making student growth meaningful in the elementary classroom bonnie humphries & carmen gullion,...
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Making Student Growth Meaningful in the Elementary
Classroom
Bonnie Humphries & Carmen Gullion,Gallatin County Upper Elementary School
Carmen’s data for first goal
Students Reading on Grade Level• 40% of my class read on grade level in the fall
based on Fall Literacy First results • 27% read on grade level based on fall MAP
results
Carmen’s first goal
For the 2012-13 school year, 100% of my students will make progress in reading as evidenced by winter and spring MAP RIT scores and fluency scores based on Literacy First program. 78% will be reading on grade level by spring 2013 as evidenced through MAP RIT scores and Literacy First fluency scores combined.
Starting with these interim
assessments didn’t give me
the results and focus I wanted
for my students.
Carmen’s next year’s data
• Used a teacher created 3-level rubric adapted from the LDC module rubric for text evidence
• Students given a constructed response requiring text evidence to support their answers
• 5 out of 25 (20%) of my language arts students scored a 2 out of 3 on the rubric
• 20 students scored a 1 (80%)
Carmen’s later goal
By the end of the 2013-2014 school year, all of my students will show growth in answering constructed responses and using text-based evidence as demonstrated by the Text Evidence Response Rubric. In addition, 23 out of 25 (92%) will score a 3 or higher on the rubric.
Enduring Skill
Bonnie’s goal
By May 2013, the students in Math Class 1 will improve on their writing to explain their mathematical thinking on formative assessments. They will increase as a class from 41% scoring 3 on a Writing to Explain Rubric to 80% scoring a 3.
Enduring Skill
Defining ENDURINGLearning that • ENDURES beyond a single test date,• is of value in other disciplines, • is relevant beyond the classroom,• is worthy of embedded, course-long focus,• may be necessary for the next level of
instruction.
Final SGG Math FA Data
Baseline Midyear Final0
10
20
30
40
50
60
70
80
90
SGG Growth 2013-14
Data Points
Percent scoring
"3"
How we engaged students
• Student friendly or student-developed rubrics
• Simplistic and clear rubrics• Peer review with the rubric and feedback
from peer• Regular and descriptive feedback –
students would redo their work
Administrator Support
• Knowing the goal-setting process and requirements
• Having a holistic picture of the teacher• Using a systematic way of tracking data• Allowing time for discussions “along the way”
in addition to the beginning, mid-year and final meetings
More connections in the TPGES
Framework for Teaching• 3B-Questioning & discussion techniques• 3C-Student engagement• 3D-Using Assessment in Instruction• 2B-Student accountability • 1E-Designing Coherent InstructionProfessional Growth Planning
Moving Forward
• Engage students using Leader in Me strategies
• Include both a growth target and a proficiency target in the goal
• Continue to learning about enduring skills
• Focus on the needs of my current students