Sample SLOs

Wisconsin Student Learning Objective (SLO) Plan After reviewing data and identifying student population for whom SLO will apply, create Student Learning Objective.

Submit SLO Plan to evaluator prior to Evaluation Planning Session.

Name of Teacher

Jenni Zupan-SAMPLE

Names of Reviewers

Content Area/Grade Level

French 1-middle school 7th grade daily instruction (This goal can also be

applied to other Level 1 spoken language courses with daily instruction; Chinese and Japanese may have different proficiency targets as the languages are more difficult.)

Date Reviewed

Student Learning Objective (SLO):

students will demonstrate 85% of 7

th grade French student will attain Novice-Mid level proficiency or higher using the NCSSFL-ACTFL Can-Do

Statements (Progress Indicators for Language Learners) at the end of the school year. Students will self-assess themselves at the beginning and end of their 7

th grade learning experience as well as provide

documentation of learning via the use of a portfolio. Evidence of learning may include journal writing, audio files, video clips and additional exemplars. A rubric to determine the level of proficiency achieved based on the students assessment will provide further evidence; 70% of Can-Dos reached equates to Novice-Mid 1 80% of Can-Dos reached equates to Novice-Mid 2 90% of Can-Dos reached equates to Novice-Mid 3

Baseline Data and Rationale: (Why did you choose this objective?)

Most 7th graders are just beginning their language learning experience in 7

th grade. This SLO assumes that the vast

majority of students have no prior language knowledge and that in a multi-tiered system of support, 85-90% of students can access core instruction and learning. According to the American Council on the Teaching of Foreign Languages (ACTFL), a student in a beginning world language course can be expected to reach at least a Novice-Mid level of proficiency by the end of that initial year if students are receiving consistent, daily language instruction in the target language. At a Novice-Mid level, students are able to communicate about themselves on a basic level and can understand familiar language. Using the Can Do Statements places an appropriate emphasis on expected proficiency growth and allows students to assess themselves on multiple criteria as well as the three modes of communication. This objective is signifiant as language learning and global competency are essential 21

st skills that allow students to

communicate, collaborate and thrive in a range of communities and contexts. Addtionally, the development of language proficiency promotes problem solving and supports first langauge literacy skills. Attaining a Novice-Mid proficiency level prepares students for the next level of language instruction in 8

th grade.

Learning Content: (What content will the SLO address?)

This SLO addresses students ability to make meaning from language in three different modes of communication; interpretive, interpersonal and presentational. Additionally, the SLO measures growth in 4 language domains of reading, writing, speaking and listening and is aligned to National World Langauge standards as well as supportive of Common Core State Standards.

Student Population: (Who are you going to include in this objective?)

All 7th grade French students will be involved in this SLO. There are currently ______ number of students enrolled in 7

th

grade French. No students will be excluded in this SLO unless he/she is present for less than 75% of class instruction.

Interval: (How long will you focus on this objective?)

This is a year-long objective. The baseline proficiency data will be collected at the beginning of the year and students will be assessed at the end of the year using the same assessment measures. The duration of each class is approximately ______ minutes each week and the class is scheduled to meet daily over the course of the evaluation period for a total of about _______ hours of instruction, although district testing and other events may decrease the overall instructional time. Assessment/Evidence Source(s): (How will you measure the outcome of your objective?)

Students will self-assess using the NCSSFL-ACTFL Can-Do Statements for Novice-mid proficiency levels at both the beginning and end of the year. Additionally, students will provide evidence of learning using a portfolio to capture language growth and proficiency. Artifacts for the portfolio will be derived from performance tasks throughout the school year that allow students to demonstrate growth in each domain and using the three modes of communication (interpretive, interpersonal, presentational).

Targeted Growth: (What is your goal for student growth?)

