Tiered Student Growth Objective Annotated With Comments First Grade, English Language Arts

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1 Intrductin The secnd year teacher wh wrte this Student Grwth Objective teaches first grade in a general educatin classrm at a traditinal public schl. By using the Develpmental Reading Assessment (DRA2), she requires her students t demnstrate their prficiency in reading as well their applicatin f reading skills they have learned thrughut the year. Thrugh the use f the DRA2, she is able t determine each student s independent reading level, reading cmprehensin, engagement, fluency, and accuracy. These skills incrprate many f the Cmmn Cre State Standards. When balanced with anther SGO that is equally brad in scpe, in mathematics, fr example, her tw SGOs cmbined include a significant prtin f the teacher s wrk with her students. Grade Subject Number f Students Interval f Instructin 1 English Language 24 Full year Arts Semester Other The teacher states that the interval f instructin is fr a full year. Hwever, she states belw that she will get baseline data frm the fall DRA2 during the first 6 weeks f the schl year. In additin, because this teacher des nt have tenure, her district may ask her t give the final DRA2 test in April. This will give her evaluatr time t cnduct an annual cnference with cmplete data befre the May 15 th ntificatin deadline fr nntenured teacher renewal. Fr these reasns, it may be apprpriate t adjust the interval f instructin t be Octber 15 April 30. Name f Assessment Develpmental Reading Assessment, SGO Type General Secnd Editin (DRA2) Specific The teacher has checked the General bx, signifying that this SGO includes all f her students and a significant prtin f the reading standards she teaches in this class. Ratinale fr Student Grwth Objective (Please include cntent standards cvered and explanatin f assessment methd.) I will use the DRA2 t assess my students at three different pints thrughut the year (fall, winter, and spring). I will administer the DRA2 individually t determine students reading level, cmprehensin, engagement, fluency, and accuracy. Depending n their reading level, either I will select the text r the student will select the text. I will begin the assessment by asking the student a cuple f questins abut their reading habits and bk preferences. Then I will intrduce the stry and the student will lk at the pictures and tell me what is happening. Next, I will ask the student t read the stry alud. As the student is reading alud, I will d a Recrd f Oral Reading, where I will dcument the student s accuracy, fluency, and ral reading behavirs. After the student finishes reading, I will assess cmprehensin by asking the student t retell the stry, nting the infrmatin the student includes. Finally, the student will answer a cuple f reflectin questins t cmplete the assessment f reading cmprehensin. I will rate and scre my students using the DRA2 Cntinuum. Then I will develp instructinal activities based n their scre and DRA2 Fcus f Instructin recmmendatins. COMMON CORE STATE STANDARDS ENGLISH LANGUAGE ARTS Reading: Literature Key Ideas and Details CCSS.ELA-Literacy.RL.1-3 CCSS.ELA-Literacy.RL.1.1 Ask and answer questins abut key details in a text. CCSS.ELA-Literacy.RL.1.2 Retell stries, including key details, and demnstrate understanding f their central message r lessn. CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and majr events in a stry, using key details. Integratin f Knwledge and Ideas CCSS.ELA-Literacy.RL.1.7, RL.1.9

