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How to Create an SLO

How to Create an SLO. Supporting the Development of Student Learning Objectives. Purposes of SLO’s. Focus on improving student learning results Connect goal setting processes to the SLO Process Explicitly connect teaching and learning

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How to Create an SLO

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

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

  3. SLO Evolution

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

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

  6. 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.

  7. Tiered Example of Goals

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

  9. 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

  10. 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

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

  12. 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.

  13. 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.

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

  15. Strategies and Support • Tier 1 • Guided Reading 3-4 times a week for these students. • Goal setting with students. • Observe 2nd 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.

  16. 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.

  17. 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?

  18. 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. SLO for Special Groups: ART II

  19. 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

  20. 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.

  21. 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.

  22. Marzano High Impact Strategies

  23. Deb’s SLO Process

  24. 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 Baseline assessment Write SLO What is my SLO focus? What is an appropriate assessment to measure the goal?

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

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

  27. Develop an assessment to match need

  28. 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?

  29. Give Baseline On Demand Writing

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

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

  32. SMART Template • By June of 2013 , 100%of the students in Mrs. Brastad’s 2nd 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.

  33. Strategies and Support • Model withmentor 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

  34. Fill in SLO Form

  35. Reflect on the SLO with the criteria

  36. Step 2-Submit SLO for Approval 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

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