II-C Student Learning

Demonstrates expected impact on student learning based on multiple measures of student learning, growth, and achievement. For teachers who are responsible for direct instruction, these measures must include student progress on common assessments and, where available, statewide student growth measures.

EVIDENCE:
To track student progress, both as individuals and as a class, I use benchmark assessments to assess key skills and knowledge: (a) a pretest, (b) unit benchmarks [tests or essays, depending on the class], and (c) summative benchmarks [final exam, project, or other assessment, as the year and course necessitate].

To the right is an example of a literary argument (writing) pre-test, which utilizes the summer reading to asses both literary analysis skills and analytical writing skills.  

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[**MODELING NOTE: This method and assessment models, along with the resulting data, were demonstrated to my AIC colleagues during EDU 5612**]

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EVIDENCE:
According to the 2021 Edwin PE618 Student Roster report, 100% of the Gr.10 students I taught in the 2020-2021 school year that took the MCAS ELA exam scored Proficient or higher, meeting CD MA standards.  That includes a co-taught CP level class with over 50% IEP or 504 students.  [Report run by egdoucette on 9/21/2021]

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EVIDENCE:
After administering these benchmark assessments, the data is compiled and analyzed into chart form, both at the midyear and at the year's end.  This allows me to reflect on my instruction, its effectiveness, and student growth in each course.

To the left are examples of such  compilations of data points.