Personal+Goals

Name: Kimberly Inge

Date: October 6, 2011


 * Strategic Plan Strategies:**
 * 1) We will review and develop the curriculum, programs and opportunities essential to all students becoming positive, active global citizens.
 * 2) We will identify and integrate into the school community the skills, knowledge and understandings essential for students to succeed in a changing world.
 * 3) We will review, deepen, and refine, as needed, the practices, tools and programs essential for each student to meet or exceed the ASD standards.
 * 4) We will develop a stronger relationship with the Qatari community and expand our involvement with Qatar’s educational aspirations while being true to our mission, vision and identity.


 * ** Strategy and Area ** || ** Goal ** || ** Evidence/Measurement ** || ** Timeline/Progress ** ||
 * We will review, deepen, and refine, as needed, the practices, tools and programs essential for each student to meet or exceed the ASD standards. || To help Learning Support Assistants become more proficient in helping our students meet or exceed the ASD standards || Survey Monkey || Start of the school year through December 2011 (initial) ||

l To make record keeping of what occurs during in-class support from lesson to lesson more efficient || l Teacher feedback in-person and in emails l Personal satisfaction/dissatisfaction with records l Feedback from assistants (access to Google Docs || Yearlong ||
 * ** Strategy and Area ** || ** Goal ** || ** Evidence/Measurement ** || ** Timeline/Progress ** ||
 * We will review, deepen, and refine, as needed, the practices, tools and programs essential for each student to meet or exceed the ASD standards. || l To provide classroom teacher with consistent, continuous feedback on students served by ESL in-class support

Plan 1: I have begun coordinating a set program of training for Sabahat and Preet (Blanaid will join when she can/when necessary) Please see page 3 of this document.
 * Brief Description of your plan:**

Plan 2: I have begun a system of continuous feedback to classroom teachers on in-class support activities that I have undertaken.

Plan 1: Properly trained assistants will be more effective at provided appropriate learning support to ASD students than assistants who are not trained.
 * Please explain how doing an alternative PG and E plan will benefit the learning of your students:**

Plan 2: Feedback/Comments with a set formula are likely to be more effective at informing instruction than casual comments.

Plan 1: Uninterrupted time every Tuesday 12:10-12:30 Reliable access to Survey Monkey Plan 2: Uninterrupted time to complete comments (start in classroom) Reliable connection to Google Docs
 * Resources you will need:**

**__Personal Goal 1: Training of LS assistants__**

I took this picture on the day our school's counselor talked to the Student Services Group about attention issues. Our new assistants had requested some advice on dealing with students who have such issues. I arranged for our guidance counselor to give a talk and Q & A during our usual LS training time just after Period 5 on a Tuesday. We were joined by LS specialists.

Objective: To help our assistants l Learn varies methods and strategies to support ESL and LS students in the classroom and in one-on-one sessions l Provide a forum for assistants to ask questions and consult our resident experts on methods and strategies l Gain confidence in working with ESL and LS students

What I’m offering l Conferring with assistants before/during/after class we both support l Offering support during lessons with students l Scheduled weekly meetings with assistants—every Tuesday at 12:10

Meetings thus far u Meeting 1—Tuesday, September 13, 2011—Introduction to what we hope to accomplish; distributed “Working with ESL Students at The American School of Doha 2011-2012: A Handbook for Teaching Assistants” Attendees: Kim, Sabahat & Preet Advice: pick a few strategies/quick-and-easy graphic organizers from the back of the book, learn them, and use them with students; gradually add to repertoire

u Meeting 2—Tuesday, September 20, 2011—Attendees: Kim Inge, Preet Panag, Sabahat Shaikh--Showed them how I use Google Docs to take in-class support notes and provide the notes to the HR teacher; General “what to do if /when” questions; asked assistants to read section in handbook called “Understanding Second Language Acquisition”

u Meeting 3—Tuesday, September 27, 2011—“Case Study”—how to work with Z in Manley’s classroom---Special Guest Consultant: Deb Solice, UES Elementary Specialist and Resident “Zio Expert”

u Meeting 4—Tuesday, October 4, 2011 Working with Students with serious attention issues Special Guest Speaker: Michelle Klar, UES Guidance Counselor; participants: Deb Solice, Kim Inge, Tara Boudreau, Durdana Rahman, Preet Panag, Sabahat Shaikh, Blanaid Ryan

