SAMPLE SLO Third Grade Expanding-Reading MONTGOMERY COUNTY PUBLIC SCHOOLS Professional Growth System Student Learning Objective (SLO) Name: School: Grade/Subject/Course: Third Grade Expanding Initial Conference Date: Final Conference Date: Interval: 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 state mandated English language proficiency assessment, ACCESS for ELLs. Identify SLO: Area of Growth, Student Selection, Target Area of Growth Student Selection What is the academic goal or area of growth for students? • Students will comprehend key details in narrative and informational texts at a WIDA reading proficiency level of Expanding or higher. • These ESOL students will progress from a WIDA Overall Proficiency Level (OPL) of Expanding to an OPL of Bridging or higher. They will be able to: 1) Comprehend a broad range of advanced grammatical constructions within complex text (linguistic complexity) 2) Understand and use a variety of technical and abstract content-area vocabulary and language (vocabulary usage) Describe the student group(s) selected. Include: • Group or subgroup • Number or percentage of students targeted • Current grade level or performance levels of students  Eight Grade 3 ESOL students in Ms. Echevarria’s class  The selected students have demonstrated a WIDA OPL of Expanding; however, WIDA Reading Proficiency is at the Developing level. These students do not yet have the requisite English reading proficiency to use text evidence to support retelling of key details from text. Target Describe and explain the expectations for student growth for students included in this SLO. Option 1: • • • Highly Effective: 80% of all identified students will increase their reading proficiency level by greater than 1.1 and will meet the requirement for advancement to ESOL Level 5 or higher. Effective: 80% of all identified students will increase their reading proficiency level by .6 to 1.0 and will meet the requirement for advancement to ESOL Level 5. Adequate: 80% of identified students will increase their reading proficiency level by .5 Option 2: • • 100% of the eight students will achieve the proficiency level of Expanding or higher on the reading subtest on this year’s ACCESS for ELLs® test. Third grade students are expected to read and comprehend a broad range of complex narrative and informational texts. They are expected to comprehend key details in text, and to refer to the text to support their thinking. 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? • WIDA ACCESS for ELLs® test results (Testing completed February 2013): Although these students’ Overall Proficiency Levels are at the WIDA Expanding Level, their Reading Proficiency Levels are at the WIDA Developing level. • Collaborative discussion about MAP-R testing data What course standards/indicators, concepts or skills are being addressed by this SLO? WIDA English Language Development Standard 2: Communicate information, ideas and concepts necessary for academic success in the content are of Language Arts. WIDA English Language Development Standard 3: Communicate information, ideas, and concepts necessary for academic success in the content are of Mathematics. WIDA English Language Development Standard 4: Communicate Montgomery County Public Schools/ Division of ESOL/Bilingual Programs DRAFT 2013–14 School Year SAMPLE SLO Third Grade Expanding-Reading MONTGOMERY COUNTY PUBLIC SCHOOLS Professional Growth System Student Learning Objective (SLO) Name: School: Grade/Subject/Course: Third Grade Expanding • • Collaborative discussion about Qualitative Reading Inventory (QRI) data ESOL formative assessments for reading comprehension that evaluate the level of linguistic complexity, language forms and conventions, and vocabulary usage that students are able to comprehend. Initial Conference Date: Final Conference Date: Interval: 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 state mandated English language proficiency assessment, ACCESS for ELLs. information, ideas and concepts necessary for academic success in the content area of Science. WIDA English Language Development Standard 5: Communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies. 3.3.A.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers. Why Explain why this is a significant need to address and why you chose this student group. • All ESOL K-12 students are expected to demonstrate a minimum of a .5 increase in their WIDA OPL. • This identified area of growth is connected to the WIDA Performance Definitions for Listening and Reading, Grades K-12. The selected students are currently reading at a WIDA Developing level. At this WIDA level, the students are not yet comprehending technical, content-area language and vocabulary. They comprehend some grammatical patterns rather than a variety of complex grammatical constructions.  These students are currently reading slightly below grade level (Fountas & Pinnell-Level M). Given these students’ limited English reading developmental level, they are having difficulty progressing to the next reading level. 