SLOs and PPGs by Mike Mooren

Mooren Example/SLO

mmooren — 2014-09-05 17:46:28 UTC

Ten special education high school students will increase their Reading Grade level by 1.5 years growth from September to May as measured by the Scholastic Reading Inventory

Mooren Example/PPG

mmooren — 2014-09-05 17:49:25 UTC

During the 2014-2015 school year, I will learn to integrate literacy strategies in my instruction. I will implement two specific learning strategies from a literacy workshop and from reading professional literature. Measures of success will include results from analysis of student work samples, self-reflection, student surveys, and observation.

SLOs and PPGs

mmooren — 2014-09-05 17:52:42 UTC

MTSD Professional Growth Plan Student/School Learning Outcome Form After reviewing data and identifying the student population for whom the SLO will apply, create two Student/School Learning Outcomes. Submit the SLO Plan to your evaluator no later than September 15th. Name: Nicole Ogden, Jackie Morrow, Stephanie Fessenbecker School: Oriole Lane School Year: 2014-2015 SLO Goal Statement: (Specific, Measureable, Attainable, Results-based, and Time-bound) Subject Area/Grade Level Reading/Special Education Baseline Data and Rationale: (Why did you choose this outcome? What evidence can you provide related to your current student population’s baseline abilities as it relates to this goal?) Learning Content and Grade Level: (What appropriate standards relate to this goal?) Read grade level text with purpose and understanding. Ccss.ela.literacy.RF Determine the main idea of a text and explain how it is supported by key details; summarize the text. Ccss.ela.literacy.RI Student Population: (Who are you going to include in this outcome? Indicated in the rationale above?) All students in special education receiving reading intervention. Targeted Growth: (What is your goal for student growth?) MAPs score increase by 1 ½% or more increase Interval: (How long will you focus on this outcome?) This SLO will span until winter assessments. Assessment/Evidence Source(s): (What assessments and/or evidence sources will you use for ongoing measurement of student progress toward your goal?) The following will be used to determine student progress toward the objective: - Analyze running records to progress monitor fluency and comprehension, AIMs to progress monitor fluency, Instructional/Leadership Strategies and Support: (What methods or interventions will you use to support this outcome?) word work to support phonemic awareness, graphic organizers to support writing development and demonstration of comprehension. We will use LLI with fidelity and meet with Nicole Lehr to further our professional development with LLI. Analyze running records to progress monitor fluency and comprehension Teacher Signature: Date: Evaluator Signature: Approval Date:

2014-09-26 12:50:41 UTC

M. Navarre Example/SLO

mnavarre — 2014-09-26 16:20:24 UTC

By the end of the trimester, 100% of students in Co-Taught World Studies A who score in the developing level on the baseline assessment administered within the first three weeks of school will move into the proficient range. 100% of students in Co-Taught World Studies A who score in the basic and unsatisfactory level on the baseline assessment administered in the first three weeks of the trimester will move into the developing range. 100% of students in Co-Taught World Studies A who score in the advanced level on the baseline assessment administered in the first three weeks of the trimester will maintain that level of achievement.

M. Navarre Example/PPG

mnavarre — 2014-09-26 16:25:31 UTC

In order to improve student understanding as it relates to World Studies and the significance of specific events, I will meet with my co-teacher a minimum of twice weekly during each trimester for the purpose of planning lessons, evaluating and reflecting upon previous lessons, and assessing student learning by analyzing student data.

K. Ruff Example/SLO

2014-09-26 16:35:28 UTC