By the end of year one of consistent, daily language instruction in the target language students should be performing at the Novice-Mid range or higher. Novice-Mid range learners will be able to do the following as described by NCSSFL-ACTFL Global Can-Do Benchmarks: Students can:

communicate on very familiar topics using a variety of words and phrases that have been practiced and memorized (Interpersonal Communication)

present information about oneself and some other very familiar topics using a variety of words, phrases, and memorized expressions (Presentational Communication)

write lists and memorized phrases on familiar topics (Presentational Writing)

recognize some familiar words and phrases when they are heard spoken (Interpretive Listening)

recognize some letters or characters and understand some learned or memorized words or phrases when reading (Interpretive Reading)

Strategies and Support (What methods or interventions will you use to support this objective?)

As recommended by both ACTFL and TELL (Teacher Effectiveness for Language Learning), the target language of French will be used at least 90% of the time in class by both teacher and students. I will use authentic cultural materials to provide additional language models for both listening and reading. I will be using meaningful authentic contexts to present new learning using Gradual Release of Responsibility. Other strategies will include comprehensible input, checks for understanding, language aids and scaffolding. . Students will be engaged in learning around all four domains; reading, writing, speaking and listening as well as develop skills in three modes of communication; interpretive, presentational and interpersonal. Performance tasks will be used regularly to continue developing proficiency. Ill use Standards-based assessment and grading practices to focus on student learning. This will include the opportunity to retake assessments, using homework for formative practice, and use of standards for reporting student growth. I will use the district recommended & approved resource to enhance learning as well as develop additional materials as appropriate. I will also use professional development resources (via WL Instructional Practices Moodle) to enhance my practice and to support student learning.

Wisconsin Student Learning Objective (SLO) Plan After reviewing data and identifying student population for whom SLO will apply, create Student Learning Objective.

Submit SLO Plan to evaluator prior to Evaluation Planning Session.

Name of Teacher

Jenni Zupan-SAMPLE

Names of Reviewers


Spanish 2 (This goal can also be applied to other Level 2 spoken language courses with daily instruction; Chinese and Japanese may have different proficiency targets as the languages are more difficult.)

Date Reviewed


85% of Level 2 Spanish students who began their year at a Novice-high level will demonstrate Intermediate low proficiency or higher using the district developed Integrated Performance Assessment which will be administered at the end of Level 2. The IPA will use a rubric that targets Intermediate low benchmarks and that assessed at four domains as well as the three modes of communication (interpersonal, interpretive and presentational). Students will be considered to be at the intermediate low level if they demonstrate that proficiency at least 80% of the time.

Baseline Data and Rationale: (Why did you choose this objective?)

Per the State of Ohio Department of Education: What should we be measuring with regard to world languages? The change in students overall language proficiency across the modes of communication. Most Level 2 Spanish students are beginning their third year of their language experience (with two years of middle school or one year of high school language study). This SLO assumes that the vast majority of students attained a Novice-High proficiency in Level 1 Spanish and that in a multi-tiered system of support, 85-90% of students access core instruction and learning. Data from Level 1 assessments at the end of the year will be used to confirm students proficiency levels. According to the American Council on the Teaching of Foreign Languages (ACTFL), a student in a Level 2 world language course can be expected to reach a Intermediate-Low level of proficiency by the end of that initial year if students are receiving consistent, daily language instruction in the target language. At the Intermediate-Low level, students can communicate and exchange information about familiar topics using phrases and simple sentences, sometimes supported by memorized language. Students can usually handle short social interactions in everyday situations by asking and answering simple questions (NCSSFL-ACTFL Global Can-Do Benchmarks). This objective is signifiant as language learning and global competency are essential 21

st skills that allow students to

communicate, collaborate and thrive in a range of communities and contexts. Addtionally, the development of language proficiency promotes problem solving and supports first language literacy skills. Attaining a Intermediate-Low proficiency level prepares students for the next level of language instruction in level 3.

Learning Content: (What content will the SLO address?)

This SLO addresses students ability to make meaning from language in three different modes of communication; interpretive, interpersonal and presentational. Additionally, the SLO measures growth in 4 language domains of reading, writing, speaking and listening and is aligned to National World Langauge standards as well as supportive of Common Core State Standards.


