Essential Learning Outcomes
As part of the Educational Success Goal for the Strategic Plan, ACSD faculty focused throughout 2015-2016 on developing and building understanding of "PreK-12 essential learning outcomes for each content area." Teachers met in grade level and departmental groups to pore over a wide range of standards documents and engage in extended professional conversations to define our district's Essential Learning Outomes (ELOs). These ELOs are at the core of our new Proficiency Based Graduation Requirements. As we redesign our PreK-12 curricula to align with International Baccalaureate (IB) teaching and learning models, these ELOs and associated learning targets provide common objectives to inspire learning and improve student achievement across ACSD.
Essential Learning Outcomes (ELOs) at a Glance: ELOs...
- are what all ACSD learners will know, understand, and be able to do to succeed as engaged citizens;
- represent ongoing, overarching guides for instruction and assessment throughout a student’s learning progression from early education through high school;
- are organized by content area;
- enable cross-cutting concepts to enhance integration;
- use clear language to communicate outcomes to staff, students, and families;
- are expressed from the perspective of the student;
- have been identified and/or developed by ACSD teachers and administrators, drawing from standards, state resources, and prior curricular materials.
What are the Addison Central School District Essential Learning Outcomes and Learning Targets?
The ACSD Essential Learning Outcomes (ELOs) are a cohesive set of PK-12 content area proficiencies that describe what students will know, understand, and be able to do by the time they graduate across ten content areas: English Language Arts/Literacy, Health and Wellness, Library & Technology/Media Literacy, Mathematics, Music, Physical Education, Science, Social Studies, Visual Arts, and World Languages. Learning targets describe what it means to meet the ELOs within a content area at each grade level, span, or course (depending on the content area).
The ELOs were developed and vetted during the 2015-2106 school year. They are aligned with state and national standards. In some cases, ELOs for a specific content area track very closely to a single set of formally adopted state standards. In others, they represent a compilation of multiple standards and curriculum documents. Each set of ELOs ends with a list of resources considered and employed to varying degrees.
How do we read the documents?
Each ELO appears in its own table. This is the ACSD “big picture” outcome.
ELO 1. I can read closely to understand the main idea of the text and analyze how it is developed and supported.
Learning targets define proficiency at each grade level or span.
Looking across the grades shows students’ progression toward the ELO.
Each learning target is identified by a lowercase letter and color-coded to show how specific skills and concepts build on each other.
a. I can ask and answer questions about what I read when others help me.
a. I can ask and answer questions about what I read to show that I understand.
a. I can quote from something I have read to explain what the text says and to make inferences about the text.
a. I can cite the text evidence that most strongly supports my analysis of the text and the inferences I make about the text.
a. I can cite strong and thorough text evidence to support my analysis of what the text says explicitly and the inferences I make about the text, including determining where the text leaves things uncertain.
How do we use the ELOs and Learning Targets?
The ELOs and learning targets provide a guide for instruction and assessment for every ACSD teacher and learner. The articulated targets enable teachers to assess which students are above or below grade level using common language and create opportunities for students to reflect on their own progress as they move toward proficiency. Used across content areas, the ELOs support interdisciplinary learning and enable connections among concepts, skills, and understandings.