Salt Lake City School District Student Learning Objectives (SLOs) Template

Transcription

1 Directions: The SLCSD Model SLO Template is to be used by educators using SLOs as a measure of student growth for educator evaluation. Adjustments to this template must be approved by the Utah State Office of Education (Board Rule). This model should be used in tandem with the SLCSD SLO Development Guide to ensure information about Learning Goals, Assessments, and Targets are appropriately addressed. Additional documents and guidance are available at Revised Course/Grade Level Information Course name ELA Reading Foundations First Grade Brief course description This is a year-long course of instruction fulfilling the expectations for a year s growth in reading foundations to include print concepts, phonological awareness, phonics and word recognition, and fluency. The students are to demonstrate competence in all areas of reading foundations resulting in the ability to read grade level text with understanding. Approximate number of students 25 Grade level(s) First Grade Length of course (semester or year; if other, One academic year please describe) Date submitted for district review Process, Implementation Timeline, and Sign-Offs Names and current job positions of those Sharon Adamson, Language Arts Supervisor developing this SLO Becky Moffat, Kindergarten Teacher/Literacy Coach Tilly Uribe, First Grade Teacher Lawrence Grandy, First Grade Teacher of team lead Sharon.Adamson@slcschools.org Administrator name and title Sharon Adamson, Language Arts Supervisor Administrator sign-off of initial SLO School Principal Date final SLO is due to determine educator effectiveness rating Section 1: Establish a Learning Goal The Learning Goal is the big idea that describes what students will be able to do at the end of the course or grade based on course or grade-level Utah Core content standards and curriculum. It includes an explanation of the importance of the Learning Goal for students lives. It also describes appropriate instruction and instructional strategies that will support student learning. Goal: Students will be able to read end of level text with sufficient accuracy and fluency to support comprehension. Utah Core Standards addressed English Language Arts Utah Core Standards/Reading Foundations will be addressed in this year long course. Students will be able to: RF.1.1 Demonstrate understanding of the organization and basic features of print. RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF.1.4 Read with sufficient accuracy and fluency to support comprehension. SLCSD SLO approved

2 This course of instruction is critical for first grade students because reading grade level text positions them for grade level gains as they progress to second grade. Instructional strategies to support the development of first grade readers are as follows: Systematic and explicit instruction in the critical components (or foundational components) of learning to read (phonemic awareness, phonics, fluency, vocabulary, and comprehension). Daily instruction in the foundational components of learning to read. Adequate instructional time is provided. Whole group reading instruction and then differentiated in small group instruction. Alterable elements are adjusted based on students instructional needs (time, frequency, intensity, size of group, etc.). Skill instruction followed by adequate practice including access to reading continuous text. Volume of text is increased for below level readers. Progress monitoring based on student need. Section 2: Document Assessment(s) and Scoring Assessment(s) and Scoring: Assessments are standards-based, of high quality, and designed to best measure the knowledge and skills found in the SLO Learning Goal. Assessments should be accompanied by clear criteria or scoring rubrics to describe the level at which students have learned. Identify what proficiency looks like to At the conclusion of the instructional year: meet the Learning Goal. Students will be at benchmark using the composite DIBELS score for their grade level or Students will be able to read Wonders Benchmark Book text level at 95% accuracy or above with understanding or Students will be able to read a DRA text level at 95% accuracy or above with understanding. A summary of the benchmark goals can be found at The Describe the Assessment(s) (such as performance tasks and their corresponding scoring rubrics) that measure the level of students understanding of the Learning Goal. Attach assessments and rubrics as appropriate. benchmark goals document can be found on page 4. Student will be assessed with a set of measures which assess literacy and reading skills. DIBELS (Dynamic Indicators of Basic Early Literacy Skills) assesses phoneme segmentation fluency, nonsense word fluency, and DIBELS oral reading fluency. In appropriate, first grade students will be assessed on oral reading of continuous text. Wonders Benchmark Book Assessment and Development Reading Assessment (DRA) are measures which allow teachers to systematically observe, record, and evaluate student performance on text. Follow the administration guide lines testing only one year above end-of-year text level. Students who are benchmark on DIBELS need no other assessment to confirm proficiency. Students who are high strategic should be given the opportunity to demonstrate proficiency on either Wonders Benchmark Book Assessment or DRA. SLCSD SLO approved

