Friday Focus
August 24, 2018
SLO/SGM Tutorial
Below are directions to assist you in developing your SLO/SGM. Please know that Valerie and I are always happy to assist you too.
SLO/SGM Tutorial
To begin an SLO, click Overview under the SLO/SGM category.
Click Create New Form using “SLO/SGM”
Step 1 should be completed prior to the end of the first quarter
(October 5, 2018)
In Step 1, you are determining several core components.
1. What course will you be using for your SLO? (e.g. reading,
geography, art III)
2. The type of measurement you will be using - mastery, growth, or for SGM
acknowledgment measure.
3. What assessment will you use? NWEA? Unit assessment? Pre/Post Test? Project?
Following these three decisions, you will sign off and click Update. Your primary
evaluator will review your choices and accept or reply with suggestions.
Step 2 is where you will provide additional details about your goal and the class you will
be measuring. This MUST be completed no less than 10 days prior to the assessment
window, but no later than May 1.
In Step 2, you will
1. Repeat the course name selected in Step 1
2. Select the class period(s) you wish to measure
3. Provide additional information on the specifics of the assessment
a. For NWEA, will you be looking at reading or mathematics? What data will you
analyze?
b. For other standardized assessments, provide information on the data you plan to
extract to analyze.
c. If not a standardized assessment, upload a copy of the assessment and answer
key.
4. Determine your learning goal for this assessment
5. Determine the students' outcome that will measure each of the four (4) levels of SLO
outcomes. Several examples are listed on the SLO form. These are broad examples
designed only to provide examples of appropriate language for the four levels. Note the following reminders:
a. Mastery is defined at 70% on the assessment. When you are determining the
outcome level, you are asking yourself based on prior knowledge of this class,
the material, and historical results on this assessment, how many of my students
will reach 70%?
b. Growth should be based on typical or norm data, your knowledge of the students,
and historical results on the assessment. For example, a common method of
measuring growth on a pre/post test would be for a student to gain 50% of the
possible correct responses. Ex: Student A scores 40% on the pre-test. Student
A could gain 60%. The goal for Student A would be at least 30% growth.
Student B scores 70% on the pre-test. Student B would have a goal of 15%
growth.
c. Again, these reminders are common practice or examples, and not a set South
Madison formula. The decision on appropriate growth or outcome is to be
determined by you and your evaluator. Each group of students is unique.
Following these three decisions, you will sign off and click Update. Your primary evaluator will
review your choices and accept or reply with suggestions.
Step 3: The final step is to be completed following the assessment, but no later than the end of the school year. If you complete this after early May, the information will not be included in your In-progress summative conference as the deadline is May 15. It would then be included in the fall on your final evaluation document.
Step 3 is your presentation of the results of your class data. You will need to record the actualresults. This is typically done by uploading a document with the student data, your notesregarding who achieved the goal, and an overall percentage for students achievement.
PT Conferences
NWEA workshops
Next Friday
Valerie's Vision
A Little Magic
Earlier this week I channeled my inner tooth fairy.
Emmi is notorious for sleeping lightly, so I knew the tooth fairy could not be loud, clumsy, or simply awkward.
Fortunately, My husband performed an “Indiana Jones” inspired trade off (think: tomb scene in Raiders of the Lost Ark). At 1am the next morning, she came running into our room celebrating the new toothbrush and dollar she received from the tooth fairy.
Celebrating the loss of a tooth is very common. But in reality, we all lose teeth as children- should it really be a special, magical moment? Ask anyone- and the answer is yes.
Sometimes the tasks that seem to take the smallest amount of effort deserve recognition in one way or another.
This next week, I encourage you to think like a tooth fairy. Find a task that someone (student or adult) accomplished and recognize the effort. A positive call home, a thank you note, or even just a verbal recognition can simply make anyone’s day a little brighter. Be that magical element in someone’s day.
“As children, our imaginations are vibrant, and our hearts are open. We believe that the bad guy always loses and that the tooth fairy sneaks into our rooms at night to put money under our pillow. Everything amazes us, and we think anything is possible. We continuously experience life with a sense of newness and unbridled curiosity.”-Yehuda Berg