1. Supporting the Development of Student Learning Objectives How to Create an SLO

2. Purposes of SLO’s 1.Focus on improving student learning 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

6. Types of SLO All SLO formats are GROWTH Based Tiered Whole Group Sub Group Individual Program (Educational Specialists)

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

8. 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.

9. 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

10. Strategies and Support 1.Understand the expectations for disciplinary 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 year. 4.Use mentor texts to model good writing craft. 5.Create a student friendly rubric for students to self reflect and set goals.

11. 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

12. 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

13. Whole Group- 5 th Grade Writing By June 2013, 100% of all 5 th graders in my class will move up one level on the district rubric for narrative writing in the following areas: 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.

14. 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.

15. 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.

16. Subgroup Reading Goals By June 2013, the six students below grade level will increase 5 levels by the end of the year.

17. 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.

18. 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.

19. Considerations for Students with Disabilities Does the student’s disability affect the student’s ability to reach the SLO? What has been the academic history of the student up to this point? What types of instructional interventions have been provided to the student in the past?

20. SLO for Special Groups: ART II During the current school year, all students will make measurable progress in Art II using the district- developed art portfolio rubric. Students will improve their scores as follows: Students scoring at a Level 0-2 on the pre-assessment will improve by 2 levels on the pre-assessment. Students scoring at a level 3-4 on the pre-assessment will improve by 1 level on the post-assessment. Students scoring at a level 5 on the pre-assessment will advance their skills through an independent project.

21. Program SLO- PBIS Baseline Data 2009-10– 119 bottom lines=.67/day 2011-12- 101 bottom lines=.56/ day 2012-13— 115 bottom lines=.64/ day

22. Program SLO During the 2013-14 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.

23. Strategies and Support Begin Tracking Minor behaviors Begin Check In Check Out system of support 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.

24. Marzano High Impact Strategies

26. Deb’s SLO Process

27. 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

28. Criteria and Guiding Questions Staff Meetings with Principal, Peer Coaches, Instructional Coaches Structured Collaboration

29. Data Review and Gaining Focus Reading Writing Math Content Learning Skills

30. Develop an assessment to match need

31. 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 or course to measure growth? 3. Does it aligns with the SLO? 4. Is it reliable and valid?

32. Give Baseline On Demand Writing

33. Baseline Data Analysis 3/22= 13% meeting grade level proficiency on writing rubric.

34. 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

35. SMART Template By June of 2013, 100% of the students in Mrs. Brastad’s 2 nd grade class will increase the number of criteria measured as proficient according the following : 0 of 4 criteria increasing to 2of 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 the exceeds category in 1 or more criteria Specific Measurable Attainable Results Oriented Time bound Some grade levels have more criteria needed to meet the standard.

36. Strategies and Support Model with mentor texts Utilize the Gradual Release Process Small group writing Collaborative scoring of student writing and choosing exemplars to share with students. Micro teaching with coaching feedback Lab classroom observations

37. Fill in SLO Form

38. Reflect on the SLO with the criteria

40. 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