There’s a saying in education that goes something like this: When you get your student’s scores in the summer, you’re not doing a diagnosis, you’re doing an autopsy. The idea is that by the time you get end of year, high stakes data, it’s too late to do anything. You can analyze, reflect, and make plans, but the time has past to intervene for that group of students.
Today, I’m performing an autopsy on my TPEP goals. I had to turn in my TPEP reflection and goal data way back in April. Since then, students received targeted instruction, as well as the end of year AIMS assessment. I’m now reflecting on my TPEP goal with this final, end of year, data in mind.
Here’s Danielson’s rubric for a proficient Student Growth Goal:
Establishes appropriate student growth goal(s) for subgroups of students not reaching full learning potential. Goal(s) identify multiple, high-quality sources of data to monitor, adjust, and evaluate achievement of goal(s).
As a refresher here are my goals:
By April, 100% of the students in my RTI group (see data below) will increase to 97% accuracy as measured by the AIMS OR.
By the end of the year, 3/3 Tier 3 students in my RTI will increase by at least 30 words correct per minute and still have 97% or higher accuracy.
|Students served||Fall OR Score||Fall % Accuracy||Fall Tier||Winter OR||Winter Accuracy||Winter Tier||Met Goal in April?||May OR||May Accuracy||May Tier||Or Growth Since September||Met goal in May?|
Let’s just pause a moment and look at this beautiful table.
You’ll notice that in the fall, none of my students were reading with 97% accuracy. Research tells us that if kids are not decoding the words correctly, it greatly impacts their ability to comprehend. You can also see by this table that in January/Winter a few students met their accuracy goal. Yea!
Let’s also look at the growth in fluency students made. My goal was for them to increase by 30 words per minute, but some increased by 80 words or more! Amazing. I love working with 2nd graders for the pure joy of accelerated learning that can occur in this year.
You’ll see that in April, when my TPEP goal data was due, 2 students had not met the accuracy goal. It troubled me. I felt like a failure and rated myself ‘basic’ for setting and meeting student growth goals.
My evaluator disagreed and scored me distinguished for setting goals and proficient for achievement of goals. (Above is my final report. Not bad, right?)
Now, as you can see, Anna increased her reading and has now met my goal of increasing by 30 words per minute AND with 97% accuracy. Woop Woop! The extra 8 weeks of instruction made a difference for her.
Some teachers say, “This TPEP thing is too much work. I don’t look at data. I use my heart to tell me what a student needs.” I would answer that setting goals for myself, communicating my goals to the students, letting them know how they are doing towards their goal, makes me a better teacher. The students worked hard to increase their accuracy this year. We practiced and I taught and we practiced some more. Reflecting makes me a more effective teacher. Even if the reflecting is in the form of an autopsy.