Student Learning Objective (SLO) Template
Date: 8/25/2014
This template should be completed while referring to the SLO Template Checklist.
Last Name: _____________________ First Name: ____________________ Employee # _______________School: ________________________
SLO # 1 or 2 (Circle)
Course Name: _____English Language Arts_____
Grade Level(s): _____5th _____
Course Code: _______________
Course Sections: _____________, _____________, ____________, _____________, _____________
Please use the guidance provided in addition to this template to develop components of the student learning objective and populate each
component in the space below.
Baseline and Trend Data
What information is being used to inform the creation of the SLO and establish the amount of growth that should take place?
Students in this course will be receiving baseline data from a Measures of Academic Progress (MAP) pretest published by Northwest Evaluation
Association (NWEA) and used throughout the district. MAP test items are aligned to content statements thus supporting a high validity level of the
assessments. Results of the pre-assessment were entered into the SLO scoring template. Student strengths and weaknesses were derived from the
pre-assessment data.
General trend data (if available) for my students for this SLO includes:
Upon analyzing my student baseline (pre-test) data, some strengths and weaknesses include:
__________ of __________ students scored in the____ 0_____ - __________ range.
__________ of __________ students scored in the __________ - __________ range.
__________ of __________ students scored in the __________ - __________ range.
Other pertinent Baseline/Trend Data (optional):
Student Population
Which students will be included in this SLO? Include course, grade level, and number of students.
This is a ____5th ______ Grade __English Language Arts__ Course.
All students will be covered by this SLO. A total of ____students are enrolled. There is/are ____course section(s) covered by this SLO.
__________ student(s) was/were absent and did not take the pre-assessment.
__________ student(s) is/are on IEPs
__________ student(s) is/are ELL – of the ELL students __________ has/have been in school in the US less than 1 year
__________ student(s) is/are African-American
__________ student(s) is/are white
__________ student(s) is/are multi-race
__________ student(s) is/are Asian
__________ student(s) is/are Hispanic
__________ student(s) is/are Native American
__________ student(s) is/are Male
__________ student(s) is/are Female
__________ student(s) is/are in _____ grade
__________ student(s) is/are in 7th grade
__________ student(s) is/are in 8th grade
__________ student(s) is/are in 9th grade
__________ student(s) is/are in 10th grade
__________ student(s) is/are in 11th grade
__________ student(s) is/are in 12th grade
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All students are economically disadvantaged.
Students who missed 45 days (excused or unexcused) will not be included.
Other pertinent Student Population information (optional):
Interval of Instruction
What is the duration of the course that the SLO will cover? Include beginning and end dates.
The Akron Public Schools session for this year long course is from ___8/28/2014____ to __6/4/2015__.
Students receive a minimum of one period of instruction daily for one year. The SLO assessment for pre-test benchmarking will be administered the
week(s) of __8/29 – 9/19/2014____ and the post-test benchmarking will be administered the week(s) of __12/1 – 12/19/2014_____.
Strategic monitoring, data, and evidence collection will occur between September and December.
Standards and Content
What content will the SLO target? To what related standards is the SLO aligned?
The SLO will cover the Common Core State Standards for English Language Arts for Grade 5.
The Common Core State Standards covered within this 2014 SLO include:
5.RF.3
Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to
read accurately unfamiliar multisyllabic words in context and out of context.
5.RF.4
Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
5.RL.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RL.2
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to
challenges or how the speaker in a poem reflects upon a topic; summarize the text.
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5.RL.3
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how
characters interact).
5.RL.4
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
5.RL.5
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
5.RL.6
Describe how a narrator’s or speaker’s point of view influences how events are described.
5.RL.7
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia
presentation of fiction, folktale, myth, poem).
5.RL.8
(Not applicable to literature)
5.RL.9
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and
topics.
5.RL.10
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text
complexity band independently and proficiently.
5.RI.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RI.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
5.RI.3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or
technical text based on specific information in the text.
5.RI.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject
area.
5.RI.5
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts,
or information in two or more texts.
5.RI.6
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they
represent.
5.RI.7
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to
solve a problem efficiently.
5.RI.8
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence
support which point(s).
5.RI.9
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
5.RI.10
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the
high end of the grades 4–5 text complexity band independently and proficiently.
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5.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
c. Use verb tense to convey various times, sequences, states, and conditions.
d. Recognize and correct inappropriate shifts in verb tense.*
e. Use correlative conjunctions (e.g., either/or, neither/nor).
5.L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation to separate items in a series.*
b. Use a comma to separate an introductory element from the rest of the sentence.
c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s
true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as needed.
5.L.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
5.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content,
choosing flexibly from a range of strategies.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph,
photosynthesis).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and
5.L.5
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determine or clarify the precise meaning of key words and phrases.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figurative language, including similes and metaphors, in context.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
5.L.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal
contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Assessment(s)
What assessment(s) will be used to measure student growth for this SLO?
NWEA’s Measures of Academic Progress (MAP) are computerized adaptive tests. When taking a MAP test, the difficulty of each question is based on
how well a student answers all the previous questions. As the student answers correctly, questions become more difficult. If the student answers
incorrectly, the questions become easier. The test continues to adapt until the student is answering approximately 50% of the questions correctly and
50% incorrectly. This provides the student’s academic instructional level as reported by a RIT score. Because MAP is an adaptive test, it may cover
standards above and below the student’s current grade level.
RIT stands for Rasch UnIT, which is a measurement scale developed to simplify the interpretation of test scores. The RIT score relates directly to the
curriculum scale in each subject area. It is an equal-interval scale, like feet and inches. RIT scores range from about 140 to 300. RIT scores make it
possible to follow a student’s educational growth from year to year.
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MAP tests are now timed; it typically takes a student about 45 minutes to 1 hour to complete each test.
MAP Reading 2-5 provides information on a student’s overall reading achievement as well as information regarding his/her performance in the areas of
Literature, Informational Text, Foundational Skills and Vocabulary.
Growth Target(s)
Considering all available data and content requirements, what growth target(s) can students be expected to reach?
Growth Targets are established using NWEA 2011 Normative Data. Student performance on the pre-assessment is compared to at least 4,000 gradelevel peers who scored in the same range. Based on the amount of growth shown by this population, individual growth projections are made for each
individual student.
Rationale for Growth Target(s)
What is your rationale for setting the above target(s) for student growth within the interval of instruction?
The 2011 NWEA RIT Scale Norms Study provides growth and status norms for all five RIT scales: Reading, Language Usage, Mathematics, General
Science, and Science Concepts and Processes. The study’s results are based on grade level (K-11) samples of at least 20,000 students per grade. These
samples were randomly drawn from a test records pool of 5.1 million students, from over 13,000 schools in more than 2,700 school districts in 50
states. Rigorous post-stratification procedures were used to maximize the degree to which both status and growth norms are representative of the U.S.
school-age population. Individual student RIT scores are compared to a minimum of 4,000 like-peers to determine projected RIT growth. Additionally,
the 2011 norms allow for flexible interpretations of both growth and status by taking instructional weeks into account.
It is the mission of Akron Public Schools to "ensure that each student in our diverse population achieves his or her fullest potential in a safe and
affirming learning center characterized by an extensive, student-focused collaboration of all segments of the community, with an emphasis on preparing
students to live and excel in a global environment."
Approval Use Only:
SLO Approval Team: _____________________________________________________________
Date_____________________
Administrator’s Signature: ________________________________________________________
Date_____________________
Teacher’s Signature:_____________________________________________________________
Date_____________________
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