Wisconsin Student Learning Objective
Example
After reviewing data and identifying student population for whom SLO will apply, create a Student
Learning Objective. Submit SLO Plan to evaluator prior to Evaluation Planning Session.
Subject Area/Grade Level
Ava D. Olson, 2nd grade reading
Baseline Data and Rationale: (Why did you choose this objective?
What evidence can you provide related to your current student population’s baseline abilities as it relates to this goal?)
Our School Report Card data shows that the overall reading proficiency rate at Stargazer Elementary School
was 25% last year and that the percentage of students scoring proficient or above has been low for at least the
past 5-years.
When we dug into this data as a SLT, we realized that we had close to 80% of our students at the Tier II level in
reading proficiency. Deeper analysis showed that achievement rates were low across all populations of our
student body and across all 3 tested grades. The flat achievement rate is reflected in the growth section of our
School Report Card with only 22% of students on a trajectory to move to a higher proficiency level and 9%
actually dropping a proficiency level last year.
YEAR
% Proficient &
Advanced
5 Year % of Students Proficient/Advanced in Reading on WKCE
09-10
10-11
11-12
12-13
30%
25%
29%
27%
13-14
25%
Our MAP reading data pointed to similar, though not as striking, issues related to reading achievement. The
data for grades 2-5 showed that approximately 68% of Stargazer students were at or above the median RIT
level for their grade level in reading by the end of the school year, 22% were one grade level below, and 10%
were two grade levels or more below. This table of MAP growth-data shows the percentage of students
meeting or exceeding their Expected RIT Growth Targets for the past 5 years. Only 46% of the students at
Stargazer met their Expected RIT Growth Target in the 2013-2014 school year.
Percentage of Stargazer 2-5 Students Who Met or Exceeded MAP Reading Expected RIT Growth Targets by Year
YEAR
09-10
10-11
11-12
12-13
13-14
% Meeting
51%
47%
39%
42%
46%
Growth Target
When I looked at my own classroom MAP data for the last 5 years, I discovered that the percentage of students
in my classroom who met/exceeded their yearly expected RIT growth targets in reading was as follows:
Percentage of My Students Who Met or Exceeded MAP Reading Expected RIT Growth Targets by Year
YEAR
09-10
10-11
11-12
12-13
13-14
% of Meeting
58%
64%
62%
57%
65%
Growth Target
Reading proficiency rates on the WKCE indicate that universal instruction at Stargazer is not working the way it
ought to. The low percentage of students reaching the median RIT for grade and yearly MAP growth targets
also points to this reality. As I analyzed the data for the English Language Learners, Special Education and GT
students in my own classroom, I realized that both groups were achieving their Expected RIT Growth Targets at
about the same rate as the overall class average. This suggests to me that I need to work to improve reading
instruction/learning for all students in my classroom.
This SLO supports our School Learning Objective (also related to MAP growth), and to our district level goal of
improving student literacy rates. Increasing the % of students who meet or exceed their yearly reading growth
targets in 2nd grade will require different and better instruction from me and will result in higher levels of reading
achievement.
The baseline MAP Reading data with expected RIT growth targets for the students in my classroom is as
follows:
Student
Ashley
Ava
Collin
Devon
Emilee
Evan
Kayla
Keylin
Kou
Kyla
Nea
Noah
Sarah
Sawyer
Sofia
Spencer
Tommy
Tyler H.
Tyler P.
Taylor
Willa
Xavier
BF-2 MAP Reading RIT Scores
September
January
May
189
180
193
175
185
178
195
192
184
180
166
179
178
169
165
170
178
188
182
170
162
184
Learning Content and Grade Level: (What appropriate standards relate to this goal?)
CCSS Reading Standards (as measured by MAP)
Expected
Growth
Target
201
193
204
189
197
191
206
203
196
193
181
192
191
183
180
184
191
200
195
188
177
198
+/-
Student Population: (Who are you going to include in this objective? Indicate rationale above.
All 24 students in my 2nd grade classroom.
Targeted Growth: (What is your goal for student growth?)
My goal is that at least 75% of the students in my classroom will meet or exceed their RIT Growth Targets by
the end of the May 2014 assessment window.
Interval: (How long will you focus on this objective?
Full academic year – Baseline taken September, midpoint taken in January, final taken in May
Additional Evidence Source(s): (What other evidence sources will you use for ongoing measurement of
progress toward your goal?)
Measures of Academic Progress test (Grades 2-5 Reading) also given in January
Available screening data (MAZE and Oral Reading Fluency probes)
Quarterly (or more often for struggling readers) Running Records
Formative assessment from Guided Reading groups
SLO Goal Statement: (Specific, Measureable, Attainable, Results-based, and Time bound)
The percentage of my 2nd grade students meeting or exceeding their Expected RIT Growth Target in reading will
increase from 64% to 74% by spring 2015 as measured by the MAP reading assessment.
Instructional Strategies and Support (What methods or interventions will you use to support this objective?)
1. I will use the fall MAP data to identify student achievement in the four sub-strand areas and then
use Des Cartes to plan instruction for my Guided Reading groups.
2. I will consult with Title I, GT, Special Ed, and ELL teachers once a month to discuss student
progress and plan coordinated instruction across these environments.
3. I will investigate and then incorporate best practices related to primary literacy instruction in both
whole group and small group settings.
4. I will use ongoing formative assessment to monitor the impact of my instruction including running
records, anecdotal notes from Guided Reading groups, and collecting Oral Reading Fluency data
on students who are below grade level in reading.
5. I will use formative assessment data to inform differentiated foci within my guided reading groups.
6. I will teach my students how to monitor their own progress in reading. I will meet individually with
them throughout the year for goal setting/attainment conferences.