9-12-14
Name of Teacher:
School:
HCPSS Student Learning Objective
ESOL in High School
Component
Student Learning
Objective (SLO)
Population
Learning Content
Instructional Interval
Evidence of Growth
Baseline
Rationale for Student
Learning Objective
Description
100% of the English learners will demonstrate growth towards proficiency in
the Writing domain of the English Language Development Standards from the
World-Class Instructional Design and Assessment (WIDA) Consortium as
measured by increases in Writing proficiency levels on the Performance
Definition rubrics on a range grade band specific writing tasks modeled after
the WIDA Sample Assessment Items.
English learners at the High School level: All active English learners across the
five English proficiency levels (1-5)
World-Class Instructional Design and Assessment English Language
Development Standards
Common Core State Standards in English Language Arts
(one academic year)
1. First quarter administration of team generated performance-based
speaking tasks
2. Second quarter administration of team generated performance-based
speaking tasks
3. Third quarter administration of team generated performance-based
speaking tasks
4. Fourth quarter administration of team generated performance-based
speaking tasks
Performance on WIDA MODEL English proficiency assessment or a teacher
designed assessment provides baseline data and indicates that these high
school English learners have the following proficiency levels in Writing:
3% scored at a level 1-Entering,
7% scored at a level 2-Emerging,
65% scored at a level 3-Developing,
25% scored at a level 4-Expanding,
0% scored at a level 5-Bridging, and
0% scored at a level 6-Reaching.
(Attach class roster to share students’ scores on Beginning-of-the-Year
Assignment/Performance Task/Assessment.)
65% of the English learners scored a Speaking proficiency level of 1-5 on
WIDA MODEL English proficiency assessment or a teacher designed
assessment. In order to support the connection between oral discourse skills
and comprehension demonstrated in writing, to promote academic discourse
that supports Listening, Reading, and Writing proficiency development, and to
continue to challenge English learners at all Speaking proficiency levels, the
This SLO is a sample. Targets need to be adjusted based on your students’ data. Student growth should be
achieved for all students.
9-12-14
objective was set for all students to show growth in Speaking proficiency
based upon the Performance Definition rubrics. The baseline level for growth
is based upon the student’s most recent Speaking score on either WIDA
MODEL English proficiency assessment or a teacher designed assessment.
Students will increase their Speaking proficiency level by at least a .5
proficiency level as demonstrated through the use of formative scores on the
Performance Definition rubrics as well as on summative English proficiency
tests.
Target
Criteria for Effectiveness
Strategies
*Please note: Students identified by IEP teams as having significant cognitive
disabilities will have individual targets.
Full Attainment of
Partial Attainment of Insufficient Attainment
Target
Target
of Target
More than 90% of
Between 75% and 90% Less than 75% of
students meet agreed
of students meet agreed students meet agreed
upon learning target to
upon learning target to upon learning target to
increase English
increase English
increase English
learners’ Speaking
learners’ Speaking
learners’ Speaking
proficiency level by at
proficiency level by at
proficiency level by at
least a .5 level.
least a .5 level.
least a .5 level.
 Scaffold instruction.
 Provide opportunities for students to demonstrate their ability to exchange
information orally using Social and Instructional Language and the
Language of Language Arts, Mathematics, Science, and Social Studies.
 Provide opportunities for close reading and oral discourse on spiraling textdependent questions, from literal to inferential, on a range of complex texts.
 Use below-grade level instructional materials for scaffolding purposes as
necessary for skills development.
 Use on- and/or above-grade level instructional materials.
 Provide opportunities for formative checks on student learning through a
range of performance tasks.
 Have students review their own performance data and develop individual
targets for improvement in their Speaking proficiency.
 Have students collect work samples throughout the school year for a
portfolio that will demonstrate the growth in their Speaking proficiency.
This SLO is a sample. Targets need to be adjusted based on your students’ data. Student growth should be
achieved for all students.