July 2014
Name of Teacher:
School:
HCPSS Student Learning Objective
Preschool 3 Backmapped from ELA Standard: RL.PK.1
Component
Student Learning
Objective (SLO)
Population
Learning Content
Instructional Interval
Evidence of Growth
Baseline
Rationale for Student
Learning Objective
Target
Criteria for Effectiveness
Description
100% of students in the target group will demonstrate growth
towards mastery of reading literature standard RL.PK.1 as
measured by the during reading comprehension questions
assessment.
All Preschool students who have received at least 6 months of
Preschool instruction.
Maryland Common Core State Curriculum Framework for
English Language Arts – Reading Literature PreKindergarten
(HCPSS Preschool 3 Curriculum)
2014-2015 school year
 HCPSS baseline data from pre-assessment of standards
given at the beginning of the school year, using the during
reading questions assessment.
 Assessment given 3 times in addition to the baseline
assessment throughout the year.
 Observational data
See baseline data artifact of the during reading comprehension
assessment.
(Attach class roster to share students’ scores on Beginning-ofthe-Year Assessment.)
It is important for three year olds to be able to answer
comprehension questions during reading so that they can
expand upon their comprehension skills and answer questions
after reading and then be able to comprehend more complex
texts in the future.
All students will demonstrate growth by correctly answering 4
out of 5 during reading comprehension questions.
*Please note: Students identified by IEP team as having
significant cognitive disabilities will have individual targets.
Full Attainment of Partial Attainment
Insufficient
Target
of Target
Attainment of
Target
More than 90% of
Between 75% and
Less than 75% of
students meet
90% of students
students meet
agreed upon
meet agreed upon
agreed upon
learning targets.
learning targets.
learning targets.
This SLO is a sample. Targets need to be adjusted based on your students’ data. Student growth should be
achieved for all students.
July 2014
Strategies
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Model how to answer questions while reading and using
pictures on the page to answer questions
Team data conversations should focus on sharing
observational data and analyzing student progress in this
domain.
Differentiate instruction based on use of formative and
summative assessments, observations, and data taken
throughout the year.
Provide flexible grouping and the use of small groups to
address individual and small group needs.
Engage in two-way communication with parents through
phone calls, emails, conferences, and folder comments about
their child's growth.
This SLO is a sample. Targets need to be adjusted based on your students’ data. Student growth should be
achieved for all students.
July 2014
Sample Data Sheet
During Reading Comprehension Assessment
Book:
Date:
Student:
Question 1
“who?”
Question 2
“what?”
Question 3
“where?”
Question 4
“when?”
Question 5
additional
Key:
P – Proficient (answers question independently)
I – In Process (teacher helps student refer back to the picture to answer the question)
N – Needs Development (student cannot answer question even with prompting)
This SLO is a sample. Targets need to be adjusted based on your students’ data. Student growth should be
achieved for all students.