Professional+Goals


 * STRATEGIC PLAN STRATEGY **


 * Strategy 3 **
 * We will review, deepen, and refine, as needed, the practices, tools and programs essential for each student to meet and/or exceed the ASD standards as we continue to monitor student progress in writing using the CBM as an ongoing assessment tool. **

Curriculum Based Measurement writing probes support the continuation of last year’s school-wide goal—which was deepening our understanding and practice of the writing workshop format AND addressing issues of language usage—mechanics, spelling, conventions.

Writing fluently (which includes using conventional spelling and syntax) is integral to the ASD literacy standards in grades 3-5.

** Team Goal **

The goal this year is to train a replacement member of the team and a substitute into the process of monitoring student progress in writing using **Curriculum Based Measurement** (CBM), a sensitive, standardized system of probing skills that can be administered in 10 minutes or less. Results from ** writing ** CBMs will be used to inform learning goals and the instructional program of World Language block ESL. In this third year of utilizing CBMs, we have an established system of tracking student progress, which provides framework for directed instruction. The method has proved itself. Julie, our new team member, and Catherine, our substitute, will have to learn the background and procedure.

** Evidence/Measurement ** We have developed a recording sheet to track student progress. A __point graph,__ which includes a baseline and tracking points, has been developed and updated in order to share progress with students after each writing probe.

1. Score Correct Word Sequences (CWS), Correctly Spelled Words (CSW), and Total Words Written (TWW) as required by the CBM protocol. 2. Update charts and graphs 3. Establish the baseline and aim line for each student 4. Consistently measure progress
 * Steps to reach our goal: **

Note 2013.4.2: It is my hope that the team will continue with the CBM process as it is a worthwhile assessment. As a probe into writing (or reading for that matter), it is sensitive enough to detect the slightest progression or regression of students who are new to English.

Note 2013.5.2: All CBMs were completed and scored in April. Point graphs of student results are in G3 & G4 Level I & II student folders. Results were also added to students' comprehensive ESL files.

To make things even more exciting, I added two personal goals. The first was to give students more choices in the learning activities they engaged in. Learning activities would include vocabulary work, "Squeepers" reading comprehension, reader responses, science and social studies work, context clue practice, practice making inferences, Words Their Way word sorts, and grammar and mechanics work. The second was to learn how to build and teach rockets.

Note 2013.5.2: I accomplished the first of the personal goals. After teaching about and giving sufficient practice, I offered my students 3-4 choices: activities related to reading comprehension, vocabulary work, grammar/mechanics/word study, and science/social studies work.

Note 2013.5.3: Thankfully I had the help of the U.S. Air Force to accomplish my second personal goal. I have three weeks to go with my rocketry ASA, which I have run for three trimesters. It was a pleasant change from other ASAs I've offered in the past--three years of the online magazine and a year or two of line dancing.