1. From a District’s Perspective Tips and Tools for Supporting ASW Implementation Davidson County Schools Lexington, North Carolina

2. From a District’s Perspective Tips and Tools for Supporting ASW Implementation Who’s in Charge? Human Resource Department/Curriculum Department/School-Based/Principal Responsibility? Davidson County Schools chose to place our Instructional Program Specialists (with one IPS as lead) as the bridge between the district level and the school system.

3. From a District’s Perspective Tips and Tools for Supporting ASW Implementation

4. Training District-Wide (Training at each participating school) Content Area (County level share sessions divided by content and level—middle school and high school) Program Participants (Individual support)

5. From a District’s Perspective Tips and Tools for Supporting ASW Implementation Instructional Program Specialists as a Resource Organizing Face-to-Face Meetings Implementing District-Wide Training Sessions Facilitating Expectations Supporting Objective Selection Supporting Evidence Collection Supporting Narrative Writing Identifying and Supporting New Participants

6. From a District’s Perspective Tips and Tools for Supporting ASW Implementation Frequently Used Resources from DPI ASW Wiki (Particularly the FAQ page) http://ncasw.ncdpi.wikispaces.net Timelapse Artifact Template Strands and Standards Guides Evidence Collection Checklist ASW support team

7. From a District’s Perspective Tips and Tools for Supporting ASW Implementation Developed by IPS team and shared with teachers at the beginning of the year

8. From a District’s Perspective Tips and Tools for Supporting ASW Implementation Developed by the IPS team after watching Nov. webinar

9. Analysis of student work (ASW) process Sample Screen Shots–Lessons Learned What do we know and need to know?

10. Analysis of student work (ASW) process Step 1 – Validate Class Schedule October 5-12, 2015October 5-12, 2015 January 201610

11. Analysis of student work (ASW) process Step 2 – Principal Approves Class Schedule October 5-12, 2015October 5-12, 2015 January 201611

12. Analysis of student work (ASW) process Step 3 – Review Classes Selected for ASW October 13-19, 2015October 13-19, 2015 You will have 5 classes listed here if you are middle school. You will have 3 classes listed if you are high school.You will have 5 classes listed here if you are middle school. You will have 3 classes listed if you are high school. January 201612

13. Analysis of student work (ASW) process August 26, 201513

14. Analysis of student work (ASW) process Step 4 – Choose Objectives October 19-26, 2015October 19-26, 2015 You will have 5 classes listed here (3 for high school)You will have 5 classes listed here (3 for high school) This is a pull-down window to choose the objectivesThis is a pull-down window to choose the objectives Every strand must be represented at least once in your five classes.Every strand must be represented at least once in your five classes. Unlike in 2014-2015 (and unlike the sample below), you may not repeat the same objective within the same school year Unlike in 2014-2015 (and unlike the sample below), you may not repeat the same objective within the same school year January 201614

15. Analysis of student work (ASW) process Step 5 – Principal Approves Objectives October 19-26, 2015October 19-26, 2015 January 201615

16. Analysis of student work (ASW) process Step 6 – Student Selection Your five classes will appear here if you are teaching year-long courses.Your five classes will appear here if you are teaching year-long courses. If you teach by semester, 3 classes will be listed in the Fall and 2 classes in the Spring.If you teach by semester, 3 classes will be listed in the Fall and 2 classes in the Spring. January 201616

17. Analysis of student work (ASW) process Step 7 – Provide Evidence of Student Growth At the end of the term, you will click on the course name and add your evidence, supporting documentation, link (if you like), narrative, and frequency/duration of the classAt the end of the term, you will click on the course name and add your evidence, supporting documentation, link (if you like), narrative, and frequency/duration of the class January 201617

18. Analysis of student work (ASW) process Step 7 – Provide Evidence of Student Growth This is a sample screen of the “big picture,” where it all comes together (whole class example).This is a sample screen of the “big picture,” where it all comes together (whole class example). January 201618 SAMPLE

19. Analysis of student work (ASW) process Step 7 – Provide Evidence of Student Growth This is a sample screen of an individual student entry Point 1This is a sample screen of an individual student entry Point 1 January 201619 SAMPLE

20. Analysis of student work (ASW) process January 201620

21. Analysis of student work (ASW) process January 201621

22. January 201622 Analysis of student work (ASW) process

23. January 201623 Analysis of student work (ASW) process Sample Teacher Narrative from PE “I put all data on one spreadsheet. If you look at the dates, the early date is the pre-test and the later date is the post-test. In May we did the post-test assessment and provided data to show the difference of how much the student improved or did not improve. The students then analyzed their data and provided feedback on what they did throughout the semester and how it helped them, and if they didn’t improve they explained why.”

24. MIDDLE SCHOOL Visual Arts August 26, 201524 Pre-test Point 1

25. August 26, 201525 Point 2

26. August 26, 201526 More Point 2

27. Points for Districts to Remember Teachers in your district are going to need some additional support understanding standards and the ASW process. Someone in the district with Advanced User Rights needs to be the contact person to “unlock screens” Until many teachers in your district have experience in selecting objectives, a school or district level individual may need to verify individuals are correctly selecting objectives.

28. Points for Principals to Remember The ASW platform does not select which of your staff participates. All certified staff have an ASW tab in NCEES. (It’s easy to overlook participants.) The students perform the verb in the objective not the teacher. You must follow the strands and standards guidance charts when selecting objectives. The task the student performs must align exactly with the verb in the objective.