Teamwork in Motion

1. Teamwork in Motion Supporting the Development of Student Learning Objectives

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

6. 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.

7. How is this like a SLO? Table Talk

8. SLO Speak

10. 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

11. SLO Evolution

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

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

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

15. 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.

16. Tiered Example of Goals

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

18. 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

19. 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

20. 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.

21. 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.

22. 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.

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

24. 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.

25. 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.

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

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

28. 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

29. 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.

30. 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.

31. Deb’s SLO Process

32. 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?

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

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

35. Develop an assessment to match need

36. 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 aligns with the SLO? • 4. Is it reliable and valid?

37. Give Baseline On Demand Writing

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

39. 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

40. 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

41. 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 of 4 criteria increasing to 2 of 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 exceeding category in 1 or more criteria • Specific • Measurable • Attainable • Results Oriented • Time bound

42. 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

43. Fill in SLO Form

44. Reflect on the SLO with the criteria

46. 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

47. 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 collaborativelyand identify additional supports.

48. Ongoing Support of SLO • Lab classroom • Feedback from instructional coach and principal • Collaborative scoring for consistency. • Conversations about teaching and learning at collaboration meeting. • Professional learning specific to initiatives. • Individual data talks.

49. What is the progress students are making toward the goal? Individual and group Does 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? Step 3-Midyear Review Continue actions and data collection Updated goal Updated actions How can I improve my actions? Approval

50. Step 3- Mid Year Review • Opportunity to adjust goal based on data.