1. Supporting the Development of Student Learning Objectives Teamwork in Motion

2. Multiple Measures Common Core State Standards Common Assessments Focus For Collaboration Connect the Dots Student Learning Objectives SMART Goals Improved Student Learning

4. Things Effective Teachers Do Assess students to determine their instructional levels and clarify their academic needs. Set instructional goals for students. Design strategies and identify resources to address identified needs. Monitor and assess student progress throughout the school year and adjust instruction accordingly. Work cooperatively with colleagues to share professional expertise. Table Talk

5. How is this like a SLO? Table Talk

7. Purposes of SLO’s 1.Focus on student results 2.Connect SMART Goals and SLO Process 3.Explicitly connect teaching and learning 4.Improve instructional practices and teacher performance 5.Serve as a tool for school improvement

10. Learning Targets Describe the value of Stu­dent Learn­ing Outcomes. Under­stand the SLO process from mul­ ti­ple perspectives. Plan a sup­port sys­tem for devel­op­ing qual­ity SLOs to trans­form learning

12. Who can support you? Principal Learning Services Leadership Team/ SMART Goal Team Colleagues during collaboration time Instructional Coaches Peer Coach

13. ReflectChooseAct What is specific area that my students need improvement? What is an attainable yet rigorous goal based on the baseline assessment? Should it be differentiated based on results? Does it address all components in the rubric? What is my SLO focus? What is an appropriate assessment to measure the goal? Baseline assessment Write SLO

14. Types of SLO Attainable or Growth Goals Tiered Whole Group Individual Program (educational specialists)

15. Tiered SLO- Baseline Data U.S. History Assessment Number of Students Achievement Levels Primary sources comparative analysis District-developed rubric for high school students

16. Tiered SLO During the course of this school year, all students will make measurable progress in U.S. History as measured by the district-developed primary sources comparative analysis rubric for high school. Students will improve their scores as follows: Students scoring at the Novice and Developing levels on the pre- assessment will improve to the Proficient level on the post- assessment. Students scoring at the Proficient level on the pre-assessment will improve to the Exceeding level on the post-assessment. Students scoring on the Exceeding level on the pre-assessment will have their pre-assessments re-scored using the College and Professional level rubric, and will improve their scores by one level on the post-assessment.

17. Example Spreadsheet of Goals StudentBaseline scoreNeeded Final Score Student 1NoviceProficient Student 2NoviceProficient Student 3NoviceProficient Student 4NoviceProficient Student 5NoviceProficient Student 6NoviceProficient Student 7DevelopingProficient Student 8DevelopingProficient Student 9DevelopingProficient Student 10DevelopingProficient Student 11ProficientExceeding Student 12ProficientExceeding Student 13ProficientExceeding Student 14ProficientExceeding Student 15ProficientExceeding Student 16 Student 16 Exceeding/College: Novice Exceeding/College: Novice College: Developing College: Developing Student 17 Student 17 Exceeding/College: Developing Exceeding/College: Developing College: Proficient College: Proficient Student 18 Student 18 Exceeding/College: Developing Exceeding/College: Developing College: Proficient College: Proficient Student 19 Student 19 Exceeding/College: Developing Exceeding/College: Developing College: Proficient College: Proficient Student 20 Student 20 Exceeding/College: Proficient Exceeding/College: Proficient College: Exceeding College: Exceeding

18. Whole Group SLOs Data suggest that students come with relatively similar readiness levels for the content being taught. For outliers (exceptionally low or exceptionally high performing students), individual SLOs may need to be developed. May be more likely in a course in which prerequisite scores or courses are necessary

19. Baseline Data Spanish I Assessment Number of Students Percent Correct

20. Example of Group SLO During the course of this school year, 100% of students will make measurable progress in Spanish I as measured by the district- developed assessment. All students will improve their pre-assessment score by 65 percentage points on the post-assessment.

21. Individualized SLOs Used for smaller groups of students with a variety of readiness levels and background knowledge. Acceptable amounts of progress are often dependent on students’ historical academic performances.

22. Example Spreadsheet StudentBaseline scoreGrowth ObjectiveNeeded Final Score Student 1 065 Student 2 065 Student 3 065 Student 4 065 Student 5 26567 Student 6 46569 Student 7 46569 Student 8 66571 Student 9 106575 Student 10 106575 Student 11 126577 Student 12 126577 Student 13 146579 Student 14 146579 Student 15 186583 Student 16 206585 Student 17 226587 Student 18 246589 Student 19 286593 Student 20 306595

23. Criteria and Guiding Questions Staff Meetings with Principal, Peer Coaches, Instructional Coaches Structured Collaboration Turn and Talk

24. Assessment

28. Differentiated Support Stations/ Flipped 1.Overview of a SLO & Samples-Jodi 2.Developing effective assessments and data collection- Amanda 3.Differentiation of SLO-Deb 4.Planning Best practices and strategies to support the SLO- Susie 5.Specialist and Special Education groups- Amy

29. ReflectChooseAct Does it address all components in the rubric? Does it follow the SMART Goal criteria of being specific, measurable, attainable, rigorous, and time bound? Does the assessment match the goal? Is it rigorous? How can I improve my actions? Approval

30. Step 2- Submit SLO for Approval SLO given to principal prior to the meeting for pre-planning support. At the meeting, we address questions and highlight criteria collaboratively and identify additional supports. Handout

31. Ongoing Support of SLO  Lab classroom  Feedback from instructional coach and principal  Collaborative scoring for consistency.  Conversations about teaching and learning at collaboration meeting.  Professional learning specific to initiatives.  Individual data talks.

32. ReflectChooseAct What is the progress students are making toward the goal? Individual and group Does the goal need revisions to make it attainable yet rigorous? How are the actions making an impact on student learning? What additional support or actions do you need? Updated goal Updated actions Continue actions and data collection

33. Step 3- Mid Year Review Opportunity to adjust goal based on data. Handout

34. Mid Year Conference http://www.youtube.com/watch?v=BpjY1po3yTg

35. ReflectChooseAct Did you met your goal? Are there any circumstances to consider? What actions had the greatest impact? What are your next steps? How do you score on DPI rubric? Area to focus on for improvement and a possible SLO for the following year. New SLO

36. Step 4 Goal Approval Next steps Handout

37. Goal Approval Conference http://www.youtube.com/watch?v=76uAJcKZPIg

38. Where Can I Find Sample SLOs DPI Repository http://www.livebinders.com/play/play?id=950936&backurl=/shelf/my

39. DPI Professional Development http://www.livebinders.com/play/play?id=950308&backurl=/sh elf/my

40. Still grappling with…. How do we provide differentiated support for our teachers and administrators? How do we support specialized teachers who need to write multiple SLO’s? How can we collect and use data effectively? How can we use our time effectively?

41. Learning Targets Describe the value of Stu­dent Learn­ing Outcomes. Under­stand the SLO process from mul­ ti­ple perspectives. Plan a sup­port sys­tem for devel­op­ing qual­ity SLOs to trans­form learning

42. Questions? More Information? Hudson Prairie Team Susie Prather, Principal prathesm@hudson.k12.wi.us prathesm@hudson.k12.wi.us Deb Brastad, 2 nd Grade brastada@hudson.k12.wi.us Amanda McCarthy, 5 th Grade mccartar@hudson.k12.wi.us Jodi Magee, Media Specialist mageejs@hudson.k12.wi.us Amy Gallick, Music Specialist gallicae@hudson.k12.wi.us