Post on 18-Dec-2015
Supporting the Development of Student Learning Objectives
Teamwork in Motion
http://hudsonslo.wikispaces.com/home
Learning Targets
Describe the value of Stu dent Learn ing Objectives. (School Learning Objective)
Under stand the SLO process from mul ti ple perspectives.
Plan a sup port sys tem for devel op ing qual ity SLOs to trans form student and adult learning.
Agenda4-5:15- SLO Conversation5:15-5:30- Break5:30-6- Panel Discussion to Answer Questions6-6:30- Roundtable Discussions1. Teacher Perspective- Deb & Amanda2. Specialist Perspective- Amy & Jodi3. Administration’s Support- Susie 4. Launching SLO in the High School - Peg5. Wiki exploration- Independently
SMART Goals
Multiple Measures
Common Core State StandardsCommon
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?
The SLO Process systemizes what effective teachers do.
SLO Speak
Purposes of SLO’s
1. Focus on student results2. Connect goal setting processes to the
SLO Process3. Explicitly connect teaching and
learning4. Improve instructional practices and
teacher performance5. Serve as a tool for school improvement
SLO Evoluti on
Who can support the SLO Process?
PrincipalLearning ServicesLeadership Team/ SMART Goal TeamColleagues during collaboration timeInstructional CoachesPeer CoachSuperintendent
Types of SLO Attainable or Growth Goals
TieredWhole GroupSub GroupIndividualProgram (Educational Specialists)
Tiered SLO- Baseline Data U.S. History Assessment
Num
ber
of S
tude
nts
Achievement Levels
• Primary sources comparative analysis• District-developed rubric for high school students
Tiered SLODuring 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 Student Baseline score Needed Final Score
Student 1 Novice Proficient Student 2 Novice Proficient Student 3 Novice Proficient Student 4 Novice Proficient Student 5 Novice Proficient Student 6 Novice Proficient Student 7 Developing Proficient Student 8 Developing Proficient Student 9 Developing Proficient Student 10 Developing Proficient Student 11 Proficient Exceeding Student 12 Proficient Exceeding Student 13 Proficient Exceeding Student 14 Proficient Exceeding Student 15 Proficient Exceeding
Student 16 Exceeding/College: Novice College: Developing Student 17 Exceeding/College: Developing College: Proficient Student 18 Exceeding/College: Developing College: Proficient Student 19 Exceeding/College: Developing College: Proficient Student 20 Exceeding/College: Proficient College: Exceeding
Support and Strategies
1. Understand the expectations for disciplinary literacy in the CCSS and create instruction matched to these goals.
2. Classroom supports with notes and flipped lessons online.
3. Create student friendly rubric 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:ConventionsDescriptive language
Area of need:28% met grade level proficiency on developing a character.23% met grade level expectations on developing a conclusion.
Whole Group- 5th Grade Writing
By June 2013, 80% of all 5th 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.
End of the Year Data
Sub Group SLO- Reading F & P
Baseline data shows 6/23 (red) 2nd 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
• Guided Reading 3-4 times a week for these students
• Goal setting with students• Comprehension strategies taught the same
with school and home• Target interventions based on need to be
utilized during our intervention block• Progress monitor growth• Fluency program- Read Naturally
Individualized SLOsUsed 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 2012-13, each student will make a growth of 65 points based on the common assessment
Student Baseline score Growth ObjectiveNeeded Final
ScoreStudent 1 0 65 65Student 2 0 65 65Student 3 0 65 65Student 4 0 65 65Student 5 2 65 67Student 6 4 65 69Student 7 4 65 69Student 8 6 65 71Student 9 10 65 75Student 10 10 65 75Student 11 12 65 77Student 12 12 65 77Student 13 14 65 79Student 14 14 65 79Student 15 18 65 83Student 16 20 65 85Student 17 22 65 87Student 18 24 65 89Student 19 28 65 93Student 20 30 65 95
Strategies and Support
1. Goal setting.2. Small group instruction.3. Personalized work.
Program SLO- PBIS Baseline Data
2010-11– 119 bottom lines= .67/day2011-12- 101 bottom lines= .56/ day2012-13— 115 bottom lines= .64/ day
Program SLO
During the 2013-14 school year, our students’ bottom line behaviors K-5 at Hudson Prairie School will reduce from .64 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
Reflect
ChooseAct
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
Step 1-Prepare SLO
Share Criteria and Guiding Questions
Staff Meetings and structured collaboration with Principal, Peer Coaches, Instructional Coaches
Data Review and Gaining Focus
ReadingWritingMathContentLearning 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 align 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 WritingWhat type of SLO is appropriate?• Tiered• Whole Group• Sub Group• Individual• Program
What is a rigorous yet attainable growth goal? 80% School goal RtI tier 1 suggests 80-85%
SMART Template- Whole Group
By June of 2013 , 80% of the students in Mrs. Brastad’s 2nd 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 2nd grade class will increase the number of criteria as proficient according to the district’s rubric for narrative writing.O increasing to 2 of 4 criteria1 increasing to 3 of 4 criteria2 increasing to 3 of 4 criteria3 increasing to 4 of 4 criteria4 increasing to exceeding category in 1 or more criteria
Specific Measurable Attainable Results Oriented Time bound
Strategies and Support
1. Utilize mentor texts2. Utilize the gradual release process3. Small group writing4. Collaborative scoring of student
writing and choosing exemplars to share with students
5. Lab classroom observations6. Support from instructional coach
Fill in SLO Form
Reflect on the SLO with the criteriaPractice at your table
Reflect
ChooseAct
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?
Step 2-Submit SLO for Approval
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 Build in time for conversations about teaching and
learning at collaboration meetings Professional learning specific to initiatives Individual data talks
Reflect
ChooseAct
How can I improve my actions?Approval
Step 3-Midyear ReviewWhat is the progress students are making toward the goal? Individual and groupDoes 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 goalUpdated actions
Continue actions and data collection
Step 3- Mid Year ReviewOpportunity to adjust goal based on data.
Mid Year Conference
http://www.youtube.com/watch?v=BpjY1po3yTg
Reflect
ChooseAct
What is the progress students are making toward the goal? Individual and groupDoes the goal need revisions to make it attainable yet rigorous?
Step 4- Goal Approval 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
Goal Approval Conference
http://www.youtube.com/watch?v=76uAJcKZPIg
Still grappling with….How can we allocate more TIME for this process?
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 provide teachers with models of a high quality SLO?
Kid President
http://www.youtube.com/watch?v=l-gQLqv9f4o&safe=active
Reflect on Learning Targets
Describe the value of Stu dent Learn ing Objectives.
Under stand the SLO process from mul ti ple perspectives.
Plan a sup port sys tem for devel op ing qual ity SLOs to trans form student and adult learning
Panel Discussion- Questions?
Hudson Prairie TeamSusie Prather, Principal prathesm@hudson.k12.wi.us
Deb Brastad, 2nd Gradebrastada@hudson.k12.wi.us
Amanda McCarthy, 5th Grademccartar@hudson.k12.wi.us
Jodi Magee, Media Specialistmageejs@hudson.k12.wi.us
Amy Gallick, Music Specialistgallicae@hudson.k12.wi.us
Differentiated Roundtables
1. Teacher Perspective- Deb & Amanda2. Specialist Perspective- Amy & Jodi3. Administration’s Support- Susie 4. Launching SLO in the High School -
Peg5. Wiki exploration- Independently