Teamwork in Motion

1. Teamwork in Motion Supporting the Development of Student Learning Objectives http://hudsonslo.wikispaces.com/home

2. Learning Targets • Describe the value of Stu­dent Learn­ing Outcomes. • Under­stand the SLO process from mul­ti­ple perspectives. • Plan a sup­port sys­tem for devel­op­ing qual­ity SLOs to trans­form student and adult learning.

4. Todays Meet • http://todaysmeet.com/WASCDSLO

5. Agenda • 4-5:15- SLO Conversation • 5:15-5:30- Break • 5:30-6- Panel Discussion to Answer Questions • 6-6:30- Roundtable Discussions • Teacher Perspective- Deb & Amanda • Specialist Perspective- Amy & Jodi • Administration’s Support- Susie • Launching SLO in the High School - Peg • Wiki exploration- Independently

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

8. What do good teachers do? • http://youtu.be/g1Cw34t5pv8

9. Things Effective Teachers Do Table Talk • 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.

10. How is this like a SLO? Table Talk

11. SLO Speak

13. Purposes of SLO’s • Focus on student results • Connect goal setting processes to the SLO Process • Explicitly connect teaching and learning • Improve instructional practices and teacher performance • Serve as a tool for school improvement

14. SLO Evolution

15. Who can support the SLO Process? • Principal • Learning Services • Leadership Team/ SMART Goal Team • Colleagues during collaboration time • Instructional Coaches • Peer Coach • Superintendent

16. Types of SLO Attainable or Growth Goals • Tiered • Whole Group • Sub Group • Individual • Program (Educational Specialists)

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

18. 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.

19. Tiered Example of Goals

20. Support and Strategies • Understand the expectations for disciplinary literacy in the CCSS and create instruction matched to these goals. • Classroom supports with notes and flipped lessons online. • Create student friendly rubric to use with students.

21. 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

22. 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.

23. 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: • Orienting the reader by establishing a situation and introducing a narrator and or characters. • Providing a conclusion that follows from a narrated experience or events.

24. Strategies and Support • Understand the expectations for narrative writing in the CCSS and create instruction matched to these goals. • Determine exemplar papers in the 2 criteria and use for instruction. • Create authentic opportunities for students to write throughout the day. • Use mentor texts to model good writing craft. • Create a student friendly rubric for students to self reflect and set goals.

26. End of the Year Data

27. 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.

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

29. Strategies and Support • Tier 1 • Guided Reading 3-4 times a week for these students • Goal setting with students • Comprehension strategies taught the same with school and home • Tier 2 • Target interventions based on need to be utilized during our intervention block • Progress monitor growth • Fluency program

30. 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.

31. Individual SLO • During 2012-13, each student will make a growth of 65 points based on the common assessment

32. Strategies and Support • Goal setting. • Small group instruction. • Personalized work.

33. Program SLO- PBIS Baseline Data • 2010-11– 119 bottom lines= .67/day • 2011-12- 101 bottom lines= .56/ day • 2012-13— 115 bottom lines= .64/ day

34. Program SLO • During the 2013-14 school year, our students’ 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.

35. 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

36. Deb’s SLO Process

37. 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? Step 1-Prepare SLO What is my SLO focus? What is an appropriate assessment to measure the goal? Baseline assessment Write SLO

38. Share Criteria and Guiding Questions • Staff Meetings and structured collaboration with Principal, Peer Coaches, Instructional Coaches

39. Data Review and Gaining Focus • Reading • Writing • Math • Content • Learning Focus

40. Develop an assessment to match need

41. 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?

43. Give Baseline On Demand Writing

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

45. Focus and Type of SLO • What’s my focus? NarrativeWriting • What 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%

46. SMART Template- Whole Group • By June of 2013 , 80% of the students in Mrs. Brastad’s 2ndgrade class will independently demonstrate their grade level proficiency on the district’s rubric for narrative writing. • Specific • Measurable • Attainable • Results Oriented • Time bound

47. SMART Template- Tiered SLO • By June of 2013, 100% of the students in Mrs. Brastad’s 2ndgrade class will increase the number of criteria as proficient according to the district’s rubric for narrative writing. • O increasing to 2 of 4 criteria • 1 increasing to 3 of 4 criteria • 2 increasing to 3 of 4 criteria • 3 increasing to 4 of 4 criteria • 4 increasing to exceeding category in 1 or more criteria • Specific • Measurable • Attainable • Results Oriented • Time bound

48. Strategies and Support • Utilize mentor texts • Utilize the gradual release process • Small group writing • Collaborative scoring of student writing and choosing exemplars to share with students • Lab classroom observations • Support from instructional coach

49. Fill in SLO Form

50. Practice at your table Reflect on the SLO with the criteria