| Use this form in conjunction with the 3 standards and 12 criteria | ||
| Name : Julie Jones |
| Building and Assignment: Every High School |
| Standard/Criterion: 1(b) using a variety of assessment strategies and data to improve instruction |
Step 1 - Needs Assessment and Goal Selection
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| 1a-Professional Growth Area of Focus
Your (1) self-assessment using the Descriptions of Practice, (2) discussions with your Professional Growth Team, and the (3) review of school/district plans will provide guidance on a specific area for growth within the selected criterion . |
| Everett Public Schools has a district rubric for writing called the 4x4. Students in my classes use this rubric, portions of the rubric, modified versions of it and other writing rubrics specific to the genre or form being studied. These tools are used to self-assess before submission and to give each other feedback during peer conferences. In order to understand these tools, students use them with other pieces of text before writing.
Students complete quarterly district writing assessments which are scored using the 4x4. I have not taken the time to help students reflect on the outcomes of these district assessments and use them to set individual goals. I discussed this with my principal and she suggested I also consider using this reflection to help students communicate with their parents regarding progress and goals they want/need to set. Specifically, our 9th grade students have the option of taking the WASL early (9th instead of 10th grade year). As the district assessments are aligned with the WASL, this would be one tool students could use to help make the decision about whether to take the WASL early or not. |
| 1b-Rationale
What will your students be able to do as a result of your professional growth that they are not now able to do? |
| Ninth grade English students will
§ Use data from the common classroom-based assessments taken throughout the year to create a personal growth plan focused on preparing for the writing WASL. § Track how well they are progressing on their growth in writing and be able to name what they need to revise or keep doing in their plan to keep improving. § Use data to communicate with parents/guardians regarding areas of growth students need to make in the area of writing. Based on the information from the common classroom-based assessments and other feedback received on their writing students will § Decide whether or not to take the WASL in March of their freshman year based on their understanding of their current abilities. |
Step 2 - New Learning
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| Based on your rationale, what new skills and knowledge (grounded in research) will you need to build your capacity in this area? Be Specific. |
| In the November 2005 Educational Leadership article by McTighe and O’Connor, “Seven Practices , practice 6 spoke about “educators who provide regular opportunities for learners to self-assess and set goals often report a change in the classroom culture. In speaking with our Instructional Facilitator in Literacy, I learned about the work of Rick Stiggins and the Assessment Training Institute around student-involved assessment and how great an impact it has on student achievement.
By 2008, I need to learn about student reflection processes around assessing writing, grading and ways to use portfolios for parent and student communication. I also need to learn about classroom management related to implementing these processes. |
Step 3 - Professional Growth Action Plan
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| What specific growth activities will you engage in to obtain the identified new learning? |
ACTIVITIES
| TARGET DATE
| RESOURCES NEEDED
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| Find books, courses, and materials related to student-involved assessment | SPRING 08
| Professional Growth Team member’s advice as well as Instructional Facilitator of Literacy recommendations |
| Portfolio course | 08-09 SCHOOL YEAR | EPS on-line courses |
| Read Parents & Schools | 08-09 SCHOOL YEAR | Library |
| Draft plan with VP | 08-09 SCHOOL YEAR | Kelly Clapp |
| Develop assessment survey | 08-09 SCHOOL YEAR | Peter Hendrickson |
| Gather student work samples over time. | 09-10 SCHOOL YEAR | Students |
Step 4 - Evidence Proposed
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| What evidence might you gather to demonstrate the impact of your professional growth on student learning as stated in Step 1? |
| §
Student initial writing samples and others collected over the course of the year from low, middle, and high performing students and their personal growth plans along with their tracking of growth and revisions of plans.
§ Data from an end of year survey of parents and students. § Student self-reflections re: when to take the WASL which would include data on which they based their decisions. (using reasons and evidence in writing) § Rate of passage by those who take early as compared with last year’s group. |