OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Professional Certification Old Capitol Building PO BOX 47200 Olympia WA 98504-7200 (360) 725-6400 TTY (360) 664-3631

PROFESSIONAL GROWTH PLAN (PGP) TEMPLATE FOR CERTIFICATE RENEWAL First Name: Teacher

Last Name: Acceptable Example

Certificate Number or Birthdate: Certificates Held: (residency certificates do not need to be listed)

Professional Teacher Professional Principal Professional Program Administrator Professional School Counselor Professional School Psychologist

District/Agency:

Continuing Teacher Continuing Principal Continuing Program Administrator Continuing School Counselor Continuing School Psychologist Continuing Superintendent

Initial Program Administrator Initial School Counselor Initial School Psychologist Initial Superintendent School Occupational Therapist School Physical Therapist School Nurse School Speech-Language Pathologist School Social Worker

Academic Year (use 1 form each year):2013-2014

Step 1 - Needs Assessment and Goal Selection Describe your selected professional growth areas of focus, as well as information from your selfassessments that supports your selections. If holding multiple certificates, please indicate the Role for the Goal aligned with the Standard and Criteria/Strand. Note that all elementary education, middle level math / science, and secondary sciences / technology teachers are required to include a specific focus on the integration of STEM instruction as part of their PGPs. (RCW 28A.410.2212) Professional Growth Goals Rationale Standards-based Benchmarks Based on your self-assessment, identify areas of focus that will lead to your professional growth

What will you and/or your students be able to do as a result of your professional growth that you and/or they are not able to do now?

For initial, continuing, and professional level certificates, focus on the “career” level benchmarks listed at http://program.pesb.wa.gov/professionalgrowth-plan-pgp-t/career-level-standards-forpgps

This year the area I chose to focus on was derived from 2013 DIBELS End-of-Year scores for grade 2. My goal was established based on 8 students scoring below grade level benchmark on the DIBELS Beginning-of-Year assessment.

Students will be able to read with sufficient accuracy and fluency to support comprehension. Fluency is a bridge between decoding and comprehension (CCSS ELA RF 2.4). Fluency connects to accuracy and automaticity in decoding, and to comprehension through prosody or expressive interpretation. (Rasinski, 2004) Additionally, recent research suggests that the increased support provided by repeated reading practices, with 9295% accuracy, can help children access complex texts. This standard also supports the reading

1. T.1. 1. Using Multiple Instructional

Goal: Currently, 6 students are receiving Safety Net support in oral reading fluency and foundational skills. By June, 2014 we expect 33% (2 students) of students to meet or exceed the grade level benchmark goal, 33% (2 students) will advance

FORM SPI 1697 (1/2014)

Strategies to Address Individual Student Needs. Identifying standards, targeting learning outcomes and selecting instructional strategies, including the principals of second language acquisition, carefully chosen to reach the standard appropriate for the particular learning needs of assigned students. 2. T.2. 3. Seeking New Learning to Remain Current in Field. Seeking out new learning from the field and applying to teaching assignment and student learning.

Comment [BO1]: Goals and rationale are measurable and relevant to professional development or student growth. Goals and rationale are based on data or selfassessment outcomes. Goals and rationale are aligned to appropriate career-level benchmarks.

to the strategic (below) level, and 33% (2 students) will make some progress but remain intensive (well below), for oral reading fluency. Note: Two students have move out of our program, so the focus group is now six.

continual improvement goals for our school.

Notes: Students receiving Safety Net support are provided instructionally intensive activities that give a maximum effectiveness for the limited instructional time we have. We strive to be extremely accurate in matching the needs of different students to the instructional activities that target those needs. Intervention support is provided for a minimum of 30 minutes three times per week. It is anticipated that all Safety Net students will advance from their initial fluency assessment level. For example; we expect students at the well-below level will test at the below level or higher, and students at the below level will test at the benchmark level or higher.

Step 2 - Professional Growth Action Plan Activities What specific growth activities will you engage in to obtain the identified new learning? The activities should focus on both the content knowledge you acquire as well as the skills you develop.

Proposed Evidence Briefly describe the evidence that you will collect. Evidence may include areas beyond test scores such as attendance rates, discipline referrals, programs implemented, and other student or adult data.

Currently, I am working to become familiar with and implement the Wonders and WonderWorks curriculum with students I serve. Additionally, I am using research based curriculum provided for Safety Net to meet the unique needs and skill deficit areas of students in instructional groups. Specific strategies to support 2nd graders include: -Providing predictable cues/prompts throughout the lesson to help students execute the learning task successfully. (i.e. "Get ready......."What's the word?", "Eyes up", "Watch me", etc.) -A variety of interactive activities that target multiple intelligences to help students access the learning targets (pair share, games, act out, looping word parts, whisperphones, etc.) -Use of graphic organizers and sentence frames to assist students in close reading and comprehension of text. -Repeated readings of familiar text and reteaching of specific reading skills. -Consulting with SLP, OT, and Psychologist for additional information and strategies.

