1. LOGO The Narrative Piece

2. The Basics Student participation forms will be required for any photo or video assignments. (change) - This can be the general photo release form the school uses. We need to make sure we blot out names of students, teachers, and the school on uploaded and submitted assignments. **New Information: When saving and uploading timelapse artifact evidence, teachers cannot use their name or school in the saving title. This is so the reviewer will have no idea whom they are evaluating.

3. Date & TaskTeacher (Semester)Principal September / October Verification of Courses Verify courses in Homebase Approve teacher verification in Homebase October Classes Selected Teachers receive list of 3 classes selected for fall (2 in spring). October Objective Selection Selection of 3 objectives based on strands and standards guidance chart (don’t forget nuances) Review objectives selected by teacher October - December Evidence Collection Collect and keep 3 Timelapse Artifact Assignments from whole class or individual students for each objective (pre-instruction and post-instruction) *** January 2016 Student Selection by platform **Pull evidences from two points in time for the students selected (should be a total of 6 students if you selected individual rather than group option). ***January – Upload fall semes. artifacts & validate semes. schedule **Upload evidences (2 pieces of evidence, from two points in time, for all students that are chosen).

4. Date & TaskTeacher (Year-Long)Principal September / October Verification of Courses Verify courses in Homebase Approve teacher verification in Homebase October Classes Selected Teachers receive list of 5 classes selected for fall. October Objective Selection Selection of 5objectives based on strands and standards guidance chart (don’t forget nuances) Review objectives selected by teacher October - May Evidence Collection Collect and keep 5 Timelapse Artifact Assignments from whole class or individual students for each objective (pre-instruction and post-instruction) *** May 2016 Student Selection by platform **Pull evidences from two points in time for the students selected (should be a total of 15 students if you selected individual rather than group option). ***May 2016 – Upload and submit artifacts **Upload evidences (2 pieces of evidence, from two points in time, for all students that are chosen).

5. The Teacher may choose: Option 1 – Individual Student Work Samples Collect and keep 2 work samples: for each class member for a specific objective at 2 separate points in time ****The DPI Online Computer Platform will choose the 3 students per objective in January for fall semester teachers (you will have 9 students chosen). Remember: Individual or Group

6. Reshuffling If a student is chosen that has transferred or was absent when the assignment was given or some other problem, the teacher can choose to Reshuffle. Principals will be notified when a teacher has chosen to reshuffle.

7. The Narrative Piece – Individual Student Option There are two written parts that have to be completed for each student chosen by the DPI Online Platform (9 students) They are called: Student Narrative Context Student Frequency and Duration These parts must be done twice for each student (Point 1 and Point 2 in timelapse artifact assignment) **Remember, teachers can choose Individual or Whole Group (we have examples of both).

8. Student Narrative Context – Point 1 There are 3 parts to the Student Narrative Context – Point 1 of the timelapse artifact Part A: When did this first timelapse artifact take place in regards to the instruction? Part B: How does this evidence show where the student is in relation to the chosen clarifying objective? Part C: Optional: Any Supporting Document? (rubrics, pre-test, checklists? – can only be one document) Clarification and Examples slides to follow Individual Student Option

9. Health Example: Student Narrative Context – Point 1  The first point in time for this artifact occurred the day before the instruction of CPR began.  At this point, the student did not show proper technique in the their performance of CPR in the following ways. 1. The students body position has him sitting on the victims waist 2. The hands have been placed separately on the victims upper chest 3. The compressions given are of insufficient depth and are given too slow. 4. The elbows are bending significantly during the compression.  A CPR Checklist is attached (pre instruction)

10. Supporting Documentation (optional) Supporting Documentation If you would like to view the original work, please click this link: https://drive.google.com/file/d/0Bw3bfFEpi75nbkRJUEpYYkpiW k0/view?usp=sharing

11. Student Frequency and Duration – Point 1 In this part of the ASW process, a teacher will explain: (1)how often the class meets, how long the duration of the class period, and if it is a block, semester, or year-long course. (2) The teacher can also highlight any significant problems that prevented the class from meeting as often as it should have.

12. Example: HL Student Frequency and Duration Point 1  This 8 th grade Healthful Living Class meets 48 minutes daily for 90 days or one semester. Health and Physical Education classes are taught for 45 days each and shared between a Health Teacher and a Physical Education Teacher. I am the Health instructor so all the chosen objectives are from the Health Essential Standards.  Due to weather closings and EOG testing, this class was limited to 40 instructional days.

13. Some Things To Keep In Mind You have 4,000 characters, but “brevity is your friend.” The student context and narrative should not talk about teaching methodologies or pedagogy – just focusing on the objective and growth. Create in Microsoft Word – so you will have your work saved and can paste into the DPI Online Platform. Do not just type into the Online Platform - if it crashes, you lose your work. If using video, you have 20 Megabytes of uploading space per student. You can convert and/ or compress the video into another file format and gain extra space for a video.

14. Student Narrative Context – Point 2 There are 4 parts to the Student Narrative Context – Point 2 of the timelapse artifact Part A: When did the this second timelapse artifact take place in regards to the instruction? Part B: How does this evidence show where the student is in relation to the chosen clarifying objective? Part C: Describe the growth that occurred between Points 1 and 2. (Summary of Growth) Part D: Optional: Any Supporting Documents? (rubrics, pre-test, checklists?) You have 4,000 characters, but “brevity is your friend.” Clarification and Examples to follow… Create in Microsoft Word – so you can have your work saved & you can paste into the platform.

