Sample Student Learning Objectives (SLO aligned with Teacher Practice Goals)

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1 Sample Student Learning Objectives (SLO aligned with Teacher Practice Goals) Intermediate and Advanced ELL students will demonstrate mastery of science content standards based on unit assessments throughout the year. I will work to consistently build mastery of science content for ELLs by identifying and teaching symbols, key terms, and other domain-specific words and phrases, using specific pedagogical techniques and additional resources to ensure comprehension. ELA/History/ESL Team In order to address historically low scores on open response items, all students will increase their average ELA open response scores by at least 25%. I will build my understanding and take ownership of the Common Core Standards, particularly, understanding and teaching informational text. Strategies: I will work collaboratively with my grade level team to identify 2-3 instructional strategies to better enable all students to work with informational texts Each team member will pilot the same 3 research-based strategies and analyze their effectiveness across all students. Together, we will determine the most effective strategies and share our findings with all school staff by the end of the school year. 1 Page

2 READING SPECIALIST*. In order to reduce the achievement gap and get all first graders on grade level for reading comprehension by the end of the school year, I will develop and implement intervention action plans for all students who enter 1 st grade below a DRA 2. I will improve my communication with classroom teachers. Strategy: l will strengthen my support to at-risk students, and collaborate with at least one classroom teacher over the course of the school year to develop and implement intervention action plans for their struggling readers. This will include monthly updates to each plan in response to agreed-upon student performance objectives. Mathematics I will improve my 8th grade students mathematical literacy in geometry. I will improve my delivery of mathematical literacy by researching effective strategies. Strategies: I will incorporate essay questions into unit assessments that require elaboration of mathematical reasoning so that by the end of the school year, 80 percent or more of my students will demonstrate proficiency on the end-of-the-year eighth-grade geometry assessment in each of the three content areas for eighth-grade geometry. 2 Page

3 Library Media Specialist At least 80 percent of participating 9 th grade World History students will score proficient in the ethical use of information (the selection and citation of information gathered from a variety of sources and formats) on their end-of-year research project, as measured using a predetermined rubric by May I will increase the time I spend collaborating with classroom teachers. Strategy: I will work with two teachers in the development of four units that are aligned with the Common Core Writing Strand: Research (to build and present knowledge), with a focus on improving student use of digital information and media literacy skills. Frameworks for these collaborative units will be shared with district educators at the end of the year as examples of effective research design strategies. SCHOOL PSYCHOLOGIST Targeted students abilities to manage anxiety related symptoms will improve through their ability to better focus on academic learning, spend less time in the nurse s office, improve their attendance rates, and exhibit more on-task behavior in the classroom. I will expand my role as a school psychologist from testing to prevention and promote a safer and more supportive school climate by identifying and implementing appropriate, research-based social-emotional intervention strategies in small, targeted prevention/intervention groups comprised of at-risk students. 3 Page

4 Kindergarten Because early childhood literacy skills are critical to future success, Kindergarten students who achieve proficiency on the letter-naming fluency on the spring assessment will increase from 65% to 80%. I will improve my ability to engage all students. Strategies: I will identify and employ 2-3 strategies to improve student engagement within large group, literacy-based activities. I will assess their effectiveness by May 1 through increased participation, as evidenced by visual attention, appropriate verbal or nonverbal responses, and physical presence. GENERAL ELEMENTARY- Grade 4 By June 2015, all grade 4 students will demonstrate mastery of 80 percent of the processes that effectively communicate thinking on open-ended higher order thinking tasks, as measured by a teacher-created common rubric. I will establish consistent learning expectations and more informative measures of student learning in Grade 4. Strategy: I will create, implement, and refine at least one common mathematics assessment and/or rubric that promotes shared objectives and learning expectations and create open-ended performance tasks to assist students in developing higher order thinking skills in mathematics aligned with the Mathematics CCSS. Goal Duration: 2 years 4 Page

