Guidelines for developing Student Growth can be found on p 22 of the KTIP Handbook

Source of Evidence: Student Growth

Name:

Katelyn Fryar

Date:

11/01/15

Orientation and Cycle 1: Develop Student Growth Plan (1B) (1C) (1E) (1F)
Class Interval of Instruction
Identify the interval of instruction for your class: (click on one)

Trimester

Semester

School year

1. Target Content
Students will produce, develop, and strengthen writing by planning, revising, editing and re-writing.
2. Assessment
Deeper learning score growth between Fall and Spring
3. Student Growth Goal

100% of students will improve their deeper learning scores by an appropriate interval and will be at least
Approaching Expectations in 4 of 7 scored categories from the scoring rubric. This will be measured by
average scores for the class.
4. Professional Learning Needs

I will seek professional development opportunities regarding the best strategies to teach writing. I will also
learn from my colleagues, who are successful and effective teachers of writing, specifically LDC tasks. I
want to streamline the writing process for students, making them increasingly comfortable with writing
both short and longer tasks. I think I would really benefit from attending a conference on the LDC module
framework, as the structure helps both students and teachers, but a lack of training can make parts unclear
or confusing.
5. Instructional Strategies for Goal Accomplishment
I will model the writing process for students step by step. I will hold both planning and revision sessions in
order to help students become more comfortable with the entire writing process. I will have students read
the work of their classmates in order to assess writing (thereby more thoroughly understanding the scoring
rubric) and then revise their own work in order to strengthen their writing. I will hold one-on-one
conferences with students at several stages throughout the writing process, periodically checking their work
to get a more holistic sense of what students are mastering and who and what needs to be re-taught.

6. Plan for Monitoring Goal Attainment

I will record student deeper learning scores for the fall. Scores will be based on my assessment, the
assessment of a school administrator, and the assessment of an outside administrator. In the spring, this
process will be repeated and scores will be compared to show growth from the first to second semester.

During Cycle 1 Committee Meeting: Review Student Growth Goal and Implementation (1B) (1C) (1E)
7. Review the Student Growth Goal

During Cycle 2: Monitor Student Growth (1B) (1C) (1E) (4A)

8. Student Growth Progress Review and Reflection
Students have not yet completed their 2nd deeper learning event

Guidelines for developing Student Growth can be found on p 22 of the KTIP Handbook
During Cycle 2 Committee Meeting: Review Student Growth Progress (1B) (1C) (1E) (4A)
9. Student Growth Progress Review and Reflection
Students will complete their 2nd deeper learning event during cycle 3
During Cycle 3: Collect and Analyze Summative Assessment Data of Student Growth (1F) (4A)
10. Assessment of Student Growth
My 3rd period class improved their deeper learning scores by 0.425 points on a scale of 0-4. Their scores
went from a 2.125 to a 2.55. The progress goal was to grow by .6 to .7 points
My 4th period class improved their deeper learning scores by 0.6125 points on a scale of 0-4. Their scores
went from a 2.0625 to a 2.675. Their progress goal was to grow by .6 to .7 points.
My 6th period class improved their deeper learning scores by .7125 points on a scale of 0-4. Their scores
went from a 2.1875 to a 2.9. Their progress goal was to grow by .6 to .7 points.

On an individual basis, no student scored lower on their final deeper learning event than they did on their
previous deeper learning event. 15 students improved their average score by 1 point or more (on a scale of 0
to 4), which would be defined as exceeding the goal set for their class.
Number of Students
who exceeded goal
15

Number of students
who met goal
48

Number of Students
who did not meet goal

!
0

Reflection on Results

I am pleased with how students improved their scores. It is reflected in the data that as the day goes on, I
get better at teaching a particular topic and am able to anticipate questions and clear up misconceptions
more quickly. My 6th hour started with the highest average and ended up with the most growth. My 3rd
period (the first regular English 1 class I teach, showed the least growth. My 3rd period class is also smaller,
and a few students only improved slightly.
I am also pleased because I scaled back the amount of guidance they received on their second deeper
learning event. I heavily guided their first deeper learning event so that students could be accountable for a
more self-guided second deeper learning event. I also think that because students were allowed choice in
their second deeper learning event, they had a tendency to enjoy the assignment, which led to
improvements in scores.

During Cycle 3 Committee Meeting: Plan for the Future (4A)

11. Lessons Learned
Working one-on-one with students through the writing process is key. Some students need more
guidance than others, and working one-on-one allows you to push writers who are doing well further, but
also allows you to scaffold for struggling writers. Getting students to talk about their writing, set goals and
analyze the rubric were immensely helpful strategies that I was able to learn from my mentor teacher and
my partner teacher. I think those strategies contributed to greater student success for the second deeper
learning event. Overall, I think the more enthusiastic and organized students can be about the writing
process, the better their experience and the better the outcomes.