Progress Monitoring Reflection:
For the April progress monitoring submission in the Student Growth Tracker students were asked to write about the animal they have been researching in reading. Using the criteria in our End-of-Year SLO rubric (found on the SLO homepage) I rated my students' current writing level. Currently, I have eleven of my sixteen students writing at the typical or above typical levels (which for EOY is to be writing 2 or more sentences). The three students who fell into the below category are continuing to consistently write only one sentence, and so I am concentrating on setting goals with these students to add more details to their writing, and to expand their thinking to create multiple sentences. For my two students who are in the well below category, I am continuing to work on using sight words and decoding skills to form at least one complete sentence independently, as they are still heavily relying on sentence stems. Finally, for those students who have reached the typical category, meaning they are already writing 2-3 sentences on a topic, my goal is for them to start developing their ideas more fully into paragraph form, adding further details and creating more varied sentence formats (i.e. not all sentences beginning with "I like to," etc.). This strategy has shown success for my students who have already reached the above typical level, and for these students we will continue to edit and expand upon their writing to start grouping ideas into paragraphs.
For the April progress monitoring submission in the Student Growth Tracker students were asked to write about the animal they have been researching in reading. Using the criteria in our End-of-Year SLO rubric (found on the SLO homepage) I rated my students' current writing level. Currently, I have eleven of my sixteen students writing at the typical or above typical levels (which for EOY is to be writing 2 or more sentences). The three students who fell into the below category are continuing to consistently write only one sentence, and so I am concentrating on setting goals with these students to add more details to their writing, and to expand their thinking to create multiple sentences. For my two students who are in the well below category, I am continuing to work on using sight words and decoding skills to form at least one complete sentence independently, as they are still heavily relying on sentence stems. Finally, for those students who have reached the typical category, meaning they are already writing 2-3 sentences on a topic, my goal is for them to start developing their ideas more fully into paragraph form, adding further details and creating more varied sentence formats (i.e. not all sentences beginning with "I like to," etc.). This strategy has shown success for my students who have already reached the above typical level, and for these students we will continue to edit and expand upon their writing to start grouping ideas into paragraphs.
EOY SLO Reflection:
Our SLO this year focuses on our students' writing levels, and since we have not yet completed the EOY Writing Benchmark, this reflection is based on the April data listed in the Student Growth Tracker and the reflection above. Currently, ten of my sixteen students have met the Projected Growth Goal set back at the beginning of the year. Five of the six students who have not met their Projected Growth Goal have also struggled in reading this year. Their difficulties learning phonics skills (such as letter/sound knowledge, blending, and decoding) have correlated to their difficulties in writing (encoding and using sight words). However, all my students have shown improvement and progress moving from the skills outlined in our Initial Skill Profile chart to the skills outlined in our Targeted Skill Profile chart. Next year, I will make changes to the SLO process first and foremost by adapting the profile rubrics used to assess student progress. Our Initial Skill Profile chart from the beginning of the year changed drastically from our Targeted Skill Profile chart created mid year, which then made the growth progress data more confusing to compare over time and track improvement. Next year, I will use the Initial Skill Profile Chart as a prerequisite to assess skills students might have coming from Pre-K as a starting point, but will make Projected Growth Goals and all Progress Monitoring data reflect the goals of the Targeted Skill Profile chart, making progress tracking more consistent.
Our SLO this year focuses on our students' writing levels, and since we have not yet completed the EOY Writing Benchmark, this reflection is based on the April data listed in the Student Growth Tracker and the reflection above. Currently, ten of my sixteen students have met the Projected Growth Goal set back at the beginning of the year. Five of the six students who have not met their Projected Growth Goal have also struggled in reading this year. Their difficulties learning phonics skills (such as letter/sound knowledge, blending, and decoding) have correlated to their difficulties in writing (encoding and using sight words). However, all my students have shown improvement and progress moving from the skills outlined in our Initial Skill Profile chart to the skills outlined in our Targeted Skill Profile chart. Next year, I will make changes to the SLO process first and foremost by adapting the profile rubrics used to assess student progress. Our Initial Skill Profile chart from the beginning of the year changed drastically from our Targeted Skill Profile chart created mid year, which then made the growth progress data more confusing to compare over time and track improvement. Next year, I will use the Initial Skill Profile Chart as a prerequisite to assess skills students might have coming from Pre-K as a starting point, but will make Projected Growth Goals and all Progress Monitoring data reflect the goals of the Targeted Skill Profile chart, making progress tracking more consistent.