SAMPLE HS ESOL 3 SLO Professional Growth System Student Learning Objective (SLO)

SAMPLE HS
ESOL 3 SLO
MONTGOMERY COUNTY PUBLIC SCHOOLS
Developing-Writing
Professional Growth System
Student Learning Objective (SLO)
The purpose of this SLO draft is to provide the
ESOL Professional with options for creating
an academic language based SLO. One of the
two required SLOs must be aligned to MSDE’s
Initial Conference Date:
state mandated assessment, ACCESS for
Final Conference Date:
ELLs.
Name:
School:
Grade/Subject/Course:
Interval: Academic Year
Identify SLO: Area of Growth, Student Selection, Target
Area of Growth
Student Selection
What is the academic goal or area of growth
for students?
By the end of the year, students will demonstrate
progress toward proficiency in English by increasing
their writing proficiency level by 1.0.
Describe the student group(s) selected. Include:
• Group or subgroup
ESOL students with Overall Proficiency Levels (OPL) of 2.5-3.4
with writing proficiency levels below 2.0, according to the most
recent ACCESS for ELLs test.
• Number or percentage of students targeted
12/15 students in my ESOL Level 3 course
• Current grade level or performance levels of students
(List students’ grade levels, as they may vary.)
ESOL Level 3 course
th
10 -3
th
11 -9
Target
Describe and explain the expectations for student growth for students included in this SLO.
Highly Effective: 80% of all identified students will increase their writing proficiency level by greater than 1.0 and will meet
requirements for advancement to the MCPS ESOL level 5 course or exit ESOL.
Effective: 80% of all identified students will increase their writing proficiency level by .6 to 1.0 and will meet the
requirement for advancement to MCPS ESOL 4 course.
Adequate: 80% of all identified students will increase their writing proficiency level by .5 to reach the MSDE requirement for
progress. (However, this may not be sufficient progress, to warrant advancement to MCPS ESOL 4 Course which requires an
OPL of 3.5- implying the student may need to repeat ESOL 3)
Evidence of Need
Data & Baseline Evidence Review
What data supports your identification of this
need as a priority to address? If you need to
collect baseline data, what will you use?
•
•
ACCESS for ELLs student data- OPL and writing
proficiency level, 2013
Baseline-beginning of the year formative
assessment that informs the writing proficiency
level based on WIDA Performance Definitions.
Note to teacher: Insert or attach both
aforementioned data here for the identified
students.
What course standards/indicators, concepts, or skills are
being addressed by this SLO?
WIDA Standard 1: Social and Instructional Language
WIDA Standard 2: Language of Language Arts
Writing Indicators:
Indicator 2: Write to convey academic information.
Indicator 3: Use Standard English grammar to communicate clearly
and accurately in writing.
Indicator 4: Use the conventions and mechanics of Standard
English to communicate clearly and accurately in writing.
Indicator 5: Use advanced vocabulary to communicate effectively
in writing
Why
Explain why this is a significant need to address and why you chose this student group.
Developing proficiency in academic English is a federal, state, and county mandate. In order for students to access and
perform at high levels of academic achievement, they must attain English language proficiency and meet the same
challenging academic achievement standards as all students are expected to meet.
Annual Measureable Achievement Objective
AMAO I
•
Definition: Progress toward English language proficiency. Students must increase .5 OPL, as measured
by the ACCESS for ELLs test
AMAO II
•
Definition: Attainment of English language proficiency. Students must obtain an overall proficiency level
of 5.0 and a 4.0 proficiency level in literacy, as measured by the ACCESS for ELLs test
AMAO III
•
Definition: Attainment of the Annual Measureable Objective (AMO) in Reading, Mathematics, and
graduation rate for the MCPS LEP subgroup
The AMO in Reading and Mathematics is measured by the percent of LEP students scoring proficient or
advanced on the following assessments:
o English 2/High School Assessment (HSA)
o Algebra 1/HSA
Plan Your Actions – Instructional Focus, Resources, Evidence of Progress
Instructional Focus
Describe the key instructional strategies selected to support students in reaching this growth target.
Instructional Focus: WIDA
Using the following teaching strategies outlined in the ESOL Observation Protocol
I will systematically introduce and explicitly teach language aligned with the objective to access the content.
•
Vocabulary, language structures, and discourse will be explicitly modeled (word banks, sentence frames, graphic
organizers.)
•
Opportunities for guided and independent practice will be structured
What does this look like specifically? Give an example:____________________________________________
•
Resources and techniques will be utilized to make concepts/language clear and concrete, such as visuals, realia,
hands-on activities, technology, demonstrations, role-plays, etc.
