2/9/16
Name of Teacher:
School:
HCPSS Student Learning Objective
Interventionist-- Leveled Literacy Intervention
Component
Student Learning
Objective (SLO)
Population
Description
100% of students in the Leveled Literacy Intervention (LLI) will
demonstrate growth towards mastery of decoding and comprehension
as measured by Fountas & Pinnell (F&P) Benchmark Assessment
System.
Students in grades kindergarten through Grade 5 receiving Leveled
Literacy Intervention
Learning Content
Common Core State Standards for English Language Arts
Instructional Interval
Current school year
(Varies by the level of the LLI system, 14 to 18 weeks)
Evidence of Growth
1. Howard County Reading Behaviors Checklists completed
throughout the year.
2. Fountas and Pinnell Benchmark Assessments and Benchmark
Optional Assessments for identified area(s).
3. Fountas and Pinnell running records included with the LLI system.
Baseline
Baseline Benchmark Level from F&P Benchmark Assessment
System.
Rationale for Student
Learning Objective
(Attach class roster to share students’ scores on Beginning-of-theYear Assignment/Performance Task/Assessment.)
 The Fountas & Pinnell Leveled Literacy Intervention System
(LLI) is a small-group, supplementary intervention designed for
children who find reading and writing difficult.
 Students are assessed using The Fountas & Pinnell Benchmark
Assessment System to determine entry and exit points for the LLI
system.
 LLI is designed to bring children up to grade-level competency in
14 to 18 weeks on average.
 In order for students to meet the demands of increasingly complex
text, students must master foundational skills critical for reading
success.
This SLO is a sample. Targets need to be adjusted based on your students’ data. Student growth should be
achieved for all students.
2/9/16
Target


Criteria for
Effectiveness
Strategies
Students will demonstrate growth from ____ benchmark to ____
benchmark as measured using the F & P Benchmark Assessment
System.
Students will demonstrate growth and make progress towards
independence in the identified focus reading area within the
school year.
*Please note: Students identified by IEP teams 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 agreed 90% of students meet students meet agreed
upon learning targets. agreed upon learning upon learning targets.
targets.
 Implement the LLI lessons as specified in the LLI teacher manual
with fidelity.
 Use the Reading Behavior Checklist to identify students’ strengths
and needs throughout the school year; adjust instruction
accordingly.
 Use LLI class data to guide instruction throughout the intervention.
 Know and apply grade level phonics and word analysis skills in
decoding words.
 Become familiar with thinking within, beyond, and about the text
where applicable.
 Read with sufficient accuracy and fluency to support
comprehension.
This SLO is a sample. Targets need to be adjusted based on your students’ data. Student growth should be
achieved for all students.