Bondurant-Farrar Community Schools

Artifact
Artifact Title: Conference Notes
Portfolio Author: Nicole Bruhn
Date: 2-2-16
Iowa Teaching Standard 5 Uses a variety of methods to monitor student learning.
a.
b.
c.
d.
e.
f.

Aligns classroom assessment with instruction.

Communicates assessment criteria and standards to all students and parents.
Understands and uses the results of multiple assessments to guide planning and instruction.
Guides students in goal setting and assessing their own learning.
Provides substantive, timely, and constructive feedback to students and parents.
Works with other staff and building and district leadership in analysis of student progress.

I chose this artifact to show:

_____ growth in this standard
__X_ strength and competency in this standard
Evidence to support attainment of this standard:
Description of artifact and how the artifact meets the standard:
In fourth grade, we have student assisted conferences. The artifact I have included is a form that the students complete to
share with their parents and I at conferences. The students share how they feel that they are doing in each area, subjects
that they enjoy, areas where they would like to improve, how they might improve in those areas, and what they want
goals they have for themselves. This form is for the spring conferences. At the spring conferences, the students lead the
conference with myself adding my input at appropriate times. This helps the students take ownership in their learning.
Reflection on artifact (what went right, what went wrong, how to make better)
When it is time to complete the conference form, I walk to students through each section. We have conversations about
what they may want to include. This is helpful as many students have a hard time thinking of what they can improve on
and their goals. This year, we have added a section for the students to share how they think they will be prepared for fifth
grade and what their educational goals are after high school. This helps the students think beyond what we have done or
are currently done. They often have a difficult time thinking about the future so this allows them to begin thinking about
what may happen beyond fourth grade.