All Level 2 Spanish students currently assessed at Novice-High will be involved in this SLO. There are currently ______ number of students who are assessed at Novice-High. No students will be excluded in this SLO unless he/she is present for less than 75% of class instruction.

Interval: (How long will you focus on this objective?)

This is a year-long objective. The baseline proficiency data will be collected by examining data from students Level 1 learning experience and by using the NCSSFL-ACTFL Can-Do Statements to further corroborate proficiency levels . The duration of each class is approximately ______ minutes each week and the class is scheduled to meet daily over the

course of the evaluation period for a total of about _______ hours of instruction, although district testing and other events may decrease the overall instructional time.

Assessment/Evidence Source(s): (How will you measure the outcome of your objective?)

Students will be assessed using the district developed Integrated Performance Assessment which will be administered at the end of the Level 2 instruction and using the corresponding rubric which targets a Intermediate-Low level of proficiency.

Targeted Growth: (What is your goal for student growth?)

By the end of Level 2 of consistent, daily language instruction in the target language students should be performing at the Intermediate-Low range or higher. Intermediate-low range learners will be able to do the following as described by NCSSFL-ACTFL Global Can-Do Benchmarks: Students can:

Participate in conversations on a number of familiar topics using simple sentences and can handle short social interactions (Interpersonal Communication)

Present information on most familiar topics using a series of simple sentences (Presentational Speaking)

Write briefly about most familiar topics and present information using a series of simple sentences (Presentational Writing)

Understand the main idea in short, simple messages and presentations on familiar topics as well as in conversations that are overheard (Interpretive Listening)

Understand the main idea of short and simple texts when the topic is familiar (Interpretive Reading)


As recommended by both ACTFL and TELL (Teacher Effectiveness for Language Learning), the target language of French will be used at least 90% of the time in class by both teacher and students. I will use authentic cultural materials to provide additional language models for both listening and reading. I will be using meaningful authentic contexts to present new learning using Gradual Release of Responsibility. Other strategies will include comprehensible input, checks for understanding, language aids and scaffolding. . Students will be engaged in learning around all four domains; reading, writing, speaking and listening as well as develop skills in three modes of communication; interpretive, presentational and interpersonal. Performance tasks will be used regularly to continue developing proficiency. Ill use Standards-based assessment and grading practices to focus on student learning. This will include the opportunity to retake assessments, using homework for formative practice, and use of standards for reporting student growth. I will use the district recommended and approved resource to enhance learning as well as develop additional materials as appropriate. I will also use professional development resources (via WL Instructional Practices Moodle) to enhance my practice and to support student learning.

Wisconsin Student Learning Objective (SLO) Plan

Name of Teacher Laura Wilberding

Names of Reviewers


Spanish 2 (9-12)


90% of Spanish II students will attain a level of Novice high proficiency in Presentational Speaking based on ACTFL Can_Do statements by the completion of the year-long course. This will be evidenced in a speaking task completed near the end of the year. Progression towards the goal will be evidenced by student self-monitoring and their substantiation collected in an electronic portfolio of authentic assessments.

Baseline Data and Rationale:

Using an analytical rubric rating speaking tasks that Cuba City has adopted from Fairfax County Public Schools, 85% of students scored at Does Not Meet Expectations or Almost Meets Expectations level on a speaking task completed early in the year.

According to ACTFL, a student in a Level II difficulty language course (Spanish II) should attain a Novice High level of proficiency by the completion of a year-long course.

This means students should be exceeding expectations by the end of the year.

Learning Content:

The SLO addresses presentational speaking proficiency.


All students in Spanish II will be covered by this SLO. 45 students are enrolled. There are 36 sophomores, 8 juniors and 1 senior. There is one IEP student and one student who is Mexican-American whose family speaks Spanish regularly in the home. No students will be excluded under this SLO unless it is otherwise required by their IEP.

Interval: This year-long course began on September 1st and will end on May 30th. The duration of each class is 47 minutes and the class is scheduled to meet 175 class days over the course of the year, for a total of 137 hours of instruction, although district testing and other events (snow days, athletic tournaments, pep rallies, assemblies, etc.) will likely decrease the overall instructional time.