DIBELS Next Benchmark & Progress Monitoring (LNF, FSF, PSF, NWF, DORF, Retell & DAZE BURST Benchmark & Progress Monitoring (FSF, PSF, NWF, & Vocabulary) Wonders/WonderWorks Placement & Diagnostic Assessments Wonders/Wonderworks Oral Reading Fluency Assessments Team Meeting Notes

Multiple collegial practices are assisting me to improve student learning. I will attend all Elementary Safety Net Literacy & Math meetings at the Resource Center and on LEAP Wednesdays. Meetings includes specific trainings with the CCSS, WonderWorks

FORM SPI 1697 (1/2014)

Comment [BO2]: Activities are aligned to goals. Activities are measurable. Activities are varied are varied and show new learning / practices.

Curriculum, Safety Net resources available from the Consortium on Reading Excellence, book studies, and many discussions with district colleagues to share practices that are effective. I formed a book club to read Teaching the Critical Vocabulary of the Common Core: 55 words that make or break student understanding. I hope to discover new ways to present comprehension strategies. I continue to explore the WonderWorks and Wonders curriculum to gain an understanding of how I can support students at various grade levels in Literacy. I maintain frequent email communication with general education teachers to keep updated on content specific lessons, so that I can align my teaching directly.

Step 3 - Evidence of Professional Growth Final Review Describe the evidence that you have collected. Provide evidence and documentation for the supervisor or certificated colleague to review. Middle of Year: To date, my intervention team has had multiple meetings with the second grade team to discuss and update the progress of shared students, communicate concerns of any newly identified students, struggling in reading. From these meetings groups were rearranged and teaching materials and strategies were modified to continue to meet the needs of each group. Three well below (intensive) ELL students are now receiving additional reading support in my safety net group. Classroom teachers have adjusted "Friday Fun Day" to "Wacky Wednesday" in order to allow interventionists to work the maximum number of minutes each week. Review of progress data shows general improvement since MOY benchmark testing. See Artifacts: DIBELS Progress Monitoring, and MOY Benchmark. BURST Progress Monitoring (Irregular Words, Regular Words and Vocabulary). Wonders fluency assessments. ReadWell end of unit assessments. Phonics for Reading 2 spelling quick check (unfortunately these were sent home with students). Timed Fluency Practice using ReadWell stories, Phonics for Reading 2 stories, Read Naturally timed reads. Note: one student has qualified for special education services in reading. I will increase student opportunities to develop prosody (reading in phrases, pace, syntax, self-correction, and intonation). This will include implementing supplemental warm-up exercises with Dolch phrases, daily timed tracking practice, and BURST fluency practice with graphing of progress. Display grade level fluency goals for students to view, and a visual graph displaying student success in meeting their individual Dolch goals. I will to create a pre/post spelling quick check template for use with the Phonics for Reading curriculum. Teach explicit mini-lessons using the grade 1-3 WonderWorks lesson cards for fluency skills. I will collaborate with second grade teachers to schedule and collect periodic Wonders assessments, continue to research high leverage strategies from Hattie, and Teaching Reading Sourcebook (CORE).

Comment [BO3]: Evidence is aligned with Goals and Activities. Evidence is described in detail. Evidence measures professional or student growth. Evidence documents outcome of growth actitivities.

Step 4 - Reflection/Implications Describe your learning and outcomes from the PGP activities. Based on this learning, what are some next steps that might guide future professional growth? End of Year Reporting of student performance includes numbers of students showing some growth, clear growth, and high growth in relationship to the student growth goals established during my goal setting conference with my evaluator. Due to the intentional focus on collaborative and collegial practices to improve instructional practice and student learning, the following gains in student growth can be documented by multiple data points: 78% of students meet or exceed the target established. 0 students showed no growth. 1 student showed some growth due to difficulty with effecting prosody when reading extended text. 1 student had no initial assessment score and therefore it was not possible to determine growth. Due to our intentional targeted instructional strategies, increased student engagement and participation, we had a higher number of students show growth than anticipated. Growth was shown in each of the multiple measures used throughout the year. Anticipated next steps: Continue to collaborate with the intervention team and classroom teachers to establish program needs based on student skill deficit areas in literacy. Review current research of strategies and best practice in literacy. Next year, students who continue to receive intervention support will be provided instructionally intensive activities that give a maximum effectiveness for the limited instructional time allotted. I strive to be extremely accurate in matching the needs of different students to the instructional activities that target those needs. Intervention support is provided for a minimum of 30 minutes three times per week. It is anticipated that all Safety Net students will advance from their initial fluency assessment level. For example; it is expected that students at the well-below level will test at the below level or higher, and students at the below level will test at the benchmark level or higher.

Step 5 - Review of PGP Completion (to be completed no later than June 30) FORM SPI 1697 (1/2014)

Comment [BO4]: Reflection is well defined and detailed.

Comment [BO5]: Reflection demonstrates growth and results of learning through the PGP. Considers future learning possibilities.

I declare under penalty of perjury under the laws of the State of Washington that I have completed the professional growth plan and submitted evidence to that effect. The intentional misrepresentation of a material fact in this form subjects the certificate holder to revocation of his/her certificate pursuant to chapter 181-86 WAC. ______________________________ _________________________________ Date: ____________________ Educator Signature (required) Print Name I declare under penalty of perjury under the laws of the State of Washington that I have reviewed the professional growth plan and evidence to that effect. The intentional misrepresentation of a material fact in this form subjects the certificate holder to revocation of his/her certificate pursuant to chapter 181-86 WAC. ______________________________ _________________________________ Date: ____________________ Supervisor/Colleague Signature Print Name

FORM SPI 1697 (1/2014)