Alyssa Manipon

ITE390
Student Learning Outcomes

Pre-Assessment

The purpose of Student Learner Outcomes(SLOs) is to show a representation of where

my students are at with the benchmark, a targeted outcome for where they should be, and the

actual outcome of my assessment.

In my unit, the SLOs are to apply their understanding in Social Studies and Language

Arts. These SLOs are dependent on my benchmarks that frequently appeared in my Standards,

Benchmarks, and General Learner Outcome Overview from my Assessment 3. The SLOs from

my unit are whether the student can explain a Western groups impact on Hawaiian culture

(SS.4.6.3) and if the student can explain events in historical text, including what happened and

why, based on information from the text (4.RI.3). My baseline data is from my pre-assessment

lesson on social groups impact on Hawaii.

For Social Studies SLOs, I selected the benchmark SS.4.6.3 describe the changes in

Hawaiian culture through contact with Westerners. Based on my preassessment data, 0 students

met with excellence or 0%. The students havent been introduced to the idea of foreign social

groups arriving in Hawaii. One student met with proficiency or 4%. This student identified the

4 social foreign groups and chose the correct changes from those four groups. Twelve students

are developing proficiency in this benchmark. The students could answer the first question

which was just naming the four different foreign groups but couldnt identify any of the changes.

Seven students were well below or 31%. These students couldnt name all four social foreign

groups and couldnt identify any of the changes they made in Hawaiian culture.
 Benchmark Baseline data Targeted Outcome Outcome

SS.4.6.3 Describe 0 met with excellence 5 students or 22%

the changes in (ME) or 0%
Hawaiian culture
1 met with proficiency 7 students or 31%
through contact with
(MP) or 4%
Westerners.
12 are developing 8 students or 36%
proficiency (DP) or
56%
7 are well below 4 students or 18%
expectations (WB) or
31%

Table 1: SLO for SS.4.6.3

By the end of this unit, my projected learning outcome for students meeting with

excellence is 22%. I selected this percentage because I believe these students will be able to

remember and recall information of the four foreign groups, be engaged throughout all lessons,

have the responsibilities as peer mentors so becoming masters of their foreign group, and are

considered my higher-level students. I selected 31% of the class to meet with proficiency

because my students will be able to understand most of the information. These students are

engaged through learning but do not take the time to review their notes at home. The only time

they review notes is in the classroom during Social Studies. I also selected 36% of students who

could be developing proficiency. These are the students who need more prompting and guiding

with readings and questions. These students will be grouped with mentor peers. Lastly, my

projected learning outcome for students well below is 18%. Though I would want this to be at

0%, these students have lower abilities in writing. They are also grouped with mentor peers and

students who are meeting proficiency.

 For the second benchmark, I chose 4.RI.3 explain events, procedures, or concepts in a

historical, scientific, or technical text, including what happened and why, based on specific

information in the text. Students read certain passages to answer their constructive response.

Their constructive response was explaining the changes that one of the foreign group brought to

Hawaii. Based on my preassessment data, 0 students met with excellence or 0%. Four students

met with proficiency or 18%. These students met three out of the four criteria of constructive

responses. These students missed citing their information or didnt give examples from the text.

Twelve student are developing proficiency. Based on their responses, they could restate the

question but not give the right changes from their certain groups. Six students are well below or

27%. This group was not able to write any changes from their foreign group but could restate

their question. There were no examples from the text nor did they cite any evidence.

Table 2: SLO for 4.RI.3

Benchmark Baseline data Targeted Outcome Outcome

4.RI.3 Explain 0 met with excellence 4 students or 18%

events, procedures, (ME) or 0%
or concepts in a 4 met with proficiency 6 students or 27%
historical, scientific, (MP) or 18%
or technical text,
including what
happened 12 are developing 8 students or 36%
and why, based on proficiency (DP) or
specific information 54% %
in the text.
6 are well below 4 students or 18%
expectations (WB) or
27 %
 By the end of this unit, my projected learning outcome for students meeting with

excellence is 18%. I selected this percentage because these students have MEs in this benchmark

prior to my unit. I selected 27% of students to meet with proficiency because I know that two

students can move from DP to MP. I would have to review the expectations of constructive

responses. These students usually miss citing evidence but have answered the prompt or

questions with examples from the text. My projected outcome for students developing

proficiency is 36%. I selected this percentage because I still feel that some of my students have

low reading and comprehension abilities. One example is not understanding wat the question or

prompt is asking. These 8 students struggle in finding text evidence or examples that relate to

the answer. I selected 18% of students as a targeted outcome because again these students have

struggled throughout the year in writing. I could see only 2 of my students who could move to

either DP or MP but I will reinforce the constructive responses and reading expectations so that

all students could at least move one grade up.