Growth Is More Important Than Proficiency

I truly believe that growth is more important than proficiency. Even as a first year teacher, this statement has already become such an important mindset of mine. When I started teaching in October, as a mid-year hire, I was given children of all different reading levels. In second grade, the goal is to have students come to you reading independently. I had students ranging from beginning kindergarten to middle of year third grade. When the middle of year tests came along, I hadn’t even gotten to the core of my reading instruction, so I was worried. Assessments didn’t go so well – so I knew something had to change. What was I going to do differently from now until the end of the year so that my students showed growth and truly understood what I was teaching them?

First Steps

• Set new guided reading groups based oh MOY scores (accurate reading level and skill to focus on in consideration)
• Implement “The Daily 5” starting the first day after Winter Break
• Collaborate/plan with teammates to “bounce” students for guided reading across grade level in order to best meet student needs
• Look at each student’s data individually. Focus on what they need: accuracy, fluency, oral comprehension, written comprehension
• Generate question stems and incorporate TRC type language into guided reading groups and ELA common assessments
• Set individual goals for students
• Progress monitor to see what is working, what is not working

Palm Beach Schools  (Growth and Proficiency) defines proficiency (status) as “a method for measuring how students perform at one point in time” and growth (progress) as models to measure the amount of academic progress students make between two points in time.

Focus On The Students

One student in my class, who has truly touched my heart, is the perfect example of why growth is more important than proficiency. This student came to me reading at RB (reading behaviors), which is an early kindergarten level. He had been reading at that level since he began school in kindergarten. He had never been held back, and went through 3 different teachers during his first grade year. Needless to say, this student needed a teacher who was willing to put in the effort to meet his needs. When I organized my guided reading groups, I chose to keep this student in a group on his own. I did not use the daily 5 for his centers as I did for the rest of my class. I organized three centers a day for this student.

• Work with TA on sight word practice (example: word worksheets to write, trace, cut, find, etc.)
• Work with me for “guided reading” which included sight word flash cards (one bag of “words I know” and one of “words I want to learn) so that student can see growth
• Raz-Kids  (Raz-Kids) online (listening/reading website)

I then began adding more complex materials as he grew. I am beyond proud and pleased to say that at the end of year, this student read a level D book for his TRC assessment. Not only was this my proudest moment as a teacher thus far, but he was so proud of himself. Everyone that had worked with him was able to congratulate him on all of his hard work and how much progress he had shown. His growth was so important to him as well as those who helped support him along the way. It would have been far too much to ask a student reading at a kindergarten level to meet the third grade expectation of a reading level M in one short year. But, the growth that he has shown has instilled confidence in his reading ability, which makes for a bright future.

Another student who had stayed on the same level at her beginning and middle of year reading assessment (level H) was one who I wanted to work with closely. She showed great potential in class as well as joy for reading. I worked with this student at first on just focusing during class. She had a tendency to daydream. I also involved her parents and they became actively involved reading with her at home. I would take a few moments to work with her individually before centers to go over the assignment she was to work on and then check in with her when she was finished. She was able to use self-discipline to truly focus on her schoolwork. I instantly started noticing a difference in her test grades. I could tell that she was using our “close reading” technique on her tests and thus answering questions much more accurately. Whenever there was a spare moment, she would take out a book. She is now reading at a level K at end of year.

Examples of Student Growth
MOY to EOY

• I to L
• J to N
• K to O
• M to P

Greensboro Science Museum Fieldtrip

As The Year Closes, We are Proud
I worked with each of my students to meet their individual needs and help them set goals for growth. Some, I knew would be able to meet goals far above the expectation for entering third grade, while others, I knew would not quite yet be at that point. None of that mattered to me. I knew that if my students put in the effort to try their very best, I would be there to support them the whole way. Through this, they would grow.

Check out Focusing on Growth - Defining Growth and Proficiency (Focusing on Growth- Defining Growth and Proficiency) for more information!

References

Focusing on Growth- Defining Growth and Proficiency. (n.d.). Retrieved May 17, 2015.

Growth and Proficiency. (n.d.). Retrieved May 17, 2015, from http://www.palmbeachschools.org/dre/ProficiencyGrowth.asp

 Raz-Kids. (n.d.). Retrieved May 17, 2015.