Teachers work in collaboration with colleagues to identify a content focus

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Texas Lesson Study and Student Learning Objectives Crosswalk

Purpose: This crosswalk is designed to show commonalities between the Texas Student Learning Objectives growth measure (SLO) and the Texas Lesson Study program (TXLS). It is intended to support districts and schools in

understanding the main components of both programs and demonstrate the potential for TXLS and SLO to support one another in improving teacher effectiveness. This crosswalk should be used as a supplement to the full TXLS and SLO trainings. While there are connections between the two programs, it should be noted that pacing of each program is distinct. Please refer to specific SLO and TXLS training materials for information regarding pacing and timelines.

TXLS Phase

Lesson Study Component Connections and Opportunities for Program Integration

SLO component SLO

Phase Phase 1:

Examine and Identify

Identify a Focus Area Phase 1:

Create an TXLS group works together SLO

to identify an overarching research theme.

Teachers work in collaboration with colleagues to identify a content focus.

The focus area is an essential question or enduring understanding from the course that extends beyond a specific TEKS or objective.

Teacher selects focus area and creates skill focus statement.

TXLS group examines scope and sequence and the TEKS to narrow the focus area.

After content focus is decided, teachers identify areas within the TEKS and scope and sequence to naturally incorporate the content throughout instruction.

Teacher identifies TEKS that align to the skill focus.

Examine Student Data to Inform Instructional Goals The ISP describes the range of skills

students typically demonstrate related to the selected area of focus at the

beginning of the year. The teacher draws from professional experience to craft the ISP which will be used to determine each student’s baseline in the focus area.

Teacher creates the Initial Skill Profile (ISP).

Teacher team examines Teachers collect and analyze different Teacher collects various student data to identify forms of data for current students to types of student data difficult topics for students. identify students' strengths and areas in

need of reinforcement within the content focus.

within the skill focus to determine students' skill levels on ISP.

Set Student Expectations and Goals within Focus Area

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The TSP describes the range of skills

students will demonstrate at the end of the course and is developed after the teacher has mapped the current students onto the ISP. This ensures that the TSP establishes a rigorous yet reasonable goal for each current student based on their beginning level and other relevant factors.

Teacher builds a Targeted Skill Profile (TSP) based on current students and reasonable expectations of growth by the end of the year.

Teacher team identifies the student expectations (SEs) from the TEKS for the Research Lesson, including vertically aligned SEs.

Teachers identify high-leverage student expectations (SEs) for student growth within the content focus.

Teacher team develops Teachers set learning objectives or goals Teacher sets TSP levels objective(s) for the for student growth based on the for each student based Research Lesson. students' current data and SEs. on ISP level and

observations/

student-specific data from previous classes.

Teacher team drafts the Teachers provide information to the Teacher prepares to background and rationale, appraiser or observer(s) about students' discuss instructional including what students current levels within the content focus, plan, including initial already know, what learning goals for students, and the differentiation teachers want them to rationale guiding decisions for choosing strategies, for meeting understand, and content focus, instructional strategies, with appraiser.

instructional strategies etc.

needed for this lesson.

Phase 2:

Review and Plan

Review Instructional Materials Used to Monitor Progress Teacher team reviews

instructional materials currently provided by the campus, materials from individual teachers, and examples of previous student work for similar tasks.

Teachers review instructional materials and identify tools to use to monitor data throughout lesson cycle.

Within TXLS, intentional focus is placed on reviewing many instructional materials and researching best practices to inform instruction. This devoted time to reviewing resources and creating formative assessments in advance will complement the progress monitoring needed within SLOs to track student progress throughout the year.

Teacher identifies different sources to use for progress monitoring throughout the year in order to monitor growth and make adjustments to instructional plan within skill focus.

Teacher team researches instructional strategies that are proven to be most effective for student learning for the specified concept and SE(s)

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Teacher team creates

formative assessments to accurately measure students' mastery of chosen objective.

Teacher team maps out the unit timeline.

Teachers consider what skills are prerequisites to the content focus and need to be taught ahead of time and what related skills will be taught after the Research Lesson .

Teacher team designs the Teachers connect research to the lesson Research Lesson. design, include activities for data

collection (e.g., small group discussions), prepare questions the teacher will ask to guide learning, and anticipate student responses and misconceptions prior to instruction.

Throughout the creation of the SLO plan, the teacher works collaboratively with colleagues, including team members, instructional coaches, and possibly even the appraiser (depending on the school context), to refine the plan using the SLO Quality Tool and protocol. Once the SLO plan has been refined, the teacher and appraiser meet to review and approve the SLO plan.

Teacher and appraiser meet for SLO Review conference.

Phase 3:

Teach and Observe

Teach lessons on Focus Area with Colleague Observations Phase 2:

Monitor Progress to

Drive Instruction Teacher team preps

materials for the lesson and schedules observers to visit class to view

instruction.

Teachers instruct students on the content focus and collect observational data to later reflect on with colleagues.

Teacher begins to implement instructional plan and records student progress using Student Growth Tracker spreadsheet.

One teacher within the group teaches the lesson to her class. The observers collect data on student learning processes. The lesson is video recorded to review and reflect on later as a team.

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Phase 4:

Reflect and Revise

Feedback and reflection to Improve Instruction Teacher team debriefs the

lesson by reflecting, sharing observation data, watching the videoed lesson, and discussing opportunities to make the lesson more effective.

Teacher colleagues meet regularly to reflect on data, give feedback to adjust instruction, and continue to monitor student progress as learning cycle progresses.

Teacher meets monthly with PLC/ colleagues to check in on planning, progress of student growth, and receive feedback.

Teacher team revises the Research Lesson based on the data shared during the debrief.

Teachers use feedback to adjust instruction in order to meet students' learning goals.

Teacher and appraiser meet during post- conference or another time mid-year to discuss if students are on track to meet goals, how instruction is going, and provide feedback and support.

Another teacher within the group teaches the revised lesson, observers collect data, and the team debriefs again.

Teachers continue to observe instruction, collect data, give feedback, and adjust instruction based on feedback in order to meet students' learning goals.

Teacher collects summative data to determine students' final levels of mastery and records data on Student Growth Tracker.

Phase 5:

Share and Network

Share Experiences

Phase 3:

Evaluate Success and

Reflect Teachers record their

reflections and make recommendations, offering additional insights to educators.

Teachers reflect on and record insights gained in order to apply lessons learned to next year's instructional practice.

Teacher reviews student data and reflects in order to prepare for EOY conference with appraiser.

Teacher team publishes the Lesson Proposal, lesson materials, and edited video to the Texas Gateway to share with educators across the state.

Teachers share insights gained with colleagues throughout the learning community and continue to engage in a culture of collaboration that improves instructional practices.

Teacher and appraiser meet for EOY

conference. Teacher and appraiser reflect on observation results, discuss progress on goals and PD (GSPD), report evidence of meeting goals and results of SLO, and determine next year's goals/ content focus for SLO.

Teacher team presents their findings to other educators.