3 Describe how often you will collect data to monitor student progress toward the Learning Goal. Indicate any formative assessments that you will use. Explain how you will use this information to differentiate instruction for all students toward the Learning Goal (e.g., gifted and talented, ELL, special education). Strategic and intensive students instructional needs should be addressed through targets demonstrating growth toward proficiency. DIBELS benchmark assessments will be given three times a year by a district assessment team in order to screen for reading difficulties. Progress monitoring will check growth in PSF, NWF, and DORF. The frequency of progress monitoring will be based on sub-test scores and the DIBELS composite score: Benchmark Once a month Strategic Twice a month Intensive Weekly The following formative assessments may be used to inform instruction: DIBELS progress monitoring Running records to monitor oral reading High frequency word list Dictation Interims Repeated readings Early Steps assessment Data from the formative assessments will enable teachers to differentiate instruction in the following ways: Adjust group size Adjust instructional time or practice Present smaller/larger skill steps in the instructional sequence Adjust explicit modeling and instruction Adjust scaffolding Adjust text complexity Accelerate instructional sequence toward application Section 3: Establish Targets Targets: Identify the expected student learning outcomes by the end of the instructional period for all students. Targets are used to effectively project levels of proficiency toward the Learning Goal. Evaluate the past performance and current baseline data (e.g., previous courses or grades, pre-assessments, etc.) of students to determine their starting points and identify learning strengths and needs relative to the Learning Goal. Using students starting points, identify specific target levels based on available data about students performance and the number or percentage of students at each target. Describe the expected levels of growth and proficiency for students in each target level during the course. STARTING Points Use instruction sorts, pages 6-7, to identify groups of students who scored in the strategic and intensive categories. This information will provide a starting point for student learning strengths and needs relative to the learning goal. TARGETS and PROFICIENCY LEVELS Mid-Instructional Period Target Adaptations: Adapted SLO Targets: At a conference with the administrator, discuss any changes that might be needed. SLCSD SLO approved

4 If SLO Targets are adjusted, list revised outcomes for end of instructional period Learning Goal. REVISED Targets Date: Final Target Outcomes Actual Outcomes for Targets: Record the actual outcomes at the end of the instructional period as assessed using the identified assessment(s) and scoring rubrics for all students. Record the actual number or percentage ACTUAL Outcomes of students who achieved the targets set at the beginning of the instructional period. Provide any comments you wish to include about actual Target outcomes and proficiency/growth levels for student learning. Final Section: Establish Educator Ratings Educator Ratings: Educator rating results are based on the final SLO Target results. Use the table below to document the educator rating based on the established Learning Goal, Assessment(s), and Targets. Does Not Meet Based on the students starting points, students performed worse than expected. Administrator comments. Partially Meets Based on the students starting points, students partially performed as expected. Meets Based on the students starting points, students performed as expected. Exceeds Based on the students starting points, students performed better than expected. Administrator Signature Date Educator Signature (the signature does not necessarily indicate agreement with the rating) Date SLCSD SLO approved

5 SLCSD SLO approved

6 Instructional Sort -- 1 st Grade Fall NWF Benchmark Rate Fall: 27 Winter: 43 Spring: 58 PSF Benchmark Rate Fall: 40 Winter: N/A Spring: N/A Quadrant 1 Quadrant 2 Benchmark on PSF Benchmark on NWF Benchmark on PSF Below Benchmark on NWF Quadrant 3 Below on PSF Below on NWF Quadrant 4 Below on PSF Benchmark on NWF SLCSD SLO approved

7 Instructional Sort -- 1 st Grade Winter DORF Benchmark Rate Fall: N/A Winter: 23 Spring: 47 Quadrant 1 Quadrant 2 Accurate (>90%) and Benchmark Rate Accurate (>90%) and Below Benchmark Rate Quadrant 3 Inaccurate and Below Benchmark Rate Quadrant 4 Inaccurate (<90%) and Benchmark Rate SLCSD SLO approved