Wisconsin Teacher Student Learning Objective (SLO) Planning and MonitoringFormEvaluator: Tony DugasPractitioner: Jill Cohan

After completing your self-review entries, school or grade level instructional improvement plans, and student data, develop andrecord a Student Learning Objective (SLO). Identify your instructional strategies and the support you need to help achieve this SLO.

These prompts and entries help guide your SLO development. While you should complete each entry, you do not necessarily needto respond to each of the questions or criteria.

Baseline Data and Rationale

What sources(s) of data did you examine in selecting this SLO? Summarize trends and patterns. If this is the same SLO as yousubmitted last year/semester/interval, please provide justification for why you are repeating your goal. Did you consider bothqualitative and quantitative data?

Keyboarding proficiency is a state and district standard AND keyboarding efficiency allows greater access to computer basedapplications. In 2013-14 school year, MMSD moved from 25 wpm by the end of 8th grade as the definition of proficiency to gradelevel x 5 wpm. In prior years nearly 100% of O'keeffe students were able to meet proficiency by the end of 8th grade. The change tograde level standards was good, but requires closer observation, better instruction and more frequent access to keyboardinginstruction for all students. This year, students completed an initial typing test. 40% of 8th graders met proficiency on the initial test,while 20% of 7th graders and less than 5% of sixth graders. This is using the grade x5 proficiency standard. This shows the need forcontinued instruction in keyboarding as most students are not already proficient. Second, this data shows that Typing Pal, 10minutes a day for a semester can bring students to keyboarding proficiency.

Keyboarding proficiency is a state and district standard AND keyboarding efficiency allows greater access to computer basedapplications. In 2013-14 school year, MMSD moved from 25 wpm by the end of 8th grade as the definition of proficiency tograde level x 5 wpm. In prior years nearly 100% of O'keeffe students were able to meet proficiency by the end of 8th grade. Thechange to grade level standards was good, but requires closer observation, better instruction and more frequent access tokeyboarding instruction for all students. This year, students completed an initial typing test. 40% of 8th graders met proficiencyon the initial test, while 20% of 7th graders and less than 5% of sixth graders. This is using the grade x5 proficiency standard.This shows the need for continued instruction in keyboarding as most students are not already proficient. Second, this datashows that Typing Pal, 10 minutes a day for a semester can bring students to keyboarding proficiency.

Learning Content/Grade Level

Which content standards are relevant to/related to/in support of your goal? Is this content reinforced throughout the interval of thisgoal? Did you identify the national, state, or local standards relevant to your role in the district?

MMSD is following the Wisconsin DPI keyboarding recommendations for words per minute of grade level X5 as a definition ofproficiency. http://bit.dpi.wi.gov/bit_keyboarding All students grade 6-8 who enrolled in Computer Technology class in 2014-15 willbe in the class for one semester either 2 or 3 days per week. Each class will devote the first 10 minutes of each session tokeyboarding instruction using Typing Pal. Every other Friday, students will take a evaluative assessment to determine current levelof performance on a short keyboarding passage. Results of this assessment are immediately available to students and are recordedon Infinite Campus for parents and guardians to follow growth.

MMSD is following the Wisconsin DPI keyboarding recommendations for words per minute of grade level X5 as a definition ofproficiency. http://bit.dpi.wi.gov/bit_keyboarding All students grade 6-8 who enrolled in Computer Technology class in 2014-15will be in the class for one semester either 2 or 3 days per week. Each class will devote the first 10 minutes of each session tokeyboarding instruction using Typing Pal. Every other Friday, students will take a evaluative assessment to determine currentlevel of performance on a short keyboarding passage. Results of this assessment are immediately available to students and arerecorded on Infinite Campus for parents and guardians to follow growth.

Student Population

Which students are included in the target population? How does the data analysis support the identified student population?

All students grade 6-8 enrolled in Computer Technology class in 2014-15 will be followed to determine student progress towardgrade level proficiency in keyboarding.

All students grade 6-8 enrolled in Computer Technology class in 2014-15 will be followed to determine student progress toward

grade level proficiency in keyboarding.

Targeted Growth

Have you identified the starting point for each target student? How did you arrive at these growth goals?

Starting point is determined by the initial test in Typing Pal taken the first week of class. Proficiency is determined by the final typingtest in Typing Pal taken any time during the school year where the student meets or exceeds the grade level proficiency threshold.Short term growth incentives will be conducted twice each semester. This incentive is designed to promote a burst of improvementfrom all students based on short term, high intensity, focused practice sessions. Students will receive a reward from the "TreasureBox" for showing 10 wpm growth over a two week period. This change in training has proven to boost performance and break up themonotony of daily lessons. All student growth of 10 wpm is rewarded regardless of proficiency standard.

Starting point is determined by the initial test in Typing Pal taken the first week of class. Proficiency is determined by the finaltyping test in Typing Pal taken any time during the school year where the student meets or exceeds the grade level proficiencythreshold. Short term growth incentives will be conducted twice each semester. This incentive is designed to promote a burst ofimprovement from all students based on short term, high intensity, focused practice sessions. Students will receive a rewardfrom the "Treasure Box" for showing 10 wpm growth over a two week period. This change in training has proven to boostperformance and break up the monotony of daily lessons. All student growth of 10 wpm is rewarded regardless of proficiencystandard.

