groups happen to either be all boys or girls. This is something I
didnt do last year and I likely will not do all of this year. A reason I tried this out is partially due to the scores.
The scores easily led to these groups, but I had an additional motivator to try this year. I found last year that it
could be difficult to find a common book for both boys and girls to enjoy. I found a few, but thought if I tried
this arrangement out I may be able to avoid that dilemma. It seems to be successful thus far. Each lit circle
group is on their second book. When all groups finish their current book I dont plan to start a new book. It
will likely align near the winter aReading assessment. I will use these scores and student performance in class
to create the next set of small groups. I will further use the scores to guide my instruction with whole group
and small group settings.