2 CCSS.ELA-Literacy.RL.1.7 Use illustratins and details in a stry t describe its characters, setting, r events. CCSS.ELA-Literacy.RL.1.9 Cmpare and cntrast the adventures and experiences f characters in stries. Range f Reading and Level f Text Cmplexity CCSS.ELA-Literacy.RL.1.10 CCSS.ELA-Literacy.RL.1.10 With prmpting and supprt, read prse and petry f apprpriate cmplexity fr grade 1. Reading: Fundatinal Skills Phnics and Wrd Recgnitin CCSS.ELA-Literacy.RF.1.3a-g CCSS.ELA-Literacy.RF.1.3 Knw and apply grade-level phnics and wrd analysis skills in decding wrds. CCSS.ELA-Literacy.RF.1.3a Knw the spelling-sund crrespndences fr cmmn cnsnant digraphs. CCSS.ELA-Literacy.RF.1.3b Decde regularly spelled ne-syllable wrds CCSS.ELA-Literacy.RF.1.3c Knw final e and cmmn vwel team cnventins fr representing lng vwel sunds. CCSS.ELA-Literacy.RF.1.3d Use knwledge that every syllable must have a vwel sund t determine the number f syllables in a printed wrd. CCSS.ELA-Literacy.RF.1.3e Decde tw-syllable wrds fllwing basic patterns by breaking the wrds int syllables. CCSS.ELA-Literacy.RF.1.3f Read wrds with inflectinal endings. CCSS.ELA-Literacy.RF.1.3g Recgnize and read grade-apprpriate irregularly spelled wrds. Fluency CCSS.ELA-Literacy.RF.1.4a-c CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency t supprt cmprehensin. CCSS.ELA-Literacy.RF.1.4a Read grade-level text with purpse and understanding. CCSS.ELA-Literacy.RF.1.4b Read grade-level text rally with accuracy, apprpriate rate, and expressin n successive readings. CCSS.ELA-Literacy.RF.1.4c Use cntext t cnfirm r self-crrect wrd recgnitin and understanding, rereading as necessary. The standards listed abve have been derived frm a Level 14 DRA2 assessment. The teacher prvides a brief explanatin f hw she will use the DRA2 assessment. This is useful infrmatin fr an evaluatr wh may nt be familiar with this assessment. The teacher states that the assessment will be given three times during the schl year, thereby building in a check pint t help her mnitr student prgress and make adjustments t instructin as needed. She may cnsider prviding the exact dates she expects t administer the assessment t her students. Attaching a cpy f the assessment t this frm will be useful fr the teacher and her administratr when they sit dwn t discuss the SGO befre the submissin deadline. It may als be useful t attach examples f the instructinal activities she wuld use with her students after she has analyzed their perfrmance. The teacher clearly states the Cmmn Cre State Standards that will be cvered. These standards include many that are critical fr enduring understanding and fundatinal fr future success. This is smething she might explicitly state in the ratinale sectin. Student Grwth Objective At least 70% f first grade students, based n their initial reading level, will reach r exceed an apprpriate reading level by the end f the instructinal perid. The teacher clearly states hw many students will d what by when, althugh being mre specific with the length f the instructinal perid wuld be an imprvement. She did nt specify ne specific target level fr all students t reach r exceed, as her students are entering first grade at varying levels reading prficiency.

3 Preparedness Grup (e.g. Lw, Medium, High) Number f Students in Each Grup (24 in class) Target Level n Pst-Assessment Number f Students Required fr Full Attainment Lw Medium High The teacher expands n her SGO statement using a table t shw specific target scres. Because her students are starting ut the year at different levels, the teacher has decided t use the tiered apprach fr this SGO. She has gruped her students by their level f preparedness and has set apprpriate targets fr each level based upn their starting pints. The teacher shuld include an explanatin f why the learning targets are apprpriate fr each grup f students. Fr example; The target scres fr each grup f students represent a year f grwth fr each grup. Additinally, even thugh the teacher has tried t create mre targeted gals using a tiered apprach, she might cnsider setting individual gals fr her students. She has a manageable number f students and has cllected individual student baseline data already. This wuld prvide learning gals specific fr each student. Baseline Data and Preparedness Grupings (Please include the number f students in each preparedness grup. Summarize the infrmatin yu used t prduce these grupings. Prvide any additinal student data r backgrund infrmatin used in setting yur bjective.) My students kindergarten reading level data was available fr review. I examined their DRA2 levels frm the end f their kindergarten year t help infrm my administratin f the DRA2 at the beginning f this year. I administered the DRA2 t my students during the first 6 weeks f schl. I rated and scred students using the DRA2 Cntinuum. Then I develped instructinal activities based n their scre and DRA2 Fcus f Instructin recmmendatins. I analyzed the baseline data and srted my students int preparedness grups based n their current reading level. Students within the Lw grup are students whse reading level is belw grade level expectatins fr the beginning f first grade. Students within the Medium grup are students whse reading level meets grade level expectatins fr the beginning f first grade. Finally, students within the High grup are thse whse reading level exceeds the expectatins fr the beginning f first grade. Belw is a summary f my students baseline data by preparedness grup: Preparedness Grup Number f Students A 2 Lw Medium High 8 1 The teacher has incrprated a chart that summarizes her baseline data which she has als attached in a separate dcument (fig. 1). On the attached rster, she has prvided fall DRA2 level scres fr each f her students, their level f preparedness, and a target DRA2 level. The teacher may als cnsider including her students DRA2 level data frm the end f kindergarten. Using this measure in cmbinatin with the fall assessment wuld indicate any lsses r gains a child made ver the summer. This wuld prvide a mre cmplete picture f a student s reading skills and allw the teacher t set mre apprpriate targets.