Assessment/Evidence Source(s): Students will be rated by classroom teacher and an outside Spanish teacher using the rubric Cuba City adopted to assess speaking tasks from Fairfax County Public Schools.

Targeted Growth: 90% of students will show growth of at least one level of distinction (Does Not Meet Expectations, Almost Meets Expectations, Meets Expectations, and Exceeds Expectations).


Activities will be targeted to help students improve in all communication. Daily practice with help

students become more comfortable. Targeted areas will be increased vocabulary acquisition,

practice with transitions, and increased use of a variety of tenses with special attention to

pronunciation. I will use holistic rubrics to rate students as they practice so they can identify

strengths and weaknesses.

UPDATED: 7/30/2014

DRAFT!!!!! Wisconsin Student/School Learning Objective Example After reviewing data and identifying the student population for whom the SLO will apply, create a Student/School Learning Objective. Submit the SLO Plan to your evaluator prior to the Planning Session.

Instructional/Leadership Strategies and Support: (What methods or interventions will you use to support this objective? Using a

Standards-based curriculum, summative performance assessments that describe what students are able to do in the language

Teacher: Karen Fowdy Subject Area/Grade Level: German III

Student Learning Objective (SLO): 85% of students will demonstrate growth in one level of proficiency (Novice mid to Novice-high/ Novice High to Intermediate-low) or higher using rubrics based on the NCSSFL-ACTFL Can-Do Statements for Interpersonal Communication. Evidence of the proficiency level will be documented in video recordings (e-portfolio) of conversations at the beginning, midpoint, and end of the academic year.

Baseline Data and Rationale: (Why did you choose this objective? What evidence can you provide related to your current student populations baseline abilities as it relates to this goal?)

Growth in the ability to communicate (proficiency level) is readily apparent in Level 1 (where students begin with no ability to communicate in the target

language) and also in Level 2 (where students are able to express personal meaning by relying heavily on learned phrases). In fact, Level 2 students may sometimes sound surprisingly fluent and accurate since their language often consists of expansions of learned material and stock phrases. (ACTFL Proficiency Guidelines). HOWEVER, as Level 3 students attempt tomove to the next level, they often perceive a slowing down or even regression in their ability to communicate in the target langauge. Intermediate Low speakers express personal meaning by combining and recombining what they know and what they hear from their interlocutors into short statements and discrete sentences. Therefore, their responses are often filled with hesitancy and inaccuracies as they search for appropriate linguistic forms and vocabulary while attempting to give form to the message. . (ACTFL Proficiency Guidelines) This growth from memorized phrases to creating with the language can be frustrating for Level 3 students. An understanding of HOW growth in language proficiency occurs helps students target areas in which they can improve. Therefore it is vital for them to be able to review their performance assessments and set goals for proficiency growth. The Can-Do statements provide the context for setting these goals and the categories in the rubric (Language Function, Text Type, Impact, Vocabulary, Comprehensibilty, Language Control) identify areas of language for feedback, self-assessment, goal setting, and practice. Students will watch and listen to their Interpersonal Perofrmance Tasks, assess their performance in each category and provide evidence for their assessment, and identify goals to work on to improve proficiency.

Learning Content: (What appropriate standards relate to this goal?) The Interpersonal Communication Standard (from the ACTFL World-Readiness Standards for Learning Languages)

Student Population: (Who are you going to include in this objective? Indicated in the rationale above?) All Level 3 students will be included in this SLO. No students will be excluded under this SLO unless it is otherwise required by their IEP.

Targeted Growth: (What is your goal for student growth?) Students will demonstrate growth in one level of proficiency (Novice mid to Novice-high/ Novice High to Intermediate-low) or higher using the NCSSFL-ACTFL Can-Do Statements for Interpersonal Communication.

