SLO Check-in December 2015 SLOs in LEAP Midyear Conversations

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:

3 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.

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. 4

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. 5

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? 6 How will you communicate these expectations to your teachers?

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? 7

ADDITIONAL RESOURCES LEADER MYC Toolkit –Conversation planning templates (Option #1 is below) 8 CONVERSATION PREP: SLO CHECK IN Foundational SLO MilestonesOther SLO MilestonesSLO Check In Goal _____ Teacher has a system to track student mastery of the SLO, including plan for Performance- Based Task. _____ Teacher integrated SLO into yearlong plan. _____ Teacher is actively engaged in collaborating with peers. _____ 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 _____ 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: ACTION PLANNING: Possible Talking Points Plan Conversation: What questions will you ask? Or what feedback will you provide? ● 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?

QUESTIONS/CONCERNS?