SLO Preparation

This is the time of the year we are reflecting on our progress and preparing our data for our midyear SLO conference with our principal.  It's important to celebrate what is going well and to determine areas that could use improvement.  This process mirrors the Professional Learning Community Process by Richard and Rebecca DuFour.  They believe these questions need to be discussed at every successful PLC or Day 6 Collaboration Meeting to make an impact on student learning.

Professional Learning Communities Four Essential Questions and how we respond

1.     What do we expect our students to learn?        (Goals/Expectations)

2.     How will we know they are learning?                 (Assessment)

3.     How will we respond when they don’t learn?       (Intervention)

4.     How will we respond if they already know it?       (Gifted or High Achieving)

5.     Frequent Celebrations 

Don't forget to utilize colleagues, your instructional coach, and your principals as supports through this SLO process.

Here are some supports to help you with this process:

Reflection Question for Midyear Conference
Midyear Reflection Questions

Voice thread with Hudson Prairie Example
How do I prepare for your midyear SLO?

Wikispace with all resources
Hudson SLO Wikispace

WI DPI Resources
WI DPI Resources on SLO


PLC Questions
Richard Dufour's PLC Questions 
Video of Rebecca DuFour Discussing PLC Questions

iPad Writing Apps to Check Out From Nancy Dressel

 Dragon Dictation- Speak to write

Primary Writer-  Templates

Write About This- Prompts with photos and video recording capabilities

Presentation from Nancy Dressel  https://docs.google.com/presentation/d/11iQ2FU_sU7DVC7-wjD7z42ZM33yPpos3Y_89nNwpOyQ/edit?pli=1#slide=id.gfa148665_10

Hudson Professional Learning Jan. 27, 2014

We want our professional learning on January 27 to be personalized and meet your needs.  We have gained your feedback to plan this day to make sure it is productive.

Hudson Professional Learning 

Jan. 27, 2014

8:00-10:00am- Collaboratively  scoring our On Demand Writing with our Willow River colleagues at Hudson Prairie  in the grade level pods.

Protocol for collaborative scoring of writing

Preparation

• Leadership (SMART) team members- choose 1 writing sample from your class and make 8 copies for the team to score.  Hide name before copying. Also, bring staplers.
• Everyone brings all of their ODW samples.
• Blank rubrics will be copied.

Here is the focus for other special educators:

Media Teachers	Refine SLO and discuss how you have increased your technology integration collaboration sessions
Music	Refine HSD Music Vision, establish benchmark (2, 5, 8, 12) goals; Schedule 14-15 Music Events
Art	Refine HSD Art (elementary) vision; establish benchmark (K,1,2,3,4,5) goals
PE	Common Assessments and intro. to Build Your Own Curriculum (BYOC) tool
Counselors	PBIS Tier 1 & 2
ESL	Team Meeting – student progress in ACCESS
GT	Team Meeting – supporting students’ social and emotional needs
Reading Teachers	Meet with Sandi at ASC – reading interventions
SLD/ EBD	Collaborative scoring of writing
EA	Not working unless directed to and supervised by Sped. staff with plan approved by principal
OT/PT (motor)	Seclusion and restraint training; website work
S/L	Team Meeting – per Tony

10:00-4:00pm- Choice Menu of Learning Opportunities

ü  Continue scoring of On Demand Writing and enter completed data on the building drive

ü  SLO mid-year preparation- Organize data, reflection form  SLO Wikispace

ü  Application of technology learning or technology exploration

ü  Data analysis- DIBELS, MAPS, F & P, daily formative assessments  Article on using Winter MAP

ü  Integrated Units Planning

ü  Complete grade level writing prompts similar to Pay it Forward aligned with Integrated Units of Inquiry Water Writing Prompt &  Units of Inquiry

ü  Exploration of media resources   and Hudson Professional Development Site

ü  Committee work (PBIS, SST, Leadership/ SMART)

ü  Individual Planning

ü  Other Ideas

My expectation is that only 3 hours is utilized for individual planning.  I am available to help with data, SLO, and other areas in the conference room.  Please also invite Jodi Magee, Nancy Dressel, Becky Brooks, and Sue Hellmers for support.  I look forward to a great day of learning. 

Susie

Writing Inspiration

Create a writing habit!  