Interval: (How long will you focus on this objective?) Interval: Year-long course that begins on September 23 and ends on June 5. This year-long course began on September 1st and will end on May 30th. The duration of each class is 47 minutes and the class is scheduled to meet 175 class days over the course of the year, for a total of 137 hours of instruction, although district testing and other events (snow days, athletic tournaments, pep rallies, assemblies, etc.) will likely decrease the overall instructional time.

Assessment/Evidence Source(s): (What assessments and/or evidence sources will you use for ongoing measurement of student progress toward your goal?)A rubric that includes the categories of (Language Function, Text Type, Impact, Vocabulary, Comprehensibilty, Language Control)will be used to assess a spontaneous, unrehearsed conversation (partner or small group) in the context of everyday topics as outined in the NCSSFL0ACTFL Can-Do statements. To ensure credibility, a number of conversations (selected randomly) will be assessed by another teacher of the same language using the same rubric.

UPDATED: 7/30/2014

provide a road map toward developing increased language proficiency and ensure that the focus of the curriculum is on the knowledge and skills that truly promote language learning.

The focus of instruction is on using the language for communication rather than on learning about the language structures. Focused and purposeful learning activities and formative assessments provide meaningful practice and feedback that prepare the students for success in the summative assessments. Instruction is scaffolded, beginning with teacher-directed and supported and leading to increasingly independent student language use. It is vital for the students to have the opportunity to listen to their interpersonal performance assessments, self-evaluate, and receive feedback from peers and from the teacher. Based on the resulting information, students will set learning targets to facilitate and demonstrate improvement. As recommended by both ACTFL and TELL, the target langauge will be used at least 90% of the time by both teacher and students. It is vital for the students to be USING the language, not learning ABOUT the lanuage in order to advance in their proficiency levels.

Name:______________________________________ Date:__________________Hour:______ Muskego-Norway School District

Written Rubric Presentational WRITTEN Assessment

Grading Criteria:

4 Advanced: 21 24 Points 3 Proficient: 18 - 20 Points

2 Basic: 14 17 Points 1 Minimal: 1 - 13 Points

0 No Evidence: 0 Points

Language and

Vocabulary Usage

Comprehensibility Organization Requirements Accuracy Grammar

Accuracy Conventions

4

My vocabulary use and sentence

structure are fluid, complex, and

exceed expectations

(ie: use of idiomatic

expressions).

My audience understands all of what I am trying to

communicate.

My presentation makes sense

and is well organized.

I exceeded the minimum

requirements of the assessment.

I have control of the following grammatical structures but may make a few errors with no pattern of the errors. 1. Verbs (person, tense, mood)

2. Semantics (word choice)

3. Agreement

4. Pronouns 5. Word order

6. Register (formal vs. familiar)

7. Other:

I have control of the following conventions but may make a few errors with no pattern of the errors. 1. Accents 2. Spelling 3. Capitalization 4. Punctuation

3


structure are level appropriate and

meet expectations.

My audience understands most of what I am trying to

communicate.

My presentation

generally makes sense and is mostly

organized.

I fulfilled the minimum


I show evidence of control however I make some errors with little to no pattern of the

errors.

I show evidence of control however

make some errors with no pattern of the

errors.

2

My vocabulary use and sentence structure are mostly level

appropriate but sometimes dont

meet expectations.

My audience understands some of

what I am trying to communicate.

My presentation is

somewhat confusing and

lacks some organization.

I fulfilled some of the minimum


I show evidence of control however I make many errors in

a variety of structures.

I show evidence of control however

make many errors in a variety of structures.

1


structure are not level appropriate and do not meet

expectations

My audience understands very

little that I am trying to communicate.

My presentation is

really confusing and

lacks any organization.

I fulfilled only a few of the minimum


I show minimal evidence of control and I make frequent

errors.

I show minimal evidence of control and make frequent

errors.

