Wisconsin Student Learning Objective (SLO) Example
After reviewing data and identifying student population for whom the Student Learning Objective (SLO) will apply, create a SLO. Use the questions listed in each section to guide the writing of the SLO. Submit SLO Plan to evaluator prior to Evaluation Planning Session.
Subject Area/Grade LevelReading Comprehension/Fluency: 3rd Grade Students with Conductive Hearing Loss General Education
Baseline Data: What sources of data did you examine in selecting this SLO? What issues related to student equity can be seen through the data review? Summarize trends and patterns from you data review. If this is the same SLO as you submitted last year/semester/interval. Provide justification for why you are repeating your goal. Did you consider both qualitative and quantitative data?
The two 3rd grade students I will focus on for this SLO has documented bilateral conductive hearing losses that adversely affects each student’s ability to receptively access auditory information, in particular reading in the general education curriculum. This results in a delay in language development. This delay has a negative impact on the student’s reading ability. The two students wear behind-the-ear hearing aids and utilizes a personal FM system during instruction to support their ability to hear my voice over the classroom.
Baseline: At the beginning of the 2015 school year, student 1s current independent reading grade level is at 1.4; fluency is at 1.9; and comprehension is at 1.4 as measured by the Scholastic Reading Inventory and student 2s current independent reading grade level is at 1.8; fluency is at 2.0 and comprehension is at 1.5 also measured by the Scholastic Reading Inventory.
Rationale: In the early elementary grades, reading instruction is highly structured, repetitive and is often presented in multiple formats to the learner. Beginning with 3rd grade, reading instruction becomes less repetitive, and comprehension depends on the reader’s background knowledge and experiences. Each student demonstrates delays in the reading fluency and comprehension, especially when reading unfamiliar text.
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 this goal? Did you identify the national, state or local standards relevant to your role in the district?
The reading series adopted by our district is utilized by the 3rd grade class. The students will read and demonstrate understanding using the classroom text and other grade level text. The content is based on CCSS RL.3.1-3 &10. Key Ideas & Details and Level of Text Complexity and RF.3.4.a. Fluency.
Complexity of texts (comprehension and fluency) will be measured using the Scholastic Reading Inventory, through interactive read aloud and discussion (along with the classmates).
Student Population: Which students are included in the target population? How does the data analysis support the identified student population?
Two students in my 3rd grade classroom who have a conductive hearing loss will be the focus of this SLO. The itinerant teacher of the deaf and hard of hearing will provide guidance and support related to understanding each student’s listening comprehension skill development, and the resulting impact it has on the student’s literacy development.
Targeted Growth: Have you identified the starting point for each target student? How did you arrive at these growth goals?
The student 1 is currently reading independently at a 1.4 level as measured by the Scholastic Reading Inventory.
The student 2 is currently reading independently at a 1.8 level as measured by the Scholastic Reading Inventory.
By May 2015, student 1 will read independently at a 2.4 level, comprehend reading text at a 2.4 level, and read text fluently at a 2.9 level and student 2 will read independently at a 2.8, comprehend reading text at a 3.0 level, and read fluently at a 2.5 level.
Time Interval: Does the goal apply to the duration of the time you spend with your student population e.g., by year, semester or tri-semester)?
By May 2015, each student will meet or exceed the targeted level in independent reading comprehension and fluency, as determined by the Scholastic Reading Inventory.
Evidence Sources: What benchmark assessments will you use (pre-instruction, mid-interval or post-instruction? What formative practices will you use to monitor progress throughout the interval? What summative assessment will you use to determine student growth at the end of the interval? Is the assessment aligned to the instructional content within the SLO, is it free of bias and is it appropriate for the identified student population?
I will use reading running records, provided within the reading curriculum and adopted by the district, to informally chart the each student’s weekly reading growth in comprehension and fluency. The Scholastic Reading Inventory will be used for pre-assessment in the fall and post-assessment in the spring.
SLO Goal Statement (SMART Criteria): Goals should be SMART = Specific, Measureable, Attainable, Results-based, and Time-bound.
By June 2015, the 3rd grade students will demonstrate improved reading comprehension and reading fluency, as measured by an increase in their Scholastic Reading Inventory score of at least 55 Lexile points, through the teacher’s emphasis on reading comprehension strategy instruction, including citing textual evidence to support analysis of appropriately complex text and will read at an independent level text with purpose and understanding.
Instructional Strategies and Supports: What professional development opportunities support this goal? What instructional methods will you employ so that student’s progress toward the identified growth goal? How will you differentiate instruction to support multiple goals within your population? Who might you collaborate within order to support the unique learning needs within your group?
The classroom teacher will:
· Provide reading support through differentiated small group instruction.
· Provide content with visual supports (e.g., text, illustrations, additional picture supports, graphic organizers).
· In the student’s communication mode, provide an opportunity for preview of content within the story, discussion to support activation of background knowledge related to the content, and pre-teaching of vocabulary. During the reading, the teacher will provide instruction, as needed, in strategies to support decoding and comprehension. Following the reading, the teacher will facilitate small group discussion to review what was read.
· Check the student’s hearing aids to ensure proper functioning, at the start of the day and throughout the day, as needed.
· Check the student’s personal FM system to ensure for proper functioning, at the start of the day and throughout the day, as needed.
· Consult with the teacher of the deaf and hard of hearing and the general education teacher regarding specific reading strategies that work well for the student.
· Check student’s visual access to materials being presented (e.g., white board, laptop, books).
· Ensure all learning materials are captioned (e.g., films, computer programs, Youtube).
· Ensure consistent learning supports are provided across content areas (e.g., math, science, social studies).