Teamwork in motion
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Teamwork in Motion. Supporting the Development of Student Learning Objectives. http://hudsonslo.wikispaces.com/home. Learning Targets. Describe the value of Stu­dent Learn­ing Outcomes . Under­stand the SLO process from mul­ti­ple perspectives .

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Teamwork in motion

Teamwork in Motion

Supporting the Development of Student Learning Objectives

http://hudsonslo.wikispaces.com/home


Learning targets

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.


Todays meet

Todays Meet

  • http://todaysmeet.com/WASDSLO


Agenda

Agenda

  • 4-5- SLO Conversation

  • 5-5:15- Break

  • 5:15-5:45- Panel Discussion to Answer Questions

  • 5:45-6:30- Roundtable Discussions

  • Assessment and High Impact Strategies to support a SLO.- Deb & Amanda

  • Specialist Perspective- Amy & Jodi

  • Administration’s Support- Susie

  • Launching SLO in the High School - Peg

  • Wiki exploration- Independently


Connect the dots

Connect the Dots

Multiple Measures

SMART Goals

Student Learning Objectives

Improved Student Learning

Common Core State Standards

Common Assessments

Focus For Collaboration


Things effective teachers do

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.


How is this like a slo

How is this like a SLO?

Table Talk


Slo speak

SLO Speak


Purposes of slo s

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


Teamwork in motion

SLO Evolution


Who can support the slo process

Who can support the SLO Process?

  • Principal

  • Learning Services

  • Leadership Team/ SMART Goal Team

  • Colleagues during collaboration time

  • Instructional Coaches

  • Peer Coach

  • Superintendent


Types of slo attainable or growth goals

Types of SLO Attainable or Growth Goals

  • Tiered

  • Whole Group

  • Sub Group

  • Individual

  • Program (Educational Specialists)


Tiered slo baseline data u s history assessment

Tiered SLO- Baseline Data U.S. History Assessment

Number of Students

Achievement Levels

  • Primary sources comparative analysis

  • District-developed rubric for high school students


Tiered slo

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.


Tiered example of goals

Tiered Example of Goals


Support and strategies

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.


Whole group slos

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

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.


Whole group 5 th grade writing

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.


Strategies and support

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.


Sub group slo reading f p

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

Subgroup Reading Goals

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


Strategies and support1

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 Fountas & Pinell 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 our intervention block.

  • Progress monitor growth.


Individualized slos

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.


Individual slo

Individual SLO

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


Strategies and support2

Strategies and Support

  • Goal setting.

  • Small group instruction.

  • Personalized work.


Program slo pbis baseline data

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


Program slo

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.


Strategies and support3

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

Deb’s SLO Process


Teamwork in motion

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


Share criteria and guiding questions

Share Criteria and Guiding Questions

  • Staff Meetings and structured collaboration with Principal, Peer Coaches, Instructional Coaches


Data review and gaining focus

Data Review and Gaining Focus

  • Reading

  • Writing

  • Math

  • Content

  • Learning Focus


Develop an assessment to match need

Develop an assessment to match need


Assessment checklist

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

Give Baseline On Demand Writing


Baseline data analysis

Baseline Data Analysis

  • 3/22= 13% meeting grade level proficiency on writing rubric.


Focus and type of slo

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


Smart template whole group

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


Smart template tiered slo

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


Strategies and support4

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


Fill in slo form

Fill in SLO Form


Reflect on the slo with the criteria

Practice at your table

Reflect on the SLO with the criteria


Teamwork in motion

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


Step 2 submit slo for 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 collaborativelyand identify additional supports.


Ongoing support of slo

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


Teamwork in motion

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


Step 3 mid year review

Step 3- Mid Year Review

  • Opportunity to adjust goal based on data.


Mid year conference

Mid Year Conference

  • http://www.youtube.com/watch?v=BpjY1po3yTg


Teamwork in motion

Step 4- Goal Approval

What is the progress students are making toward the goal? Individual and group

Does the goal need revisions to make it attainable yet rigorous?

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

Step 4 Goal Approval

  • Next steps

Handout


Goal approval conference

Goal Approval Conference

  • http://www.youtube.com/watch?v=76uAJcKZPIg


Still grappling with

Still grappling with….

  • 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 allocate more time for this process?


Reflect on learning targets

Reflect on 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


Panel discussion questions

Panel Discussion- Questions?

  • Hudson Prairie Team

  • Susie Prather, Principal [email protected]

  • Deb Brastad, 2nd Grade

  • [email protected]

  • Amanda McCarthy, 5th Grade

  • [email protected]

  • Jodi Magee, Media Specialist

  • [email protected]

  • Amy Gallick, Music Specialist

  • [email protected]


Differentiated roundtables

Differentiated Roundtables

  • Assessment and High Impact Strategies to support a SLO.- Deb & Amanda

  • Specialist Perspective- Amy & Jodi

  • Administration’s Support- Susie

  • Launching SLO in the High School - Peg

  • Wiki exploration- Independently


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