SLOs in LEAP Midyear Conversations
SLO Check-in
December 2015
MATERIALS NEEDED
• Going through the following presentation, you may find it helpful to have:
– A roster of your current staff (preferably as an Excel spreadsheet)
– LEAP Handbook
And/or
– LEAP Conversation Planning Templates
The MY Leader toolkit can be found online here:
https://drive.google.com/drive/u/1/search?q=myc%20toolkit
AN EFFECTIVE MID-YEAR CONVERSATION SHOULD INCLUDE:
An Introduction
that sets the tone
for the
conversation and
establishes a
rapport with the
teacher.
Areas of Strengths
that highlight
practices that a
teacher should
continue and
possibly leverage
to address areas
for growth.
Areas for Growth
that communicate
high leverage foci
with aligned next
steps. Future
observation
feedback can align
to this area.
An SLO Check-In
with differentiated
outcomes based
on the teacher’s
current SLO
implementation.
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WHY DISCUSS SLOS AT MIDYEAR?
Mid-year conversations are an opportunity to
• support teachers’ SLO implementation,
• provide feedback that directly connects to student learning, and
• communicate the value of data driven instruction and student
outcomes.
• Ideally, a teacher would bring student data and/or student work and discuss
the current level of performance of students and next steps for subgroups
with the leader.
– However, teachers are most likely at different places in their SLO
implementation.
It is critical to differentiate the SLO check-in based on your teacher.
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MEET YOUR TEACHERS WHERE THEY ARE WITH SLOS
• We need to differentiate our SLO Check-In based on each teacher’s current
SLO implementation.
– Data Action Planning: Teacher has data and can speak to current
student learning around the SLO. The purpose of the check-in will be to
ensure the teacher has a strong plan to continue progress monitoring
and adjusting instruction to maximize student learning.
– Implementation Feedback: The teacher does not yet have any student
data around the SLO. During the conversation, the goal is to create some
concrete next steps to get on track for successful SLO implementation.
• Recommendation: School leader may want to inquire further
regarding barriers to implementation. Set another meeting 2 – 4
weeks from now to check back in on the implementation next steps
and look at student data.
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PREPARING TEACHERS FOR SLO CHECK-IN
• What evidence will you review prior to your check-in?
• What do you expect teachers to do to prepare for the SLO Check In?
• What do you expect teachers to bring to the meeting?
– What evidence of student learning? Ex: Data Tracker. Student Work.
– What evidence of action planning? Ex: Updated yearlong scope and
sequence, upcoming unit plan, an assessment
• What questions do you want them to have already thought about?
– Where are students currently at on their learning progression rubric?
– What have been successes and struggles so far?
– What are possible next steps to strengthening student learning?
How will you communicate these expectations
to your teachers?
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PRACTICE AND PLAN:
HOW TO DIFFERENTIATE SLO CHECK-IN
1. Review a teacher’s SLO in the SLO Application Tool and any evidence that
you already have around student mastery of the standards.
2. Determine which type of SLO Check-In that you will need to have with the
teacher.
•
Consider:
– Do I know where this teacher is with his/her SLO implementation? Do they share
a common SLO with their team?
– Prior to midyear conversations with each teacher, you may want to consider
having an SLO conversation with the team, OR sitting in on a data
team/collaborative planning meeting where the team is discussing their SLOs.
– Do I want this teacher to submit any other evidence/data prior to our conversation
(data tracker, student work, examples of assessments being used, etc.)?
– What do I want to be the goal of our SLO Check-In?
– What feedback will I provide?
– What questions will I ask?
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ADDITIONAL RESOURCES
•
LEADER MYC Toolkit
– Conversation planning templates (Option #1 is below)
CONVERSATION PREP: SLO CHECK IN
Foundational SLO Milestones
_____ Teacher has a system to
track student mastery of the SLO,
including plan for PerformanceBased Task.
_____ Teacher integrated SLO
into yearlong plan.
_____ Teacher is actively engaged
in collaborating with peers.
Other SLO Milestones
_____ Aligned instruction -> objectives,
learning tasks
_____ Aligned formative assessment with
Learning Progression Rubrics
_____ Student investment in SLOs
_____ Participation in Data Teams
_____ Whole Class Action Planning
_____ Sub Group Action Planning
_____ Assessment data
_____ SLO and Gradebook Alignment
ACTION PLANNING:
●
●
●
●
Possible Talking Points
How are your students progressing in their mastery of the
content and language in your Objective?
How have you been tracking student progress on your SLOs?
How are you using the Learning Progression Rubrics to identify
students’ current proficiency levels?
What assessment data are you using as part of
your Body of Evidence to track students’
progress on their SLOs? Are you using the
Performance-Based Task created for the model
SLO or are you creating your own culminating
task?
In what areas of your SLOs are your students struggling? Which
students are struggling? How have you adjusted instruction to
support those students? What success did you see from those
efforts? What might you do in the next few months to continue
student growth towards these Objectives?
SLO Check In Goal
_____ Data Action Planning: Based on his/her data, facilitate conversation that helps
teacher determine next steps to increase student outcomes on SLOs.
_____ Data Action Planning: Based on his/her data, facilitate conversation that helps
teacher determine next steps for students with low command and distinguished command.
_____ Implementation Feedback: Provide directive feedback around implementation around
SLO and specific next steps for improving.
_____ OTHER:
Plan Conversation:
What questions will you ask? Or what feedback will you provide?
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QUESTIONS/CONCERNS?
slohelp@dpsk12.org
leap@dpsk12.org