Time Interval

Does the goal apply to the duration of the time you spend with your student population (ex. Year, Semester, Trimester, etc.)?

Student progress will be measured across the school year but instruction will take place across a semester period. Students willhave access to Typing Pal 24 hours a day, 7 days a week, across the entire calendar year via the O'Keeffe Computer Technologywebsite. https://sites.google.com/site/okeeffecomputertech/

Student progress will be measured across the school year but instruction will take place across a semester period. Students willhave access to Typing Pal 24 hours a day, 7 days a week, across the entire calendar year via the O'Keeffe ComputerTechnology website. https://sites.google.com/site/okeeffecomputertech/

Evidence Sources

What benchmark assessments will you use (pre-instruction, mid-interval, post- instruction)? What formative practices will you use tomonitor progress throughout the interval? What summative assessment will you use to determine student growth at the end of theinterval? Is the assessment: Aligned to the instructional content within the SLO? Free of bias? Appropriate for the identified studentpopulation?

Students will used focused keyboarding instruction and practice using the Typing Pal program 10 minutes per day per semesterwhile enrolled in Computer Technology class. Students will take the Final Test every other Friday to measure progress towards goal.

Students will used focused keyboarding instruction and practice using the Typing Pal program 10 minutes per day per semesterwhile enrolled in Computer Technology class. Students will take the Final Test every other Friday to measure progress towardsgoal.

SLO Goal Statement (SMART criteria)

SLO Goal Statement (SMART criteria)

Specific, Measurable, Attainable, Results-based, Time-bound:

80% of students enrolled in Computer Technology will reach proficiency in keyboarding in the 2014 -15 school year as measured bygrade level X 5 words per minute at 90% accuracy. 100% of students enrolled in Computer Technology will improve 10 words perminute in keyboarding in the 2014 -15 school year as compared to initial typing test taken at the start of Computer Technology class.

80% of students enrolled in Computer Technology will reach proficiency in keyboarding in the 2014 -15 school year asmeasured by grade level X 5 words per minute at 90% accuracy. 100% of students enrolled in Computer Technology willimprove 10 words per minute in keyboarding in the 2014 -15 school year as compared to initial typing test taken at the start ofComputer Technology class.

Instructional Strategies and Supports

What professional development opportunities support this goal? What instructional methods will you employ so that studentsprogress toward the identified growth goal? How will you differentiate instruction to support multiple growth goals within yourpopulation? Who might you collaborate with in order to support the unique learning needs within your group?

Instructional Methods- Typing Pal software program mirrors a gaming approach to instruction. Students complete small tasksrequiring repetitive use of an emerging skill until they reach proficiency. The student then "levels up" to the next set of small taskswhich builds a new skill and builds upon the previously acquired skills. At the end of each 5 mini tasks there is a summativeassessment or challenge that requires use of all of the new skills. This style of instruction is attractive and engaging for students.Progress is readily tracked. Time taken to level up is independently determined, thereby allowing students to move at an appropriatepace. Typing Pal also allows the administrator to adjust the speed and accuracy required for each level on a per student basis. Thiskeeps kids moving through the levels, acquiring new skills, greater accuracy and faster speeds. An elementary version of Typing Palis also available and used for learners who require a more simplified interface. Students who have achieved mastery are givenopportunities to use keyboarding skills to create actual documents for the school or other needs in the school or community.

Instructional Methods- Typing Pal software program mirrors a gaming approach to instruction. Students complete small tasksrequiring repetitive use of an emerging skill until they reach proficiency. The student then "levels up" to the next set of smalltasks which builds a new skill and builds upon the previously acquired skills. At the end of each 5 mini tasks there is asummative assessment or challenge that requires use of all of the new skills. This style of instruction is attractive and engagingfor students. Progress is readily tracked. Time taken to level up is independently determined, thereby allowing students to moveat an appropriate pace. Typing Pal also allows the administrator to adjust the speed and accuracy required for each level on aper student basis. This keeps kids moving through the levels, acquiring new skills, greater accuracy and faster speeds. Anelementary version of Typing Pal is also available and used for learners who require a more simplified interface. Students whohave achieved mastery are given opportunities to use keyboarding skills to create actual documents for the school or otherneeds in the school or community.

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Mid-Interval Review

Summarize the evidence of progress:

Status of SLO:

Articulate strategies / modifications to address barriers (if necessary):

Revised SLO goal statement (if necessary):

Describe changes and provide rationale for changes (if necessary):

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End-of-Interval Review

Status of SLO:

My Goal Statement, elements, and process are on target and do not require revision

My Goal Statement or other element requires revision (complete next 3 sections: Strategies to address Barriers, RevisedSLO Goal and Rationale for Changes)

Summarize the evidence of progress:

What did you learn that would inform future SLO plans?

Additional comments:

All required fields should be completed before the form can be finalized.