Group Information and Profile Alignment in Portfolio Entry

1. Component 4 Large Group 2 Created by the NM Network Design Team

3. Contextual Information Sheet

4. Type into the form This identifies your type of school/program and the grade/subject configuration (similar to component 2)Single spaced Arial 11 point font Include information that is important for your assessors to know as it relates to your portfolio entry in the broader context in which you teach It is not necessary to repeat this information again in your entry

5. Knowledge of Students

6. Group Information and Profile form Two prompts to complete: Single spaced Arial 11 point This is about providing evidence of the information you collected from multiple sources and describing your group of students based on the information you gathered. This is more space for you to talk about your entry--- what you put here doesn’t need to be repeated anywhere else

7. Group info and profile continued This form is also asking for evidence that you gathered information from at least two sources: families, colleagues, professionals in the district or in the field, and/or other community members No more than 2 pages: (for example)progress charting, email records, ongoing notes, other appropriate methods of sharing information This evidence supports your written commentary

8. Activity In your group discuss how the group information and profile forms align to your questions in your portfolio entry Can you use this information in any section? Does it apply exclusively to one section or more than one? How is the information in this form different from the written commentary?

9. What data are you using? Can you answer these questions? • What information has been collected • How was it collected? • On your own? In collaboration with colleagues?

10. Brainstorm your entry Come up with a timeline for your entry What records do you have? What records do you need? By when? Am I getting data from colleagues, parents, community? If not, how am I going to do so and by when?

11. What’s the difference between formative and Summative assessment? Formative: Formative assessments take place during an instructional sequence. An assessment is considered to be formative, regardless of design, if it produces information that can be used to fine tune instruction and modify subsequent learning activities. Feedback for both the teacher and the student, to improve learning is the most important objective of formative assessment. This is in contrast to the use of summative assessment, which comes at the end of an instructional sequence. General Portfolio Instructions, pg.12

12. Summative Summative assessments. Evaluate educational outcomes (e.g. student learning, skill acquisition, and academic achievement) at the end of an instructional sequence. An assessment is considered to be summative, regardless of design, if it is used to evaluate mastery and/or advance a student to the next level of the instructional sequence. This is in contrast to the use of formative assessment. General Portfolio Instructions, pg. 14

14. What are your assessments? Take time at your table to discuss the difference and how you will incorporate both into this component.

15. Don’t forget! Each entry calls for examples of 3 students’ use of self-assessment to be included with your formative assessment forms.

16. Homework Bring any assessment you are usingto the next class for discussion and group work.