15. Student Frequency and Duration – Point 2 Can copy and paste much of the Point 2 Duration from the Point 1 Student Frequency and Duration write-up. This narrative context and frequency and duration parts must be done for all students selected (it would be a total of 9 students). In this part of the ASW process, a teacher will explain: (1)how often the class meets, how long the duration of the class period, and if it is a block, semester, or year-long course. (2) The teacher can also highlight any significant problems that prevented the class from meeting as often as it should have.

16. Example: HL Student Narrative Context - Point 2  The second point in time for this artifact occurred three class periods after the instruction of CPR began.  In this video, the student shows proper technique in the their performance of CPR in the following ways. 1. The student has the proper body position, on his knees next to the victim. 2. The force of the compression is generated from the hips and applied in a vertical direction. 3. The hands are positioned with an interlocking grip 4. The heel of the bottom hand on the sternum. 5. The compressions are deeper and are performed at a rate of 100 beats per minute.  (Summary of Growth) CPR performed with the technique shown at the first point in time was inadequate and would not have given the victim an opportunity to survive. Using the CPR techniques and procedures learned through instruction and practiced on a mannequin, the technique at the second point in time would provide blood flow and oxygen to the body. CPR performed in this manner would have increased the victims chances of survival.  A CPR Checklist is attached (post instruction)

17. Example: HL Student Frequency and Duration Point 2  This 8 th grade Healthful Living Class meets 48 minutes daily for 90 days or one semester. Health and Physical Education classes are taught for 45 days each and shared between a Health Teacher and a Physical Education Teacher. I am the Health instructor so all the chosen objectives are from the Health Essential Standards. Due to weather closings and EOG testing, this class was limited to 40 instructional days.

18. Evidence Point #2 If you would like to view the original work, please click this link: https://drive.google.com/file/d/0Bw3bfFEpi75nbkRJUEpYYkpiW k0/view?usp=sharing Supporting Documentation (optional)

19. The Teacher may choose: Option 2 – Whole Class Work Samples 2 work samples that represent the entire class for a specific objective at 2 separate points in time Whole Class Option

20. Whole Class Narrative Context – Point 1 There are 3 parts to the Whole Class Narrative Context – Point 1 of the timelapse artifact Part A: When did the this first timelapse artifact take place in regards to the instruction? Part B: How does this evidence show where the group is in relation to the chosen clarifying objective? Part C: Optional: Any Supporting Document? (rubrics, pre-test, checklists?) You have 4,000 characters, but “brevity is your friend.” Clarification and Examples to follow… Create in Microsoft Word – so you can have your work saved & can paste directly into the platform. Whole Group Option

21. Whole Class Frequency and Duration – Point 1 In this part of the ASW process, a teacher will explain how often the class meets, how long the duration of the class period, and if it is a block, semester, or year-long course. The teacher can also highlight any significant problems that prevented the class from meeting as often as it should have.

22. Example: Whole Class Narrative Context - Point 1 Evidence was collected as a whole class sight reading assignment on 2/20/14. Context for 1st work sample: How does this evidence show where the group is in relation to the chosen clarifying objective? This recording was made during class. It was the first time the class played the piece of music. This recording shows that although the band class was able to read the music from start to finish without extreme inaccuracies in pitch or rhythm, the class did have consistent inaccuracies in expressive elements (specifically - articulations, dynamics, phrasing, blend and balance to the melodic line).

23. Supporting Documentation (optional) Documentation Excerpt from the full score submitted with the sample for “A Cowboy Life” by Murray Houllif

24. Whole Class Narrative Context – Point 2 There are 4 parts to the Whole Class Narrative Context – Point 2 of the timelapse artifcat Part A: When did the this second timelapse artifact take place in regards to the instruction? Part B: How does this evidence show where the class is in relation to the chosen clarifying objective? Part C: : Describe the growth that occurred between Points 1 and 2. (Summary of Growth) Part D: Optional: Any Supporting Documents? (rubrics, pre-test, checklists?) You have 4,000 characters, but “brevity is your friend.” Clarification and Examples to follow… Create in Microsoft Word – so you can have your work saved & can paste into the Platform.

25. Student Frequency and Duration – Point 2 In this part of the ASW process, a teacher will explain how often the class meets, how long the duration of the class period, and if it is a block, semester, or year-long course. The teacher can also highlight any significant problems that prevented the class from meeting as often as it should have. Can copy and paste much of the Point 2 Duration from the Point 1 Student Frequency and Duration write-up. This narrative context and frequency and duration parts must be done for each whole class assignment.

26. Example: Whole Class Narrative Context Point 2 Evidence submitted was collected on 3/14/14 at NC Musical Performance Adjudication. This recording is the final recording of the class playing the music in its entirety. The selection clearly demonstrates the group’s ability to interpret and apply the expressive elements while playing their instruments. The music’s style was supposed to mimic Aaron Copland’s style of western rodeo music. It is supposed to be lively, quick and light in texture. In the first recording the band played way to slow, way too heavy and with little balance to the melodic line. By the second recording the band had deciphered the elements necessary (light articulation, upbeat tempo, balance to melodic line, and implemented the appropriate dynamics). An area that could still use growth is shaping the phrase in the B section (where the music is slow and lyrical).

27. Do’s and Don’ts DO…DO NOT… …submit evidence with or without grades. …include ANY student or teacher identifying information. …include information relevant to the student work in your context. …detail your instructional practices. …stay within the 4000 character limit when writing your context. …feel like you need to use all 4000 characters. …copy and paste your context into the ASW Online Platform. …type directly into the ASW Online Platform. …check to ensure your files stay within the 20MB file size limit …leave any context questions unanswered.

28. On-line modules and screencast http://ncasw.ncdpi.wikispaces.net/ProfessionalDevelopment Teacher Resources http://ncasw.ncdpi.wikispaces.net/Teacher+Resources Contact us…