1. The Role of the School Librarian & Media Specialist In the Student Learning Objectives (SLO) Process South Carolina Department of Education Steve Driscoll, Office of School Leadership

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3.   Student Learning Objective(s) (SLO) ….. ….. is a teacher ‐ driven goal or set of goals that establishes expectations for student academic growth over a period of time. These specific, measurable student learning goals are based on student learning needs and aligned to applicable standards. SLOs reflect a rigorous, yet realistic expectation of student growth that can be achieved during a given interval of instruction. Working Definition

4.  For the next minute – think about your current role in the SLO process. Consider: * How you have been included? * Are you connected to the process? * Are you comfortable with your role? Right Now

5.  “Imagine how many children’s lives would be saved if we educators disclosed what we know to each other.” Roland Barth Why don’t we tell each other what we know? Something to Think About

6.  Where does information within the SLO Process come from? Informational Focus

7.  It is understood that teachers and evaluators may also rely on the expertise of the following:  Classroom Teachers  Assistant Principals  Special Educators  Curriculum Coordinators/Content Specialists  Parents Personnel Resources

8.   Lead Teachers  Department Chairs  Guidance Counselors/School Psychologists  Social Workers  Health Care Workers  Librarians/Media Specialists * Let’s Talk More Personnel Resources

9.  1.Student Population 2.Standards/Content & Interval of Instruction 3.Rigor/D.O.K. 4.Strategies 5.Assessment (Pre & Post) 6.Baseline & Trend Data 7.Growth Targets Vital Information

10.  Level of Rigor “ A high tide raises all boats.”

11.   DOK-1 – Recall & Reproduction - Recall of a fact, term, principle, concept, or perform a routine procedure, such as performing a simple algorithm or applying a formula. A well defined one-step problem (e.g., a one-step word problem requiring multiplication in a multiplication unit)  DOK-2 - Basic Application of Skills/Concepts – Some decision and application of information, conceptual knowledge, procedures, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphs  DOK-3 - Strategic Thinking - reasoning, planning, using evidence to make decisions, determining sequencing of steps to approach problem; requires decision making and justification; abstract, complex, or non-routine; often more than one possible answer or approach, synthesize information within one source or text  DOK-4 - Extended Thinking - An investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; non-routine manipulations, synthesize and make connections across disciplines/content areas/multiple sources Depth Of Knowledge

12.  One way to envision how Bloom’s relates to DOK Depth + thinking Level 1 Recall & Reproduction Level 2 Skills & Concepts Level 3 Strategic Thinking/ Reasoning Level 4 Extended Thinking Remember Recall Understand - Select appropriate words to use when intended meaning is clearly evident - Specify, explain relationships - summarize – identify main ideas - Explain, generalize, or connect ideas using supporting evidence (quote, example…) - Explain how concepts or ideas specifically relate to other content domains or concepts Apply - Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning – Use context to identify meaning of word - Interpret information using text features or graphs - Use concepts to solve non-routine problems - Devise an approach among many alternatives to research a novel problem Analyze - Identify whether information is contained in a graph, table, etc. – Compare literary elements, terms, facts, events – analyze format, organization, & text structures - Analyze or interpret author’s craft (literary devices, viewpoint, or potential bias) to critique a text with justification of reasoning – Analyze multiple sources - Analyze complex/abstract themes Evaluate – Cite evidence and develop a logical argument for conjectures - Evaluate relevancy, accuracy, & completeness of information Create - Brainstorm ideas about a topic - Generate conjectures based on observations or prior knowledge - Synthesize information within one source or text - Synthesize information across multiple sources or texts

13.  Why is DOK important? DOK 1 DOK 3 DOK 2 DOK 4

14.  5.Strategies: Defines what instructional modalities will be employed in order to address the needs of ALL the students within the SLO. May also indicate interventions to be used. For example: * Differentiated Instruction * Flexible Grouping * Carousel Let’s discuss some considerations based on student grade levels. Strategy Support

15.  Changes

16.   Held at the mid-point of the Interval of Instruction. Items reviewed may include: 1. Progress of all students 2. Additional support items which may be needed 3. Adjustments to SLOs based on significant information Mid Point

17.  What’s Expected?

18.   Additional language arts resources  Access to technology  Specialized or individualized assistance  Whole class support  Differentiated resources (Social Studies & Science)  Unknown? Teacher Needs

19.  Support

20.  1.Additional Interventions (What’s Possible?) 2.Different Strategies (Brainstorm) 3.Increase in personnel resources (Short term) 4.Technology 5.Library/Media resources (Differentiated Materials) * Direct Observation Feedback * New or Different Materials Considerations

21.  Perceptions

22.  Do you now see yourself in a different light? Q & A Real Time

23. “We must become the change we want to see in the world.” Mahatma Gandhi 1869 - 1948