Data+Conference

**Data Conference** This page serves to satisfy the requirement that teacher evaluation be tied to "Data Indications of Student Progress". Below are the four criteria established for Union City Community Schools accompanied by the description defining "Distinguished" performance for each. One of the goals here is to demonstrate how performance in this aspect of the evaluation maximizes the availability of technology to advance student achievement and growth.

Criterion 5.1: Constructs appropriate assessments to measure student learning.
The teacher fully utilizes a well articulated curriculum that aligns to state standards in order to build assessments. There are many different examples of questioning strategies.

> **Artifact 1: Curriculum** > This demonstrates that the course curriculum for U.S. History 9 is indeed the HSCEs for United States History & Geography. The Curriculum page also serves to link to instructional and assessment expectations for students for each HSCE.

> **Artifacts 2: [|Document Based Assessment]; 3: Inquiry-Based Projects; 4:U.S. History Test** > Collectively, these demonstrate that I have employed many different types of questioning strategies for instruction and assessment for topics in U.S. History as well as World Studies for the HSCEs in World History & Geography. //Artifact 2// is an example of a document-based student essay written to satisfy the central theme in WHG Era 4. //Artifact 3// is an example of a concept-based student project where students collaborated in interdependent small groups to produce a wiki page and a video that responds to the concept inquiry such as, "When, if ever, should people go to war?" //Artifact 4// is an example of a multiple choice test that has served as an assessment tool to satisfy USHG expectation 6.2 - The Growth of a Global Power.

Criterion 5.2: Demonstrates appropriate student achievement.
The teacher is able to present multiple data sources that demonstrate student achievement that would be beyond typical.

> **Artifact 1: Student Pages** > This is a critical element to the online classroom. This wiki is not a place to simply post what is done in class, but rather also serves as a platform for student work and achievement. On each student's page is the work they have done demonstrating their proficiency (or greater) of HSCEs to be learned. By reading student essays that directly address the content expectation, any reader can see the level of achievement for each student. Gaps on student pages could indicate that a particular assignment/assessment was not completed or simply not posted. Maintaining student pages requires an extra step past turning in work. Students submit work in Edmodo, then paste in the link to their work from Edmodo.

> **Artifact 2: [|Final Semester Scores]** > This artifact shows the semester scores from all classes, demonstrating that there were only 2 failures. Student achievement should be expected to be at this level or better for the second semester.

> **Artifact 3: [|Descriptive Statistics for U.S. History]** > This artifact demonstrates that the class average leans toward very positive overall outcome for the class as a whole.

Criterion 5.3: Demonstrates measurable and significant academic growth of student.
The teacher is able to present multiple data sources that demonstrate student growth that would be beyond typical.

> **Artifact 1: Student Pages** > The major benefit of having a wiki for a class website is that it provides the opportunity for student maintenance of a personal page to which they can publish their academic growth. This artifact demonstrates that student growth is valuable and that students can assign value to their learning beyond what a grade can provide. Any assessment type can be published on the student page and the idea is that what is linked demonstrates proficiency of the expectation next to the linked work (quiz/test scores cannot provide this). Another value to the portfolio is individual student reflection. At the end of the school year (time permitting), it is the intent to assign a reflective essay on their growth and provide examples of such.

Criterion 5.4: Uses data to modify instruction and assessments.
The teacher can provide substantial examples of the use of data to inform decisions about instruction and assessment.

> **Artifact 1: Google Forms for Formative Assessment, and another** > These artifacts demonstrate the use of available technology to monitor and evaluate student comprehension to drive the short-term decision making that instruction demands.

> **Artifact 2: Edmodo Feedback for 6.2 Essay and Edmodo Feedback for Web Design** > By using Edmodo for the collection of digital resources, students receive feedback on documents in the social network "style". That is, students receive a message/alert on their wall in Edmodo informing them that something has been graded and there is feedback waiting for them. Some students have set their preferences in Edmodo to send a text alert to their mobile device.