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My name is Adriana Selvera. I am a first year teacher and I am currently teaching first-grade in the North East Independent School District in San Antonio. My reason for pursuing a master's degree in curriculum and instruction is to continue learning and growing professionally. I want to focus on developing professionally as a classroom teacher. I do have aspirations of one day exploring the possibility of instructional coaching or teaching at a university in the far future.

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A graphic organizer that describes 5 key concepts or important ideas about brain-based learning for different learners.
Application to field
-Demonstrated knowledge of brain-based learning theory which supports the basis for different of the adult learning theories

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A.Selvera Brain-based Learning Graphic Organizer

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This is a resource guide for a phonics intervention curriculum. This resource guide is based on a professional development designed for first-grade teachers. The purpose of the professional development is to help teachers understand how to use student data to determine what students need phonics intervention.
Some of the skills demonstrated in this artifact are designing curriculum that meets the needs of diverse students, distinguished goals and objectives for learners, and created formative and summative assessments.
This related to the professional role in the work place because teachers develop and implement lessons that will meet the needs of their diverse learners. This is especially important when developing and implementing intervention plans for students who are needing extra support.

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A. Selvera Curriculum Resource Guide (1)

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Instructional Design Plan for Knowledge of Letter-Sound Association
- Identified the conditions
- Identified how I would assess students and how I would plan intervention based on analyzation of the student data
- Determined learning activities
- Developed assessment that aligned with the expected student outcomes
- Developed scoring guidelines for how I will progress monitor learners
- Developed summative assessment aligned to expected student outcomes
- Developed scoring rubric
- Incorporated technology

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Assessment of Student Learning
This is a Data Analysis form collaborated on grade level PLC meeting. This was over our unit 5 reading common assessment. We analyzed students' scored by looking at percentages and reviewing student work samples from the common assessment. We looked at whose student's performed better and shared what we did to help students meet the objectives. We also identified students who did not meet the objectives that were being assessed and developed a plan for these students. We also developed a plan to enrich students who either met or mastered the objectives.

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Using knowledge from Reading Academy Professional Development.
Left - Using emojis to improve prosody. This is an activity that was taught to me at a professional development. In order to improve students prosody, have them practice reading sentences with a different emoji and have students read the sentence with that expression.
Right - Implementing more read alouds and modeling metacognitive thinking (sticky note used to plan modeling) to help improve students critical thinking in reading.

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Professional Development Trainings Attended 2021-2022 School Year
- Reading Academy monthly training
- MAP Targeted Small Group PD
- Superkids 101 (K-2 Educators)
- T-TESS Orientation

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Both first-grade and second-grade teachers met together and discussed which TEKS were essential for students to have by the end of first-grade in order to be most successful in second-grade. I then did a data dig and looked at previous common assessments where the TEKS we considered essential were assessment. I then looked at what students did not meet each of those essential TEKS and developed a plan for how I will help those students meet the TEKS before the end of the school year.

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This is a formative assessment for how I will assess that students are able to find the letter that corresponds to as sounds in 26/26 trials with 100% accuracy.
The purpose of this formative assessment is to
- Progress monitor learners after two weeks of phonics intervention.

- The data from this formative assessment will be used to monitor and adjust small group

intervention for learners.
- The data will be used to determine if students are ready to move on from the first set of letters targeted in small group intervention or if they need more time.

- The data will be used to determine if current intervention strategies are effective
Application to Professional Role:
- Ability to create assessments aligned to student learning objective
- Ability to identify target audience, behavior, condition, and degree of mastery
- Ability to design formative assessments with detailed instructions
- Ability to develop appropriate assessments for accurately assessing specific skills
- Ability to create scoring indications for assessing learner progress

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Formative Assessment Aligned to Student Outcomes

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Picture: On my action committee we planned ways to boost positive campus culture. We had postitive quotes printed to hang in student and staff restrooms. The quotes were printed in English, Spanish, and Pashto to ensure that all students on campus would be able to read them.
-Participation as a member of Environment Action Committee on campus.
- Meet monthly after school with action team
- Plan ways to enhance the environment and culture on campus.
Additionally:
- Refer to PLC agenda - collaboration with grade-level teachers to ensure growth for all students.
- Refer to Data Dig - collaboration will other campus grade levels to ensure success of all students.
- Attendance at all PTA family nights
- Holding student-led parent teacher conferences at beginning, middle and end of school year.

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Differentiation during spelling portion of phonics instruction. Using student data from progress monitoring assessment to facilitate lessons that meet the learning target and success criteria.
- For lower students (left) - provide students with limited options of letters and sounds (/or/ and /ar/).
- For higher students (right) provide sounds (/or/ and /ar/). - - During the spelling portion, given a word orally students will tap out the word, draw their sound dots, fill in the sounds to build the word and then write the word underneath.

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Agenda from PLC meeting  - collaborating with grade level team members (first-grade teachers, instructional coach, and principal).
- Most recent ELAR common assessment data was analyzed and discussed.
- Collaborated to develop intervention groups for students who did not meet the objectives.
- Discussed most recent math and science common assessment data and calculated percentages for students that approached, met, and mastered the objectives.