Don't forget to complete your On Demand Writing by Friday.

Sue will have copies of the rubrics sent to us.

Please comment on how you have created a writing habit in your classroom!

Formative Asssessment Post from Ann Mitchell

As assessment season begins with MIDYEAR assessments, it is important to put these assessments in perspective and understand the rationale of why we continue to monitor our students progress and how we can glean information from these assessments to INFORM INSTRUCTION.  

Remember the 3 reasons for assessment include:
1.  Know students and for students to know themselves as learners.
2.  Guide or inform instruction
3.  Communicate learning or report progress

Click here to see a case study of the use of Midyear MAPS and look at the norms.   Click here for information on using PALS information.    Click here to view a DIBELS Effectiveness worksheet to anyalyze your data.  






Ann Mitchell wrote a guest blog to illustrate the connections of teaching, learning, and assessment.

Educators enjoy at least two New Year celebrations: one at the beginning of a new school year and another at the beginning of our calendar year. As an educator, I enthusiastically and fondly refer to the latter as RE-New Year! It's a time to REnew our commitment to student learning, REview our students' progress, REvisit instructional strategies, and REset goals and priorities.  Our mid-year assessments provide multiple sources of data to help us re-evaluate instruction, re-charge interventions, and re-consider innovations.

In our efforts to thoughtfully and strategically personalize teaching and learning, multiple sources of data are critical. While we assimilate new assessments into our practice (PALS, F&P in K&1, and DIBELS Math, AIMSWeb, and NWEA Primary MAP for Math, depending on your building), we have an opportunity to cross-reference with older and more familiar assessments. We are carefully discerning which assessments to continue as we anticipate the addition of the PALS state requirement to second grade, a district decision regarding a math universal screener and eventual implementation of Smarter Balanced Assessment. In the meantime, let's glean as much information as we can from these tools to make the most effective instructional decisions for each student.

Consider using this protocol as you and your colleagues review and analyze assessment data and make decisions to support each child's learning goals, progress towards proficiency, and growth over time. Note the three-legged stool our assessments ought to keep in balance: goals, proficiency, and growth. Students are more likely to work towards goals they have a hand in setting. We know all too well the expectations of grade-level proficiency against standards. Most significantly, are we seeing meaningful and measurable GROWTH at a rate each student and we can celebrate?

Essentially, we're seeking answers for these three questions as we examine assessment data:
1) How effective are our instructional strategies, interventions, and innovations?
2) What impact are our efforts (student and teacher) having on growth in learning and what's our evidence?
3) What are our next steps to move learning forward?

Happy RE-New Year to our remarkable, renascent, and reflective teachers and learners!

Pay It Forward

 

I am impressed by the all school response to the Pay It Forward all school write.  Thank you for taking this risk and seeing what the SMARTER Balanced assessment will ask for and for supporting our Learner Qualities which are a part of PBIS.    

  

This project also included the phases of inquiry...

IMMERSE- The idea of Pay It Forward. Ask questions. 

INVESTIGATE- Watch video clips and read articles while annotating learning. 

COALESCE- Make sense of how they can pay it forward.

GO PUBLIC- Writing Narrative, Opinion, Informative.

   . 

  
Check out the trailer below and maybe rent or stream it.



The third grade team will be leading the all school meeting focusing on this topic and celebrating student ideas!  I am looking forward to it.

We IMMERSED and INVESTIGATED the topic with the PowerPoint including videos and text.
Pay It Forward Part 1
Pay It Forward Part 2

Note Taking

Here are some quotes that came from Mrs. Stubbendick's class.   This is in the COALESCE Stage!
"Anyone who has the power to see has the power to do!" Ryan

"Accept the act with kindness!"  Ainsley

"It makes me notice the little things people had done for me!" Courtney

"Paying it forward is like a life cycle!" Ben

It's a chain of goodwill!" Unknown

Check out a video from Mrs. A's Class.  This is a great example of the GO PUBLIC Stage.  Boy, Heidi Hayes- Jacobs would be so happy!

Please share your reflections from the all school write in the COMMENTS section.  What worked?  What suggestions do you have for improvement?








I am looking forward to you working with your SMART Team on creating a similar reading/ writing experience around a content area your grade level will be studying in February and March.  Watch for more information.

Water Sample

Possible Content Areas