u Meeting 5—Tuesday, October 11, 2011 Follow up on handbook section “Understanding Second Language Acquisition”

u Meeting 6—Tuesday, October 18, 2011 --Questions/Advice about individual students; special situation with one G4 student—*Sabahat left meeting early to consult Michelle*

u Meeting 7—Tuesday, October 25, 2011—Sabahat informed group about last week’s G4 student; Questions/Advice about individual students; specific strategies/approaches with G3 student in Manley’s class

u Meeting 8—Tuesday, November 1, 2011—Questions/Advice about working with individual students; specific strategies/approaches with G3 student in Manley’s class

u Tuesday, November 8--no meeting due to Eid break

u Meeting 9—Tuesday, November 15, 2011—No meeting

u Meeting 10—Tuesday, November 22, 2011—No meeting

u Meeting 11—Tuesday, November 29, 2011-- Questions/Advice about working with individual students;

u Meeting 12—Tuesday, December 6, 2011—With Kim & Preet only regarding ESL students supported by her.

u Meeting 13—Tuesday, January 17-- Questions/Advice about working with individual students; particular problem with student in 3D (followed up with Catherine at PACT—Preet to consult with Catherine from now on about this student)

Preet and Sabahat requested “training” in the following areas l Comprehension and decoding (have asked Katrina to take care of two sessions in February) l Attitude problems (with 3E student in mind)

l Meeting 14—Tuesday, January 24—Just Preet—general information

l Meeting 15—Tuesday, February 21—Katrina’s session for assistants on decoding—what it is + CAFE (Attended by, Tara, Deb, Catherine, Preet, Sabahat, Kim & Katrina)

l Meeting 16—Tuesday, February 28—Katrina’s session for assistants comprehension (Attended by Tara, Deb, Catherine, Blanaid, Sabahat, Kim & Katrina )

**May 2012 COMMENTARY:** The mini training program was of great benefit to Preet and Sabahat. The results of the first survey (Oct 2011) and the second survey (May 2012) appear as PDFs below.





**__Personal Goal 2: In-class support notes__**

Objective: l To provide classroom teacher with consistent, continuous feedback on students served by ESL in-class support l To make record keeping of what occurs during in-class support from lesson to lesson more efficient

Format: On Google Docs Observed, Suggested, Attempted, Mini-Goals for student, special notes

Occurrence: Every in-class support class for ESL students

Reporting interval: 24-48 hours

Sample:


 * ** Name ** || ** HR Teacher ** || ** Level ** || ** Reading Teaching Focus/Topic ** || ** Reading Notes ** ||
 * Fred || Flintstone || 3 || 2011.9.18 Teaching focus/topic: increasing reading stamina by reducing reliance on old, no longer useful strategies such as pointing to words. Student-teacher conferences during process || 2011.9.18 Independent reading Geronimo Stilton book Observation: Read word by word and with finger; monotone Suggested: He read with out his finger to read faster Attempted: few paragraphs--but old habits die hard Goal: Try reading alone without finger to increase fluency ||

Measure of effectiveness: verbal and email raspberries and accolades from HR teachers

**May 2012 COMMENTARY:** Homeroom teachers were happy with the notes. It helped that I took the notes on my own Google Doc spreadsheet and took a snapshot of the relevant notes and sent them to the appropriate teacher. The notes kept us all on the same page literally and figuratively. They helped especially when a student and I sat in the hall or in another location to complete a task that the rest of the class was working on. The feedback notes from me to the teacher helped the teacher know what support was offered, what areas of clarification were needed at that time or what might be needed in the future, and let the teacher know where the student and I left off.

SAMPLE ACCOLADE AND NOTES T//hanks Kim!//

//As always, stellar job on notes! I have already discussed Mohammed's book choice with him (when he started it) and will up with Mohammed and his dad on Lightning Thief series in line with your comments.//

//Will reiterate strategies in class in case more of my students have forgotten what strategies they COULD be employing.//

//Happy Thursday,// //Kristine//

//On Thu, Nov 17, 2011 at 12:14 PM, Kimberly Inge  wrote:// //NOT using ANY reading strategies????!!! Oy Vey!!//