Supporting the Development of Student Learning Objectives Teamwork in Motion
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 student and adult learning.
Todays Meet
Agenda 4-5- SLO Conversation 5-5:15- Break 5:15-5:45- Panel Discussion to Answer Questions 5:45-6:30- Roundtable Discussions 1.Assessment and High Impact Strategies to support a SLO.- Deb & Amanda 2.Specialist Perspective- Amy & Jodi 3.Administration’s Support- Susie 4.Launching SLO in the High School - Peg 5.Wiki exploration- Independently
SMART Goals Multiple Measures Common Core State Standards Common Assessments Focus For Collaboration Connect the Dots Student Learning Objectives Improved Student Learning
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
How is this like a SLO? Table Talk
SLO Speak
Purposes of SLO’s 1.Focus on student results 2.Connect goal setting processes to the SLO Process 3.Explicitly connect teaching and learning 4.Improve instructional practices and teacher performance 5.Serve as a tool for school improvement
Who can support the SLO Process? Principal Learning Services Leadership Team/ SMART Goal Team Colleagues during collaboration time Instructional Coaches Peer Coach Superintendent
Types of SLO Attainable or Growth Goals Tiered Whole Group Sub Group Individual Program (Educational Specialists)
Tiered SLO- Baseline Data U.S. History Assessment Number of Students Achievement Levels Primary sources comparative analysis District-developed rubric for high school students
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.
Tiered Example 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
Support and Strategies 1.Understand the expectations for disciplinary literacy in the CCSS and create instruction matched to these foals. 2.Classroom supports with notes and flipped lessons online. 3.Create student friendly reubric to use with students.
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
Whole Group SLO Baseline Data Strengths: Conventions Descriptive language Area of need: 28% met grade level proficiency on developing a character. 23% met grade level expectations on developing a conclusion.
Whole Group- 5 th Grade Writing By June 2013, 80% of all 5 th graders in my class will independently demonstrate their grade level proficiency on the district rubric for narrative writing of: 1.Orienting the reader by establishing a situation and introducing a narrator and or characters. 2.Providing a conclusion that follows from a narrated experience or events.
Strategies and Support 1.Understand the expectations for narrative writing in the CCSS and create instruction matched to these goals. 2.Determine exemplar papers in the 2 criteria and use for instruction. 3.Create authentic opportunities for students to write throughout the day. 4.Use mentor texts to model good writing craft. 5.Create a student friendly rubric for students to self reflect and set goals.
Sub Group SLO- Reading F & P Baseline data shows 6/23 (red) 2 nd grade students began the year below the monthly target for the Fountas and Pinnell Reading Assessment. These 6 students are my sub group.
Subgroup Reading Goals By June 2013, the six students below grade level will increase 5 levels by the end of the year.
Strategies and Support Tier 1 Guided Reading 3-4 times a week for these students. Goal setting with students. Observe 2 nd grade teachers administering the F& P to see depth of comprehension needed. Comprehension strategies taught the same with school and home. Tier 2 Target interventions based on need to be utilized during TARGET Time. Progress monitor growth.
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. When working with special populations, individual SLO’s may be appropriate.
Individual SLO During , each student will make a growth of 65 points based on the common assessment StudentBaseline scoreGrowth Objective Needed Final Score Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student
Strategies and Support 1.Goal setting. 2.Small group instruction. 3.Personalized work.
Program SLO- PBIS Baseline Data – 119 bottom lines=.67/day bottom lines=.56/ day — 115 bottom lines=.64/ day
Program SLO During the school year, our student’s Bottom Line Behaviors K-5 at Hudson Prairie School will reduce from.67 to an average of.5 referrals per day which will keep students in classrooms and improve student learning.
Strategies and Support Begin Tracking Minor behaviors Begin Check In Check Out system Have a PBIS refresher in Feb. since our referrals were highest in March. Increase supervision on the playground to 1 adult for 50 students since the playground is the area where most bottom lines occur. Coaching of noon duty staff.
Deb’s SLO Process
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
Share Criteria and Guiding Questions Staff Meetings with Principal, Peer Coaches, Instructional Coaches Structured Collaboration
Data Review and Gaining Focus Reading Writing Math Content Learning Focus
Develop an assessment to match need
Assessment Checklist 1. Does it follow the keys to quality assessment? Purpose Targets Design Communication Student Involvement 2. Can it be used throughout the year to measure growth? 3. Does it aligns with the SLO? 4. Is it reliable and valid?
Give Baseline On Demand Writing
Baseline Data Analysis 3/22= 13% meeting grade level proficiency on writing rubric.
Focus and Type of SLO What’s my focus? Narrative Writing What type of SLO is apporpriate? Tiered Whole Group Sub Group Individual Program What is a rigorous yet attainable growth goal? 80% School goal and RtI tier 1 goals
SMART Template- Whole Group By June of 2013, 80% of the students in Mrs. Brastad’s 2 nd grade class will independently demonstrate their grade level proficiency on the district’s rubric for narrative writing. Specific Measurable Attainable Results Oriented Time bound
SMART Template- Tiered SLO By June of 2013, 100% of the students in Mrs. Brastad’s 2 nd grade class will increase the number of criteria as proficient according to the district’s rubric for narrative writing. O of 4 criteria increasing to 2 of 4 criteria 1 of 4 criteria increasing to 3 of 4 criteria 2 of 4 criteria increasing to 3 of 4 criteria 3 of 4 criteria increasing to 4 of 4 criteria 4 of 4 criteria increasing to exceeding category in 1 or more criteria Specific Measurable Attainable Results Oriented Time bound
Strategies and Support 1.Utilize mentor texts 2.Utilize the gradual release process 3.Small group writing 4.Collaborative scoring of student writing and choosing exemplars to share with students 5.Lab classroom observations
Fill in SLO Form
Reflect on the SLO with the criteria Practice at your table
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
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.
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.
ReflectChooseAct How can I improve my actions? Approval 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
Step 3- Mid Year Review Opportunity to adjust goal based on data.
Mid Year Conference
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? 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
Step 4 Goal Approval Next steps Handout
Goal Approval Conference
Still grappling with…. How do we provide differentiated support for our teachers and administrators? How do we support specialized teachers in writing SLO’s? How can we collect and use data effectively? How can we allocate more time for this process?
Reflect on 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 student and adult learning
Panel Discussion- Questions? Hudson Prairie Team Susie Prather, Principal Deb Brastad, 2 nd Grade Amanda McCarthy, 5 th Grade Jodi Magee, Media Specialist Amy Gallick, Music Specialist
Differentiated Roundtables 1.Assessment and High Impact Strategies to support a SLO.- Deb & Amanda 2.Specialist Perspective- Amy & Jodi 3.Administration’s Support- Susie 4.Launching SLO in the High School - Peg 5.Wiki exploration- Independently