0 No evidence No evidence No evidence No evidence No evidence No evidence

Learning Target Mastery

Exceeds Learning Targets Meets Learning Targets Partially Meets/Still Developing Learning Targets Not Yet Met Learning Targets No Evidence

Revision: 10/02/2013

Beginning of the Year Instructional Staff Cycle B and C

STEP 1: Student Learning Objective and Professional Practice Goal

Staff Name: Joshua LeGreve

School: Lake Denoon Middle School

Assignment: Spanish

Administrator: Linda OBryan Date Submitted: 10/18/2013

Individual or Team Goal: To increase the usage of authentic, natural language in students writing

Name(s) of Peer Reviewer(s): (1. Peer reviewers cannot be part of the team goal. 2. The review should occur before the goal is submitted to administration for

approval.)

B. Presser

Review Date Mo./Day/Yr.: 10/22/2013

Content Area/Grade Level(s): Literacy, Grade 8

1. STUDENT LEARNING OBJECTIVE (SLO) Goal should be written using SMART criteria.

70% of students that have not yet reached proficient (a score of 3 or higher) in the Language and Vocabulary Usage portion of the MNSD World Languages rubric will reach proficient by the Quarter 3 Benchmark Writing Assessment. 90% will show growth overall.

BASELINE DATA and RATIONAL Identify the deficit area revealed by the baseline data and correlating rationale for the SLO.

Based on initial writing pre-assessments administered at the beginning of the year and scored with the MNSD

Presentational Writing Rubric, we noticed a number of students are not scoring proficient on the Language & Vocabulary Usage section. This means the students have not started to create naturally with the target language, which is expected for success in Spanish III.

LEARNING FOCUS Consider skills or strategies that transcend multiple content areas. Also consider skills or strategies that students will be

expected to demonstrate throughout the year as the content rigor increases.

Writing skills, based on Wisconsins Model Academic Standard C.5: Forms of Writing, which contains the skill of creating complex, communicative, and naturalistic sentences.

DIRECTIONS: Provide the information requested below. Additional guiding questions to support the selection process are

located on the Wisconsin Student Learning Objective (SLO) Selection/Approval Rubric Student Learning Objective (SLO):


STUDENT POPULATION Which students are included in this objective?

All students who did not test proficient based on the MNSD rubric score for Language and Vocabulary Usage on their writing prompt.

INTERVAL What is an appropriate amount of time for students to show the expected attainment or growth?

Throughout the school year, with quarterly check-ins after administering the department common assessments.

ASSESSMENT/EVIDENCE SOURCE(s) What will you use to measure the level of attainment or growth on the objective?

Formative: Small writing prompts to monitor progress of students and the effectiveness of mini-lessons.

Summative: Quarter 2 & 3 Common Assessments (Written portion), which are graded using the MNSD

Presentational writing rubrics. The Language and Vocabulary Usage category will be monitored.

TARGETED GROWTH To what extent will students need to achieve in order to meet the expectation/standard?

70% of Targeted Students will grow to proficient in that category. 90% will show growth to the next

level.

STRATEGIES and SUPPORT What methods or interventions will you use to support this objective? How will students monitor their own progress toward

achievement?

Mini-lessons to explicitly model the realistic language production

Mini-Interventions during resource if formative assessments show that the mini-lessons are unsuccessful for

targeted, 1-on-1 interventions.

2. PROFESSIONAL PRACTICE GOAL (PPG) Goal should be written using SMART criteria.

I will work to improve classroom environment for learning by developing strategies to promote

spontaneous, realistic language usage in class outside of scripted activities. I will use my current

PBIS premios system, in which I award premio tickets for spontaneous use, to measure progress in all Spanish 2 students. I hope to increase spontaneous language usage at least 5-fold by the end of the

school year. I will monitor this weekly via pemios awarded per day in an Excel document to chart

growth.

FRAMEWORK OF TEACHING Which component of the Framework of Teaching (2013) will you focus on? Why? (Domains 2 and 3 are suggested)

My goal strongly supports Domain 2B (Creating and Environment for Learning). By promoting natural,

spontaneous language usage outside of assigned tasks, I am creating a language rich environment that

promotes use of the language without fear of mistakes.


EVIDENCE What evidence will you collect to demonstrate that you have met this professional practice goal?