What does this look like specifically? Give an example:____________________________________________
•
Use a variety of questions or prompts to facilitate student responses in writing
What does this look like specifically? Give an example:____________________________________________
•
Provide oral and written language models to support student writing
What does this look like specifically? Give an example:____________________________________________
•
Provide appropriate resources (e.g., graphic organizers, manipulatives, technology) that support students’
development of proficiency towards mastery of writing
What does this look like specifically? Give an example:____________________________________________
I will structure opportunities for authentic language practice and application including educational technology integration in
all domains of language so that all students are actively engaged in using the language.
•
Provide structured and frequent opportunities for teacher-student and student-student interaction and discourse.
What does this look like specifically? Give an example:____________________________________________
Include a variety of questions or prompts (e.g., literal, analytical, interpretive) in speaking and writing that promote
higher-order thinking skills, problem solving, collaboration, and /or risk-taking.
What does this look like specifically? Give an example:____________________________________________
•
Provide wait time of at least 5 seconds after questions are asked to allow for ample think time.
6/6/2013
Montgomery County Public Schools/OHRD/ESOL
FINAL DRAFT 2013–2014 School Year
•
Create tasks that provide for on demand writing of multi-paragraphs within one class period.
In writing, students will be able to:
o Summarize content related notes from lectures and text
o Revise work based on narrative and oral feedback
o Compose narrative and expository text for a variety of purposes
o Justify and defend ideas and opinions
o Produce content related reports
Monitoring progress toward English language proficiency using the WIDA Performance Definitions
I will assess language and concepts explicitly taught in the lesson by using WIDA Performance Definitions to evaluate English
language proficiency and writing proficiency based on the three language criteria of academic language.
Having students self-assess their work on instructional tasks and formative assessments
Students will have opportunities for self-assessment and daily access to WIDA rubrics and WIDA Performance Definitions as
posted in classroom in order to build shared responsibility for learning.
Resources
Describe the professional development or support you will use to help reach this growth target.
•
•
•
•
•
•
•
•
Attend all ESOL Professional Development Teacher Meetings and PLCs. Consult and collaborate with ESOL
teachers and ESOL resource teachers.
Access and share resources through e-Collaboration with other ESOL educators via MCPS ESOL PLC on
www.coursesites.com
Interact with professional development tools on www.wida.us and download resources, including the WIDA
Performance Definitions.
Receive instructional feedback for growth through formal and informal observations from supervisors and peers,
as well as observe others.
Collaborate with other ESOL teachers to develop teacher formative assessments that inform proficiency level in
writing based on WIDA Performance Definitions.
Refer to ESOL curriculum resources, formative and summative assessments aligned to WIDA, and professional
development resources on writing academic language.
Collaborate with ESOL Instructional Specialist, providing feedback regarding on-going needs that inform the
development of additional professional development.
Collaborate with other literacy professionals and content teachers as needed to inform the development of
written discourse.
Evidence of Progress
Describe how you will monitor progress and collect data. List any benchmark assessments or other tools
you will use to gather student evidence.
•
•
•
•
•
ACCESS for ELLs, OPL results, and writing proficiency level results.
Teacher created performance-based formative assessments aligned to the WIDA Performance Definitions in
speaking and writing.
Student writing samples, scored based on WIDA Performance Definitions (linguistic complexity, language forms
and conventions, and vocabulary usage.)
ESOL Semester Exam (Writing analysis and multiple choice grammar section.)
Student self-assessments as aligned to WIDA Performance Definitions or WIDA rubrics in writing.
6/6/2013
Montgomery County Public Schools/OHRD/ESOL
FINAL DRAFT 2013–2014 School Year
Analysis & Reflection
Analysis & Reflection
Analyze the student data you gathered throughout the SLO interval. Did you meet your target? Explain
what worked, what didn’t, and what you would do differently in the future. Include any complexity factors
that may have impacted your results.
What worked: 90% of students reached the target writing proficiency level and OPL- Highly Effective.
Focused planning, teaching, and performance based assessments that informed WIDA writing proficiency level and OPL, as
well as student-self assessment was effective.
What didn’t work: 10% of my identified student group did not meet target due to factors of late arrival into the program
and a need for more time to practice and interact with language to ensure their acquisition of academic language at
higher levels.
In the future: Some of these students will either repeat ESOL 3 for non-credit and collaboration with content teachers
next year will be necessary. I will collaborate with the special educator to help me more effectively meet the needs of my
students with an IEP and consider supporting written language development in content areas with specific connections to
WIDA Performance Definitions.
Teacher: Printed Name
Signature
Date
Principal: Printed Name
Signature
Date
6/6/2013
Montgomery County Public Schools/OHRD/ESOL
FINAL DRAFT 2013–2014 School Year