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.

Todays Meet

http://todaysmeet.com/WASCDSLO

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 Dohttp://youtu.be/g1Cw34t5pv8

Table Talk

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