It’s that time of year! Not only to educators have an opportunity to start the year afresh every September, we now have the chance to reflect on our practice mid-year. We review our TPEP student growth goals and our progress towards our teaching practices.
You may have read how I survived my TPEP formal observation. Now you can read how I survived my goal reflection and mid-year review.
1. Find a Team
Because I am a reading specialist and Instructional Coach, I needed to find a team to join for my team goal. I chose to write student growth goals with the 2nd grade team. (I like the people on the team, they make me laugh, and they play well with each other).
2. Set the goals
As per TPEP requirements, I set 3 goals:
|Criteria 3 (sub group)||Criteria 6 (whole group)||Criteria 8PLC/Grade Level Team|
|Final 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.|
3. Collect data
In January we collected data through an Oral Reading (OR) universal screener. This allowed us to check on the progress of all students and determine who still needs additional help.
At our team meeting this week, we looked at the data for the whole grade level. This gave me an opportunity to review the data for my sub group and whole RTI group.
Here’s what my data looked like after the universal screener:
|# of students at each Tier||Fall||Winter|
4. Review the Data
1 student moved to Tier 1. Yippee!!! 1 student moved to Tier 2. Yea!! 1 student moved out of the school. That leaves 5 students still at Tier 3, despite my best teaching efforts. 5 students made 30 words per minute growth. Yea again!
Here’s another way to look at the data:
|Students served||Initial OR Benchmark Score||% Accuracy||Winter OR||Winter Accuracy|
* Names have been changed
Elsa and Sven moved to a reading group for on target students. This is my goal. I want to work myself out of a job and have all students reading at standard. Buzz moved to another school earlier in the year. Kristoff is moving to a more intense group taught by the special education teacher. Nemo, Cinderella, Anna, Bambi, and Ariel are moving to a group that meets their needs more closely based on a diagnostic assessment. That leaves me with Olaf in a new group with other struggling students.
6. Adjust Instruction and Make a Plan
I reviewed the instructional materials I was using in 2nd grade and decided to use one that allowed for more frequent student response and engagement as well as more manipulatives such as letter tiles, white boards, and physical response.
7. Meet with the principal
The internal soundtrack of my life was playing this as I walked to my principal’s office.
I reflected on all of these aspects of my practice before I met with my principal. I pride myself on presenting professional (Typed!! Color coded!! Growth graphs!!!) documents. As soon as I sat down, she said, “Tell me your goal”. I looked on my reflection form. There was no goal! Was my face red. I ran to my room, printed out the growth goal, apologized profusely, and promised to revise my reflection sheet to include my goal.
How often do you get 45 minutes of uninterrupted time with your principal? Not often. It is a gift. We talked about my goals, my instructional strategies, my concerns for Kristoff and how he has fallen off our radar. We made note to bring him up as a student of concern at the next team meeting.
We talked about my role as instructional coach and how I can support her goals of change for the building. We discussed district level decisions and what they might mean for the building.
When the phone rang, she ignored it. If there was an issue with a student in the office, I didn’t know about it. I had her undivided attention.
If you are nervous about your TPEP review, don’t let your palms get sweaty or bring a box of Kleenex. Take advantage of the gift of time with your building leader. Take the chance to share your hopes and dreams for your professional practice. Appreciate the luxury of talking to your instructional leader about their goals and hopes for the building. It can be a beautiful experience.