1. SLO Workshop #2

2. Overview Objectives for today: You will be able to..  Recognize well written components of an SLO  Practice the process of analyzing baseline and trend data  Practice setting growth targets

3. Your homework You were to read the SLO most appropriate for your major, paying close attention to the descriptions of what should be in each section of a well written SLO. Then you answered the questions 1- 9 in the SLO Quality Review Tool, indicated Yes/No for each of the 9 questions, and gave a rationale for each choice.

4. SLO Review Activity Quick show of hands for each SLO in the homework (watch for others who raise their hand when you do): Get into teams of 4 or 5 with others who reviewed the same SLO as you did. Go over each of the 9 questions and reach a consensus of each one, including the rationales. As you go through this process, have one person record questions or clarifications needed as they come up. We will have a Q&A session immediately after this activity.

5. SLO Review Activity Q&A

6. Baseline and Trend Data Find the Baseline and Trend Packet in your handouts. This is for 10 second grade students in the early fall. There are two pieces of baseline data for these students:  2 nd Grade Fall MAP Reading Score  2 nd Grade Fall DIBELS Results Take a moment to look through the packet to see what types of information is there.

7. Baseline Data Baseline Data for 10 2 nd grade students:  2 nd Grade Fall MAP Reading Score  2 nd Grade Fall DIBELS Results 1) Are there clear groups (tiers) of students? If so, what are they? How do you know? Be sure to consider both MAP and DIBELS. (Describe tiers as A, B, etc) 2) Next to the student numbers in the DIBELS table on the first page, identify the tier of each student (A, B, C…). 3) Is this baseline data sufficient to set growth targets?

8. Trend Data Trend data helps educators determine HOW MUCH growth each student is likely to make. Identify the Trend data in your handout:  1 st and 2 nd Grade MAP Reading Scores (4 sets over time) MAP is a type of SCALED SCORE, a scale that measures change over time. Let’s determine how much change would be “average”

9. Trend Data: MAP Let’s determine how much change would be “average” In the NWEA tables, determine the 50 th %ile RIT score and fill it in on the empty line near the top of the MAP table on the first page (above student 1): For 1 st graders in the FALL For 1 st graders in the Winter For 1 st graders in the Spring For 2 nd graders in the Fall Wait! Is something odd going on with the scores?

10. Trend Data: MAP Now determine how much GROWTH one would expect for an ‘average’ student For 1 st graders from Fall to Winter For 1 st graders from Winter to Spring Over the summer from Spring to Fall From 1 st grade Fall to 2 nd grade Fall

11. Trend Data: MAP Are there clear groups (tiers) of students? If so, what are they? How do you know? (Describe them as A, B, etc) Next to the student numbers on the MAP table on the first page, identify the tier of each student (use A, B...) Are the students in the tiers the same ones as in the baseline data? Are there some students whose performance has changed or been inconsistent in the last year?

12. The Process of Data Analysis 1. What kind of growth have students been making? Have students been consistently meeting or missing expectations? 1. Hint: Averages for this class: F1=162, F2=179 2. Find the “Chart My Growth” in your packet. Mark the class average for Fall 1 st and Fall 2 nd. 3. How is this class performing overall? Are most students consistently demonstrating proficiency?

13. The Process of Data Analysis 1. What process did you use to analyze the data? What kind of skills do you think are necessary to do this kind of analysis? 2. Try to group the students into three groups: low- performing, mid-performing, and high-performing

14. Setting Growth Targets Try setting tiered growth targets for the students represented in the Baseline and Trend Data based on these three groups. Use the information in the packet for expected MAP and DIBELS scores for Spring of 2 nd Grade.

15. Setting Growth Targets How often should you monitor student progress toward these goals? How will you monitor progress? Informal information? Formative assessments? MAP?

16. Q&A