I will track the number of premios given for spontaneous usage of language, tracking the number of premios per day in order to see if my modeling of Spanish usage and my creation of ready word banks have created an environment that

RELATE TO SLO How does this professional goal relate to your student learning objective?

Best practice in language instruction shows that the more that realistic, authentic language is utilized in

one mode (say, speaking), the more authentic production will begin to improve and increase in another

mode (say, writing). Since our team SLO focuses on creating natural, non-scripted writing production, I

will be supporting this through increasing the natural linguistic production skill in speaking.

____________________________________________________________________________________________________________

Educator/Preparer Signature Date Signed (Mo./Day/Yr.)

__________________________________________________________________________________________

Supervisor Signature Date Signed (Mo./Day/Yr.)


2013-14 Educator Effectiveness Professional Practice Beginning of the Year Professional Planning Document

CYCLE B and C Beginning of the Year Goal Setting and Peer Collaboration (To be completed by October 31):

Professional Practice Goal tied to the Framework for Teaching (2013) Complete and Approved: 10/24/2013 Student Learning Objective tied to student data Complete and Approved: 10/24/2013

Possible Classroom Walk Throughs: Math curriculum implementation K-12 Literacy Workshop K-8 or content area literacy (9-12) Framework for Teaching K-12

Peer Observations:

Peers Name: Sarah Williams Peers Name: Kellie Michels Observation Date: 12/19/2013 [Oct Dec] Observation Date: 2/27/2014 [Jan Feb] Area of focus: Integration for writing Area of focus: Small group work with writing

Mid-Year Goal Review and Peer Collaboration (To be completed by January 31):

Progress goals, student achievement and classroom observation data Complete and Approved: 1/23/2014

End of Year Conference with Administrator (To be completed by May 31):

Goals, student achievement and classroom observation data Complete and Approved: 5/29/2014

Student Learning Objective #1 Exceed Met Min Met Did Not Meet Student Learning Objective, Professional Practice Goals and Peer Observations are being piloted for 2013-14. The items

will not be included as evidence in summative evaluations.

Professional Practice Goals #1 Met Did Not Meet Peer Observation #1 Completed Not Completed Peer Observation #2 Completed Not Completed

Licensed staff member keeps a copy. Administrator keeps a copy.

Names of ReviewersContent AreaGrade Level Spanish 2 912: Names of ReviewersStudent Learning Objective SLO 90 of Spanish II students will attain a level of Novice high proficiency in Presentational Speaking based on ACTFL CanDo statements by the completion of the yearlong course This will be evidenced in a speaking task completed near the end of the year Progression towards the goal will be evidenced by student selfmonitoring and their substantiation collected in an electronic portfolio of authentic assessments: Names of ReviewersBaseline Data and Rationale Using an analytical rubric rating speaking tasks that Cuba City has adopted from Fairfax County Public Schools 85 of students scored at Does Not Meet Expectations or Almost Meets Expectations level on a speaking task completed early in the year According to ACTFL a student in a Level II difficulty language course Spanish II should attain a Novice High level of proficiency by the completion of a yearlong course This means students should be exceeding expectations by the end of the year: Names of ReviewersStudent Population Who are you going to include in this objective: Names of ReviewersLearning Content The SLO addresses presentational speaking proficiency: Name of Teacher Laura Wilberding: Interval This yearlong course began on September 1st and will end on May 30th The duration of each class is 47 minutes and the class is scheduled to meet 175 class days over the course of the year for a total of 137 hours of instruction although district testing and other events snow days athletic tournaments pep rallies assemblies etc will likely decrease the overall instructional time: AssessmentEvidence Sources Students will be rated by classroom teacher and an outside Spanish teacher using the rubric Cuba City adopted to assess speaking tasks from Fairfax County Public Schools: Targeted Growth 90 of students will show growth of at least one level of distinction Does Not Meet Expectations Almost Meets Expectations Meets Expectations and Exceeds Expectations:

Sample SLOs

Documents

Transcript of Sample SLOs