Greetings from the TPEP world. You may have read my series on Surviving TPEP (here, here and here). Today I’m blogging about surviving Student Growth Goal Final Reflection. I survived. You can too. Just follow these steps.
1. Review the goals
As per TPEP requirements, my grade level team and I set 1 group goal. I set 2 goals for the kids I see in my small reading groups:
|Criteria 3 (sub group)||Criteria 6 (whole group)||Criteria 8PLC/Grade Level Team|
|Goal||By The End Of The Year, 7/7 Tier 3 Students In My Rti Group Will Increase By At Least 30 Words Correct Per Minute And Still Have 97% Or Higher Accuracy.||By The End Of The Year 100% Of The Students In My RTI Group (See Data Above) Will Increase To 97% Accuracy As Measured By The AIMS Or.||By The End Of The Year, 85 Students Will Be At Tier 1 (80% Of 2nd Grade), 16 At Tier 2 (15% Of 2nd Grade), 5 At Tier 3, (5% Of 2nd Grade) As Measured By The AIMS OR.|
- Collect data
It’s April, we said! That’s not the end of the year. There are weeks and weeks of learning. How can you measure if students have reached end of year goals so early? Tough nails. The timeline says we need to measure now, so we measure now! As I see it, it’s not too different than the 3rd grade teachers who administered the SBA in March. So we administered a progress monitoring probe.
- Process the Data
Although we collected the data, and could see how many students were in each tier, we had to do some number crunching to see if we met our goal. For example, our goal stated students should grow by 30 WCPM. Well, our raw data doesn’t say that. Another goal for my subgroup was increase by 30 WCPM AND maintain 97% accuracy.
To look at my small group of students is easy. But to process the grade level’s goal of 100 students was not. Enter Excel!!
I am a self-taught Excel junkie. I love what it can do for data, but my expertise is limited to what I can learn in an online video. Here’s the best one I found to help with Student Growth Goals.
- Review the Data
At a special team meeting, we looked at the data for the whole grade level.
Here’s what our grade level goals and data looked like:
|# of students||% of grade level||Goal|
|% of students not increasing to higher tier, but increased 30 wcpm or more?||67%||100%?|
As you might see, it’s tricky to tell if we met our goal. So, if our goal was students who didn’t move up a tier will grow by 30 WCPM, we can count how many students fall into that category. We would want all, right? But if they made enough growth to move into Tier 2 or 1, but not 30 words of growth, shouldn’t that still be celebrated? Or what if a student remained at Tier 1, made 25 words of growth? That is worth a celebration, but it would not count as a ‘yes’ to us meeting our goal. It created some interesting conversation. As someone who likes a black and white answer (did we meet our goals or not?), the answer is uncomfortably ambiguous.
Here’s how I met my class and small group goals:
|Goal||Met Accuracy goal of 97%?||Met Increase 30 WCPM goal?||Met Increase 30 WCPM + 97% accuracy?||Goal||Tier 3 at beginning of the year + Met Increase 30 WCPM + 97% accuracy?||Goal|
|# of students||5||7||5||9||2||7|
This is easier to see if I met my goal: NO. Only 5 students met my goal of meeting 97% accuracy. Of the 7 students who were Tier 3 at the beginning of the year, I wanted all of them to increase by 30 words per minute AND grow to 97% accuracy. Only 2 students met this goal.
Am I a failure? If I looked at the numbers here, I’d say yes. As a grade level, we didn’t get enough students to Tier 1. In my small group, not enough students scored at 97% accuracy or made enough growth.
If I looked at the Danielson Framework, however, I am not a failure (thanks, Charlotte Danielson!).
Here are the requirements for proficient in the area of Student Growth:
- Consistently and actively collaborates with other grade, school, or district team members to establish goals, to develop and implement common, high-quality measures, and to monitor growth and achievement during the year.
- Establishes appropriate student growth goals for whole classroom. Goals identify multiple, highquality sources of data to monitor, adjust, and evaluate achievement of goals.
- Establishes appropriate student growth goals for subgroups of students not reaching full learning potential. Goals identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goals.
- Multiple sources of growth or achievement data from at least two points in time show clear evidence of growth for most students.
Did I do this? Yes! I created appropriate goals. Most students met them. I adjusted and monitored growth.
I still have students not making progress, however. I know the 3 students in my small group are making progress but not enough.
- Adjust Instruction and Make a Plan
It’s still not the end of the year. We have 8 weeks before the last day of school. It’s not time for these students to stop learning. At the end of May we complete one last benchmark screener. It is my plan that all of these students continue to make progress and growth and meet the goals at that time.