Dakota School District 201 Student Learning Objective

Teacher Name, Grade Level and Course:

Element 1, Learning Goal
LEARNING OBJECTIVE
What big ideas/skills do you want
students to be able to remember
and do after they leave your class?
What are your essential
questions? What do they need to
be able to do to succeed in the
next grade level? (Think ideas,
skills, and concepts, not content
units. For example,
understanding how history repeats
itself rather than The Civil War.)

Students will be able to use their knowledge of various phrases

to write an interesting variety of sentences, choosing the
construction that works best for their audience and purpose.

BIG IDEA

Students will need to write in any career path they take.

Knowledge of phrases allows them to write in a scholarly voice,
using complicated structures to combine simple thoughts. This
will make them appear more scholarly and help them use writing
skills to accomplish what they desire, be it getting a job or
earning a scholarship.
STANDARDS
9.W.4 - Produce clear and coherent writing in which the
What New Illinois State Standards development, organization, and style are appropriate to task,
(CCSS) are covered within the
purpose, and audience.
learning objective?
9.W.5 - Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing
on addressing what is most significant for a specific purpose and
audience.
POPULATION
22 students in an introduction to literature class. This class has
Do any students have 504 plans or two students with IEPs who are allowed extra time as required
IEPs? How does this group
on tests.
Why does it matter? Why do the
students need to know this? If a
parent asked why this is
important, what would you say?

compare to previous years

students? (Low achieving? High
achieving? Teacher input from
the previous year would benefit
here.)

DURATION
How much instruction time will
the learning objective require?
Will it take place in a specific
quarter, semester, unit, etc.?

Element 2, Assessments
ASSESSMENTS
What steps toward the learning
objective should be measured?
How can the assessment be

We studied the phrases and sentence combining techniques two

to three times a week for ten weeks, about ten minutes at a time.

Please describe; also attach a copy of the pre- and postassessments.

No scaffolding was required for these students.

Dakota School District 201 Student Learning Objective

scaffolded to measure various

levels of learning? How can the
assessment be designed to
eliminate guessing choices? How
can the assessment maintain rigor
and still be efficiently graded to
provide timely feedback?

Dakota School District 201 Student Learning Objective

Element 3, Expected
Growth
EXPECTED STUDENT
GROWTH

I used the Austin model to determine growth for these students.

One student in class started at Dakota in late October and so is
What outside factors might affect
excluded from the data. Another student cheated on the posta specific students growth? What test, therefore rendering his score invalid.
is the expected growth based on
previous data?

BASELINE DATA

Please attach a spreadsheet

Identify the actual performance

(e.g., test scores, performance
tasks, etc.) to establish starting
points (i.e., baseline) for students.
Include the expected growth for
each student.

Element 4, Actual
Outcomes
ASSESSMENT DATA

Please attach a spreadsheet

Record the actual number or

percentage of students who
achieved the student growth
targets. Be sure to include any
appropriate subgroups.

Element 5, Teacher Rating

Unsatisfactory
Satisfactory
Less than 25% of
Students Met the
Indicated Growth
Target(s).

Date:
Date:

25% - 50% of
Students Met the
Indicated Growth
Target(s).

Evaluator Signature:
Teacher Signature:

Proficient
51% - 75% of
Students Met the
Indicated Growth
Target(s).

Excellent
76% - 100% of
Students Met the
Indicated Growth
Target(s).

Dakota School District 201 Student Learning Objective

Student
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23

Pre-test
26
26
36
31
48
43
21
23
33
24
36
36
36
31
33
19
38
17
-31
36
33
40

Expected Growth
63
63
68
66
74
72
61
62
67
62
68
68
68
66
67
60
70
59
66
68
67
70

Actual Growth
74
43
90
60
93
86
57
69
0
61
90
67
72
71
79
74
86
64
48
76
93
82
74

Goal Met?
Y
N
Y
N
Y
Y
N
Y
N/A
N
Y
N
Y
Y
Y
Y
Y
Y
N/A
Y
Y
Y
Y

Goal: At least 75% of the 22 students in Introduction to Literature will meet their expected
growth in the phrases and sentence combining assessment by December 15, 2014.
Actual Growth: Sixteen of the 21 (76.1%) students measured met their expected growth in the
phrases and sentence combining assessment by December 15, 2014.