Dramatic Academic Growth

Introduction

Academic growth underscores my goals for students each and every day. Students understand that they are held to high standards and expectations in my classroom because I believe in their capacity for academic success. In my ELA classroom, dramatic academic growth is broken down into four pillars of literacy: reading, writing, speaking, and listening. The following sections outline the ways in which I measure students' academic growth, as aligned to these pillars and to grade level Common Core Standards, over the time that they are in my classroom. There are a variety of systems used to measure growth, including but not limited to standardized assessment data, writing samples, participation, and daily work. Additionally, I believe a crucial piece of academic growth is working with students to build their own confidence and feelings of self-efficacy, which can be ascertained through individual student conferences and surveys. In other words, I not only work to help students achieve dramatic academic growth through my own belief in their capacity, but also through building their own confidence in their ability for success.

Quantitative Growth

Qualitative Growth

DAG Section Conclusion & Reflection

In sum, the academic growth of my students is measured both through qualitative and quantitative measures and is an ongoing and constant process within my classroom. Students work weekly on iReady lessons as well as understand that I am looking at all of our class assignments and work, from bell ringers, exit tickets, and the ways that students participate. I set high expectations for all students while also providing consistent and authentic praise that underscores my belief that my students are capable of great success. I also understand that dramatic academic growth is an individualized process that requires attention to detail and instructional planning based on best practices and student needs. This is evidenced by my instructional plans and direct feedback for each student depending on their quantitative and qualitative performance. My students' performance on iReady assessments, summative assignments, writing samples, grammar diagnostics, and consistent participation acts as evidence that each of my students is capable and on their way to achieving dramatic levels of academic growth throughout this school year.

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