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. • Students will participate in differentiated small group ESOL instruction four timesper week, and will focus on developing English reading comprehension for two of those days; specifically, developing the level of linguistic complexity, language forms and conventions, and vocabulary that the students are able to comprehend through reading. • Development of reading comprehension will focus on the following: 1) after previewing a text, formulating WHquestions about the content; 2) during reading, taking notes about key details in text onto graphic organizers, 3) following reading, answering their WH- questions by explicitly referring to key details in the text and on their graphic organizers, 4) applying strategies (e.g., context clues) to comprehend technical content vocabulary within the text. Resources Describe the professional development or support you will use to help reach this growth target. • Third Grade Curriculum 2.0 ESOL Connections • Third Grade Curriculum 2.0 • Locate uploaded resources on Curriculum 2.0 • WIDA English Language Development Standards • WIDA Performance Definitions for Listening and Reading, Grades K-12 • WIDA Can Do Descriptors – Grades 3-5 • Collaborative planning with Third Grade team and Ms.Echevarria • E-collaboration through ESOL Elementary Schools PLC: www.coursesites.com • Information and resources gathered from periodic Elementary ESOL Teachers’ Meetings Evidence of Progress Montgomery County Public Schools/ Division of ESOL/Bilingual Programs DRAFT 2013–14 School Year SAMPLE SLO Third Grade Expanding-Reading MONTGOMERY COUNTY PUBLIC SCHOOLS Professional Growth System Student Learning Objective (SLO) Name: School: Grade/Subject/Course: Third Grade Expanding Initial Conference Date: Final Conference Date: Interval: 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 state mandated English language proficiency assessment, ACCESS for ELLs. Describe how you will monitor progress and collect data. List any benchmark assessments or other tools you will use to gather student evidence. • Results of WIDA ACCESS for ELLs® test (February 2014 administration) • ESOL formative assessment data gathered through daily instruction/student work samples. Using WIDA Performance Definitions to monitor level of: linguistic complexity, language forms and conventions, and vocabulary usage for reading. • Anecdotal records (qualitative data) gathered through daily instruction and collaborative conversations with Third Grade Teachers and Ms. Echevarria • Collaborative discussion of results of MAP-R testing (administered quarterly) • Collaborative discussion of results of regularly administered Qualitative Reading Inventory(QRI) Montgomery County Public Schools/ Division of ESOL/Bilingual Programs DRAFT 2013–14 School Year SAMPLE SLO Third Grade Expanding MONTGOMERY COUNTY PUBLIC SCHOOLS Professional Growth System Student Learning Objective (SLO) Name: School: Grade/Subject/Course: Third Grade Expanding Initial Conference Date: Final Conference Date: Interval: 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 to be aligned to MSDE’s mandated state assessment, ACCESS for ELLs. 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. 8/8 students met the goal of WIDA Overall Proficiency Level of Bridging 1 student exited the ESOL program 8/8 students met the goal of WIDA Reading Proficiency level of Expanding 7/8 students met the goal of .5 increase in WIDA Overall Proficiency Level What worked: • • • Collaborating with Ms. Echevarria on a weekly basis to select and analyze instructional text and to discuss formative data was extremely helpful towards informing my ESOL instruction. Use of a Reading Response Journal containing graphic organizers for notetaking, student and teacher created comprehension questions, word banks, text-related vocabulary exercises, language frames to explicitly model extended discourse for responding to questions. Working with students in small groups, rather than using only whole class instruction. I was better able to assess each student and differentiate to help each with his/her language learning needs. What didn’t work: • I could have communicated more frequently with my students’ families. This would have enabled them to practice using reading comprehension strategies at home. In the future: • Create a structured plan to communicate and work with families. For example: 1) create a packet of strategies and resources; 2) provide a Reading Response Journal; 3) send developmentally-appropriate reading materials home; and 4) provide families with information/resources needed to access and use the public library. ____________________________________________________________________________________ Teacher: Printed Name Signature Date ____________________________________________________________________________________ Principal: Printed Name Signature Date Montgomery County Public Schools/ Division of ESOL/Bilingual Programs DRAFT 2013–14 School Year