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 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.