Criterion 6

Using multiple student data elements to modify instruction and improve student learning. 

 

A1 Assessment for Student Learning – Assessment: Self-assessment of learning connected to the success criteria

Students consistently assess their own learning in relation to the success criteria and can determine where they are in connection to the learning target.

-Included on ED are sample rubrics, tests, alternative tests for retesting, quizzes worksheets, analysis questions recap worksheets, powerpoints with inputs and outputs to gauge evolution of understanding, labs and notes with targets clearly identified.


A2 Assessment for Student Learning – Assessment: Demonstration of learning

Assessment tasks are aligned with the learning targets and allow students to demonstrate complex understanding and/or skill related to the learning targets.

Assignment that Connects Learning Target To Assigned Task

Student is able to Connect Task to Learning Target

-On the ED there are various instances for students to demonstrate learning.  Various learning targets are displayed in each lab and they are recapped during analysis writeup.  Content can be found in the form of analysis questions, lab reflections as with the photosynthesis series of labs, group work toward analyzing data as with the MM Lab, Conclusion and Procedure Writing practice as with the Light lab, project to demonstrate understanding of genetics as with genetic disorder assignment, evolution challenge allows for use of cartoons and creativity, salt procedure allows for yet another demonstration of student ability immediate and intentional feedback.


A3 Assessment for Student Learning – Assessment: Formative assessment opportunities

Teacher provides a variety of strategies for formative assessment that align with the learning target(s).

Exit Slips Connected to Target Gauging Student Understanding

Turn and Talk Strategy

-A variety of formative assessments have been placed in ED.  This includes, projects, analysis questions, inputs and outputs, charting and graphing data, interpreting results, writing conclusions and procedures, drawing cartoons, writing comprehension sentences, analogies, etc.


A4 Assessment for Student Learning – Assessment: Collection systems for formative assessment data

Teacher has an observable system and routines for recording formative assessment data, uses multiple sources and consistently uses the system for instructional purposes.

Note Taking System to Document Student Progress

Evaluation of Turn and Talk Feedback

Exit Slip Evaluation

-Interactive Notebook-Most content displayed and attached is work located in student INBs.  This is the primary collection system of student work.  Stamping is used to check in work and make sure work is being maintained.  Unit data is often obtained before assignments are attached into INBs.  Many pre and post assessments are placed into the resource section in the rear of the INB. Sample Student INB provided.

 

A5 Assessment for Student Learning – Assessment: Student use of assessment data

Students consistently use assessment data to assess their own learning, determine learning goals and monitor progress over time.

Students Set and Monitor Learning Goals at Beginning of Unit

Students Set and Monitor Learning Goals at End of Unit

Student Monitor Learning Goals During a Unit

Teacher monitors learning goals

Use of assessment data for students to monitor learning goals

Samples of original tests and retests are provided in ED.

Sample INB with accessible previously taken tests and pretests will be provided.


Student Growth 6.1: Establish Student Growth Goal(s)

Establishes appropriate student growth goal(s) for students in collaboration with students and parents. These whole classroom goals align to school goal(s). Goal(s) identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s).

Multiple Sources of Student Data

Transferable Skill Goal

Formative aligned to goals

Summative aligned to goals

Students Can Articulate Progress Towards Goals

Effort to communicate with staff/family/students to establish goals specific to learning needs

-Freedom to Fail forms were administered partway through this year.  This allowed students to articulate progress and personal goals as well as deficiencies.

-TPEP Data on ED.  80% of 80% success on total assignments is my goal.  5th and 6th period were identified as high needs classrooms.3/14 assignments had an overall group percentage of 80 or above.  This does not meet the 80% goal for all activities observed.  There was however substantial growth made overall.  Just not that of goals set forth.


Student Growth 6.2: Achievement of Student Growth Goal(s)

Multiple sources of growth or achievement data from at least two points in time show evidence of high growth for all or nearly all students.

-TPEP data is found on ED and does show multiple instances of pre and post tests, quizzes, and technological design written activities that show student growth as a classroom.