4 Scring Plan Preparedness Grup Lw (5 students) Medium (13 students) High (6 students) Target Scre n Final Assessment Objective Attainment Level Based n Number f Students Achieving Target Scre Exceptinal (4) Full (3) Partial (2) Insufficient (1) 4 r mre students OR 2 meet and 1 r mre exceed by at least 1 level 11 r mre students OR 7 meet and 3 r mre exceed by at least 1 level 6 students OR 3 meet target and 2 r mre exceed by at least 1 level 3 students 2 students 10 students 9 students 5 students 4 students 1 r fewer students 8 r fewer students 3 r fewer students The infrmatin in the target sectin implies that the teacher will analyze the grwth f her students within each tiered grup, rather than setting ne target level. Using this apprach, the teacher is able t set rigrus yet attainable gals fr mre f her students based upn their starting pints. The teacher als accunts fr students wh may exceed expectatins by at least ne level and includes thse successes in the Exceptinal categry. Apprval f Student Grwth Objective Teacher L. Lipscmb Signature L. Lipscmb Evaluatr Y. McBain Signature Y.McBain Date Submitted 11/1/13 Date Apprved 11/11/13 Results f Student Grwth Objective Grup Number f Students at Target Scre Objective Attainment Level Weight (based n n. stu. per grup) Weighted scre Lw Medium 9 meet, exceed High Ttal SGO Scre 3.75 Teacher L. Lipscmb Evaluatr Y. McBain Date 5/16/14 This sectin is cmpleted after the final DRA2 assessment and uses data that the teacher has attached t the SGO frm (fig. 2). The ttal scre is determined by taking each preparedness grup scre, and multiplying it by its relative weight (based n the prprtin f students in that grup). The sum f the weighted scres is the Ttal SGO Scre. This apprach mre fairly represents the teacher s success than using a straight average. The teacher met r exceeded her gals fr each grup f students. During her annual cnference, she and her administratr may discuss what instructinal strategies the teacher will use during the last few weeks f schl, particularly fr students wh did nt meet their learning targets.

5 DRA2 Fall Data, Preparedness Grupings and Target Student Fall (Baseline) Level f Preparedness End f Year Target Level 1 3 Medium Lw Medium High Medium High Medium High Medium A Lw Medium High Medium Medium Medium Lw 4 17 A Lw Medium Medium Lw Medium High Medium High 18 Figure 1. The teacher has prvided her class rster and incrprated fall DRA2 level data, preparedness grups, as well as target levels. She has given each student a target fr the end f the year based upn their baseline level. She might cnsider using her students prir year reading level scres in additin t this fall assessment. This might prvide insight int her student s learning trajectries and allw her t set mre apprpriate targets fr each f them.

6 DRA2 Perfrmance Data and Student Learning Target Results Student Fall (Baseline) Winter Spring Target Level Target Achieved? Yes Yes Exceeded Yes Yes Yes Yes N Yes 10 A Yes Yes Yes Yes Exceeded Yes Yes 17 A Yes Yes N Exceeded Yes Yes Exceeded Yes Figure 2. The teacher has prvided a chart with student perfrmance data fr the instructinal perid. This prvides clear evidence f student learning ver several mnths including the mid-year check n prgress.