5 SLO Samples Based Upon School-Wide Goals School-wide Goal: All students will increase their ability to read and comprehend informational text at grade level or above with scaffolding as needed. SLO 1 based upon school-wide goal: Grade 1: Students will be able to identify the main topic and retell key details of an informational text with at least 75% accuracy. CCSS: RI.1.2 Grade 3: Students will describe the overall structure of events, ideas, concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in a text. CCSS: RI.3.3 (Measurement would be identified in the IAGDs) Grade 5: Students will be able to analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. CCSS.RI.5.6 (Measurement would be identified in the IAGDs) Teacher Practice Goal: I will improve the types of student feedback I provide resulting in improved student outcomes in all areas of instruction. Rationale: The feedback I have been providing students has generally been related to a grade. If I provide students with specific information about what warranted the grade they received and what their next steps should be in order to move to the next level, then student outcomes will improve. I will do this by researching effective feedback articles, viewing webinars, and attending out of district professional development. Evidence: After baseline data is identified, weekly open-ended assessments will be provided. Results will include a specific recommendation for improvement. Assessment of all subsequent assignments will be graded to include the expected criteria. I will keep track of how often I provide verbal or written feedback on a daily basis. Samples of student work will be uploaded as archives. 5 Page

6 Parent Goals Based upon the Spring Parent Survey School-wide Parent Goal: Smart School will Increase parental involvement in the school s policies and procedures. Teacher Parent Goal: Grade teachers will offer parents meetings at flexible times in order to accommodate parent attendance. Grade teachers will provide parents with survey questions to use as a resource when deciding upon field trips and other activities that would supplement regular instructional time. Grade teachers will enlist parents as volunteers based upon their individual talents. Grade teachers will invite parents to a quarterly student assembly celebrating individual and classroom student achievements. School-wide Parent Goal: Smart School will increase their communication with parents. School-wide Strategies: Involve parents in development of school improvement plan and process of school review and improvement; Coordinate parental involvement strategies with other school programs; Conduct annual evaluation of parental involvement policy; Determine effectiveness in increasing parent participation; Identify barriers to greater parent participation and address them; and Use evaluation findings for school improvement and policy revision. Teacher Parent Goal: Grade teachers will send a newsletter to parents celebrating students on a monthly basis for 10 months. Grade teachers will call parents on a rotating basis, quarterly, to provide parents with positive information concerning their child. Grade teachers will provide students with an assignment book that parents can sign when students complete their homework assignments. Grade teachers will schedule at least 3 parent meetings at flexible times to include parents in student celebrations, description of school curriculum, assessments, and proficiency levels, and provide them with opportunities to share experiences and make suggestions. 6 Page

7 Teacher Practice Goals Using the CCT Rubric The following teacher practice goals come directly from the CCT Rubric. Teachers may want to review their domain ratings. Based upon their rating in a chosen domain, teachers may want to choose a standard, but their goal would be based upon the next higher rating. For example, if a teacher was rated accomplished on a specific standard, then he/she may want to strive for exemplary in that standard for the school year. It is advisable that teachers choose a standard in which they received the lowest rating. I will: 1a. Acknowledge and incorporate students cultural, social and developmental diversity to enrich learning opportunities. 1b. Establish high standards of behavior, which are consistently reinforced resulting in little or no interference with student learning. 1c. Establishes routines and transitions resulting in maximized instructional time. I will: 2a. Plan instruction that integrates literacy strategies and academic vocabulary. 2a. Plan instruction that challenges students to extend their learning to make interdisciplinary connections. 2b. Plan more opportunities to release responsibility to the students to apply and/or extend learning beyond the learning expectation. 2b. Select or design resources and/or flexible groupings that cognitively engage students in real world, global and/or career connections that support new learning. 2c. Plan assessment strategies to elicit specific evidence of student learning of intended instructional outcomes at critical points throughout lessons. : I will: 3a. Clearly communicate learning expectations to students and sets a specific purpose for instruction and help students to see how the learning is aligned with Common Core State Standards and/or other appropriate Connecticut content standards. 3a. Challenge students to extend their learning beyond the lesson expectations and make cross-curricular connections. 7 Page

8 3b. Challenge students to extend their learning beyond the lesson expectations and make cross-curricular connections. 3b. Implement instruction that supports and challenges students to identify various ways to approach learning tasks that will be effective for them as individuals and will result in quality work. 3c. Provide individualized, descriptive feedback that is accurate, actionable and help students advance their learning. I will: 4a. Take a lead in and/or initiate opportunities for professional learning with colleagues. 4b. Collaborate with colleagues on an ongoing basis to synthesize and analyze data and adjust subsequent instruction to improve student learning. 4c. Consistently communicate with families and the community in a culturally-responsive manner. 8 Page

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