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Growth Plan (Hessler, 2022-2023)

Action Steps

1. Between 8/31 and 6/19, I will research alternative methods of measuring progress, including various standards-based models, ungrading, and peer/self-evaluation, as evidenced by articles, notes, and/or plans from attempts to implement strategies that seem viable and sustainable.

2. Between 8/31 and 6/19, I will research alternative methods of measuring progress, including various standards-based models, ungrading, and peer/self-evaluation, as evidenced by articles, notes, and/or plans from attempts to implement strategies that seem viable and sustainable.

3. Between 8/31 and 6/19, I will offer time-blocked student appointments for individualized conferences, and potentially for ongoing revision opportunities. Evidence of this will be records from Google Calendar.

4. Between 8/31 and 6/19, I will develop a repository of information so that students can search and self-select materials they need to help them individually, empowering them to seek out and access the knowledge. Evidence of this will be the repository (or screenshots thereof).

Student Learning Objectives

Students will increase proficiency in writing. English 1 students who are currently below goal will increase 4 points on the overall writing rubric, and those who are at goal will increase 1 point. This SLO covers 100% of my English 1 students with a subgroup focus on those students who scored between 550 and 850 on the initial IXL Diagnostic. Since there is a very close relationship between reading and writing, students who lack proficiency in reading tend to also have difficulties with writing. Targeting students with lower reading proficiency levels should increase their comprehension abilities which should lead to increased writing proficiency. Accessing the content will be made possible through the tool of reading.

Evidence

What data will you use to monitor progress and adjust strategies as needed?

I will use the data from the Unit 1 Mini-Essay and IXL to determine a starting skill level for students. I will then use the DPS rubric for all of the formal writing assignments throughout the year. I will have students reflect on their proven progress in the categories of the rubric to determine their individualized strengths and weaknesses, both in timed and process writing. Formative and summative assessments built into our units of study, along with recurrent administrations on the IXL Diagnostic for both my whole group and my sub group, will allow me to further analyze the progress of my students. Based on these scores, I will adjust the focal points of my classroom instruction to help students reach goal by the Spring Benchmark and final administration of the IXL Diagnostic.

Indicators of Academic Growth and Development

Whole Group

100% of English 1 students who are not at goal will increase by 4 points, or number of points required to meet Goal, as measured by performance on the Spring Benchmark using the DPS Grades 6-12 Argumentative Writing Rubric. 100% of English 1 students who are at goal or better will increase at least 1 point as measured by performance on the Spring Benchmark using the DPS Grades 6-12 Argumentative Writing Rubric.

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Sub Group

100% of English 1 students who scored between 550 and 850 on their initial IXL Diagnostic and are not at goal will increase by 4 points, or number of points required to meet Goal, as measured by performance on the Spring Benchmark using the DPS Grades 6-12 Argumentative Writing Rubric. 100% of English 1 students who scored between 550 and 850 on their initial IXL Diagnostic and who are at goal or better will increase at least 1 point as measured by performance on the Spring Benchmark using the DPS Grades 6-12 Argumentative Writing Rubric.

Action Plan Steps

1. I will provide the opportunity for students to evaluate written responses and discuss the criteria for rubric delineations, as evidenced by a lesson plan or materials, between 8/31 and 11/7.

2. I will have students compose at least three written responses about what they have read, as evidenced by student work, from 8/31 to 6/19.

3. I will engage students in peer editing of written responses at least three times, as evidenced by student work, from 8/31 to 6/19.

4. I will give students the opportunity to revise their own written responses at least three times, as evidenced by student work, from 8/31 to 6/19.

5. I will use student writing samples to develop differentiated instruction on the specific concepts that have proven themselves to need reinforcement at least twice between 8/31 and 6/19.

6. I will offer evidence-based, differentiated instruction in individual and/or small group contexts at least three times between 8/31 and 6/19.

7. I will utilize my PLC as an ongoing way to collaborate about how individual students are progressing through different standards and skills, as well as to discuss which strategies seem to be most effective for driving that progress. Evidence will be notes from those conversations and/or lesson plans implementing any shared strategies.

Parent Feedback Goal & Steps

80% of families will report feeling welcome at DHS as evidenced by the school survey.

1. I will make contact home when a student is in danger of failing the quarter or semester, as evidenced by PowerSchool log entries and/or ParentSquare messages, from 8/31 to 6/19.

2. I will create and utilize a Schoology page, as well as externally accessible homework and resource pages, as evidenced by screenshots, from 8/31 to 6/19.

Student Feedback Goal

As measured by the student survey in the spring, 80% of students will Agree or Strongly Agree with the following statement: When I am already pretty good at a skill, my teacher gives me challenging activities.

1. I will have students reflect, formally and informally, on their demonstrated understanding of the current content and/or skills between 8/31 and 6/19. Evidence of this will be written and verbal student reflections based on submitted work.

2. Students who demonstrate a tangibly proven mastery of the current content and/or skill will be offered the opportunity to develop extension assignments or attempt individualized above-grade-level skills in lieu of further practice of the learned material.

Element Questions

Planning Standards-Based Lessons/Units

Using Questions to Help Students Elaborate on Content

Action Steps

1. Between 8/31 and 6/19, I will research alternative methods of measuring progress, including various standards-based models, ungrading, and peer/self-evaluation, as evidenced by articles, notes, and/or plans from attempts to implement strategies that seem viable and sustainable.