4-15-13
Name of Teacher:
School:
HCPSS Student Learning Objective
Secondary Health Education
Literacy
Component
Student Learning
Objective (SLO)
Population
Learning Content
Instructional Interval
Evidence of Growth
Baseline
Rationale for Student
Learning Objective
100% of students who participate in health education will
demonstrate growth towards mastery of content vocabulary as
measured by a variety of formative and summative assessments.
A minimum of one section of students in ____ grade Health Education.
# of students in ESOL, Special Education, etc.
HCPSS Health Education Essential Curriculum
National Health Education Standards
Common Core State Standards
 Reading Standard 4 for Literacy in Science and Technical Subjects
One semester with instruction every day/every other day.
Administration of vocabulary assessment prior to beginning of health
instruction. Unit pre/post vocabulary assessments. Pretest results will
be used to guide instruction with the goal to increase student health
literacy as measured by the course assessment.
Class data indicates that students had varying levels of understanding of
pretest questions that required knowledge and application of
vocabulary specific to health.
 Of the ____ students in 1 section of ____ grade Health Education, ____
earned 75% or above on baseline assessments.
 Of the ____ students in 1 section of ____ grade Health Education, ____
earned scores between 50% and 74% on baseline assessments.
 Of the ____ students in 1 section of ____ grade Health Education, ____
earned scores between 25% and 49% on baseline assessments.
 Of the ____ students in 1 section of ____ grade Health Education, ____
earned scores below 24% on baseline assessments.
(Attach class roster to share students’ scores on Beginning-of-the-Year
Assignment/Performance Task/Assessment.)
A primary goal of Health Education is to develop students who are
health literate. Reading comprehension depends upon the meaning
readers give words. The more vocabulary words students know, the
better they are able to comprehend. A large vocabulary opens students
up to a wider range of reading materials. A rich vocabulary also
improves students' ability to communicate through speaking, listening,
and writing. Knowledge of content-specific vocabulary is the foundation
of conceptual knowledge in health education. Students must master the
use of health vocabulary in order to develop health literacy.
This SLO is a sample. Targets need to be adjusted based on your students’ data. Student growth should be
achieved for all students.
4-15-13
Target
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Criteria for Effectiveness
Strategies
Students who demonstrated mastery above 75% on baseline
assessment will increase mastery by scoring between 85% and 90%
or above on posttest.
Students who demonstrated mastery between 50% and 74% on
baseline assessment will demonstrate growth by scoring between
75% and 84% or above on posttest.
Students who demonstrated mastery between 25% and 49% on
baseline assessment will demonstrate growth by scoring between
65% and 74% or above on posttest.
Students who demonstrated less than 24% mastery on baseline
assessment will demonstrate growth by scoring above 60% on
posttest.
*Please note: Students identified by IEP teams as having significant
cognitive disabilities will have individual targets.
Full Attainment of Partial Attainment Insufficient Attainment
Target
of Target
of Target
More than 90% of
Between 75% and
Less than 75% of students
students meet
90% of students
meet agreed upon learning
agreed upon
meet agreed upon
targets.
learning targets.
learning targets.
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Create a vocabulary pretest based on the terms used in the
essential curriculum and course assessment.
Collect baseline data at the beginning of the course by
administering a teacher-generated vocabulary pretest.
Utilize the baseline data to guide instruction for the course.
Provide explicit vocabulary instruction through a variety of
vocabulary building strategies.
Provide activities linking health terms to students’ experiences
and prior knowledge.
Reinforce knowledge of health terms through multiple exposures
to vocabulary in varied sources such as magazines, textbooks,
and audiovisuals.
Throughout the semester, utilize several formative and
summative assessment tools to collect evidence of student
growth. Assessment tools could include pre-post unit
vocabulary strategies.
Track data from the formative and summative assessments in a
systematic format that shows evidence of student growth.
Administer the course assessment and compare results to
baseline data to determine student growth.
This SLO is a sample. Targets need to be adjusted based on your students’ data. Student growth should be
achieved for all students.