Self-Assessment Form

EducatorName/Title:

Michele Duprey

Primary EvaluatorName/Title:

Adam Renda

Supervising Evaluator, if anyName/Title/Role in evaluation:

School(s):

Crocker Elementary

Part 1: Analysis of Student Learning, Growth, and Achievement

Briefly summarize areas of strength and high-priority concerns for students under your responsibility
for the upcoming school year. Cite evidence such as results from available assessments. This form
should be individually submitted by educator, but Part 1 can also be used by individuals and/or teams
who jointly review and analyze student data.
603 CMR 35.06 (2)(a)1

Math Areas of Strength:

MA-4.NF.4a

Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction
model to represent 5/4 as the product 5 (1/4), recording the conclusion by the
equation 5/4 = 5 (1/4). 68.42%
MA-4.MD.4
Make a line plot to display a data set of measurements in fractions of a unit (1/2,
1/4, 1/8). Solve problems involving addition and subtraction of fractions by using
information presented in line plots. For example, from a line plot find and interpret
the difference in length between the longest and shortest specimens in an insect
collection. 84.21%
MA-4.NF.3A
Understand addition and subtraction of fractions as joining and separating parts
referring to the same whole. 89.47%
Math Areas of Concern:
MA-4.NBT.6
Find whole-number quotients and remainders with up to four-digit dividends and
one-digit divisors, using strategies based on place value, the properties of
operations, and/or the relationship between multiplication and division. Illustrate
and explain the calculation by using equations, rectangular arrays, and/or area
models. 5.26%
MA-4.NF.5
Express a fraction with denominator 10 as an equivalent fraction with denominator
Self-Assessment Form

January 2012

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100, and use this technique to add two fractions with respective denominators 10
and 100.2For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
0%
MA-4.MD.2
Use the four operations to solve word problems involving distances, intervals of
time, liquid volumes, masses of objects, and money, including problems involving
simple fractions or decimals, and problems that require expressing measurements
given in a larger unit in terms of a smaller unit. Represent measurement quantities
using diagrams such as number line diagrams that feature a measurement scale.
ELA Areas of Strength:
61% of my students received a level 4 or 5 on their 2015 PARCC Assessment.
ELA Areas of Weakness:
39% of my students received a level of 1, 2 or 3 on their 2015 PARCC
Assessment.
Evidence:

FALL Galileo pretest

Team, if applicable:

2015 ELA PARCC test

According to the 2015

List Team Members below:

Self-Assessment Form

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Self-Assessment Form
EducatorName/Title: Michele Duprey Grade 4 Teacher

Part 2: Assessment of Practice Against Performance Standards

Citing your districts performance rubric, briefly summarize areas of strength and high-priority areas for
growth. Areas may target specific Standards, Indicators, or elements, or span multiple Indicators or
elements within or across Standards. The form should be individually submitted by educator, but Part 2
can also be used by teams in preparation for proposing team goals.
603 CMR 35.06 (2)(a)2

Areas of Strength:
Able to evaluate student learning for planning purposes.
Organize a variety of activities to promote student learning.
Flexibility in all facets of teaching.
Improving students vocabulary knowledge
Improving student reading level with goal setting
High Priority Areas for Growth:
Improving my mathematical skills and implementing the Eureka Math
program aligned with the common core standards.
Improve my ability to modify the mathematical lesson to meet students
needs.

Team, if applicable:

List Team Members below:

Self-Assessment Form

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Date

Signature of Educator
Signature of
Evaluator*

Date

* The evaluators signature indicates that he or she has received a copy of the self-assessment form and the goal
setting form with proposed goals. It does not denote approval of the goals.

Self-Assessment Form

January 2012

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