4.

Professional Growth Plan (4E)

This PGP should be completed and sent to your committee members for review and approval no later than two
weeks after the Cycle 1 Committee Meeting.
Name:Rachael Seals Date:9/2617
a. Professional Growth Goal:
Improve and maintain consistent and accurate progress monitoring of caseload students' IEP goals through assessment
and intervention.

b. Professional Growth Activities c. Needed Resources/Support d. Anticipated

Completion Date
Create an editable progress monitoring Excel 9/2017
tool via technology.

Utilize reading and math intervention Barton 5/2018

materials and strategies Easy CBM
NewsELA
district approved exit slips/flashbacks
co-teaching
Attend district professional development 2 days of District PD with Special 8/2017
on IEP development and monitoring. education director and assitant
director.
Peer special education staff members
Research various progress monitoring conference with other special 9/2017
tools online and within the school education teachers in building
environment. internet/research

e. How will you assess your progress/success in addressing your Professional Growth Goal?
Regular meetings with citebased mentor and adminstrative staff on progress monitoring success.
Produce quarterly progess reports to be sent home to parent/guardians of caseload students.
Reflect on professional development and implement necessary changes.

f. What is the expected impact on student learning of your professional growth activities?
Students will become more aware of their individual goals and begin meeting them with the supports and consistent
progress monitoring in place to guide and them.

5. Cycle 2 Progress Update (4E)

I was able to create and maintain a new excel spreadsheet with built-in graphs that update when data
is input into the tables. I used this tool to create individual progress reports for my case load of
students. I wanted to send these progress reports out before term grades, but after mid-term. I wanted
to be a true "progress" report that allowed the students to see where they were and also the parents,
but with enough time for students to make positive changes in order to raise their grades. Too often
when parents get report cards, it is too soon or too late for students to make a difference. I used the
spreadsheet to make objective progress statements on IEP goal growth and I used infinte campus in-
progress grades to make subjective statements about student academic growth and possible growth
areas. On the progress reports, I also included helpful hints and/or guides for how/what students could
use to boost their grades and do better academically in each class. I sent the reports home via Remind
electronically as well as through a paper copy sent home. Each progress report required a
parent/guardian signature confiming they had seen and were aware of their student's grades and
progress.

6. Cycle 3 Final Report

a. Analysis of Self-Assessments and Student Voice Survey(s): (4E)
Student Voice Survey Analysis-
On the cycle 2 student voice survey, I took the collected data and summarized what I thought students highest
concerns were. The first concern that was raised through the data was that students felt as though their voices,
opinions, and choice were not heard or considered as often as they'd prefer. I took this information and decided to
ask the class what they would like more choice and opinion in. Some students mentioned making learning more
fun with playing more games in 6th period. Others said they wanted more choice in large rewards such as pizza or
ice cream parties. Students overwhelmingly agreed that they would like to have a pizza party as a reward for
something. Mrs. Mayes and I decided on a whole-class goal that also included individual accountability. We made
an agreement with the class that if every student could reach a Gold Goal Getter star by March 30th, then they
would receive a pizza party from us. This proved to be a GREAT movtivator for our class. Students
were trying even harder to receive 100% on math homeworks and 90% or aboves on language arts
work. They were excited and also used the opportunity to encourage their peers throughout the
process. The second concern from students was that they felt as though their peers were "not well
behaved". I interpreted this as that they were aware of my disappointments and frustrations more than
they should be. I took this information as an opportunity to try and change me countenance and
appearance when approaching discipline and rule enforcement in the classroom.
Overall, the survey results from cycle 3, when compared to cycle 2 results, showed an improvement
in both areas.
Self-Assessment Analysis-
On the self assessment from cycle 1 I noted some areas of development. Throughout cycle 2 and 3 I
tried to focus on those areas as growth possibilities.
Domain 1: One specific area was creating assessment materials for students. I had many
opportunities to create authentic assessments and modified assessments within the language arts
classroom this year.
Domain 4: My priority component for growth this year was in professional responsibility. The areas
to develop included reflecting on teaching and maintaining accurate records. Throughout all three
cycles I focused on having better data collection so that I could have more accurate and helpful
reflections on my lessons and teachings, and also so I could maintain better records for progress
monitoring and parent communication. I feel as though I raised my level from developing to
Exemplary in both of those areas. I was able to create spreadsheets, utilize data analysis software,
and create student-specific progress reports. Throughout my data collection and reflection processes I
recognized how important questioning strategies and intentional target instruction are to the outcome
of learning.
b. Analysis of Professional Growth: (4E)
Throughout the school year, I have really grown in my data collection and assessment abilities. This was a big part
of my growth plan this year. I chose to focus on collecting and analyzing data within a timely manner so that I
could guide instruction and also better inform families on their student's progress throughout the year. Being up
to date on individual student growth and progress also allowed me to maintain positive relationships with them
where they felt a sincere amount of care from me in regards to their academic success. I was able to meet my
anticipated completion dates for each growth activity as well. Not only did I create and implement new materials
and strategies, but I also maintained use of them.
 c. Summative Reflection: (4A)
Throughout the year, maintaining communication with my mentors provided me with the additional support that I needed
to continue in my efforts to grow. They respected my ability to be independent, but where also very helpful whenever I
needed assistance or coaching in any area. One area of professional growth activities that I do not feel as though I have
met completely so far this year is being able to research progress monitoring tools being used within the school and
online. I had a small amount of research online which led to the creation of my own progress monitoring sheet, that I
maintained use of throughout the year. Other than that area, I was able to implement the other activities such as creating
my own data collection tools and attending special education professional development with staff. Overall, I feel as
though I adequately met my professional growth goal of improving and maintaining consistent and accurate progress
monitoring of caseload students' IEP goals through assessment and intervention.

Guidelines for developing Professional Growth Plan can be found on p 16-17 in the KTIP Handbook