Do you have a motivated student with a special interest in your subject area?

Do you have an idea for engaging, credit-bearing work?

Do you have a little extra time to help mentor a student as he or she explores a topic of interest for credit?

If so, the ELO program needs you! Certified teachers in all disciplines are needed to help Manchester high school students succeed in their ELO goals.

• Prepare an ELO Project Outline, identifying competencies, formative and summative assessments, and project expectations and timeline. Your school ELO Coordinator may assist you in the process of creating a plan/project outline.

• Provide ongoing support and guidance as needed to the student throughout the process

• Engage in regular dialogue with the ELO Coordinator to discuss student progress and communicate any concerns.

• Participate in assessment of the student work and attend the final presentation.

• Meet with the ELO Coordinator and student to discuss student's ELO goals.

Please contact your ELO Coordinator to create a draft ELO Project Outline for your student's ELO

Key Points to Follow When Aligning Learning Goals to Competencies

• A Learning Goal should be something a student can do, or something a student should know.

• A Learning Goal should demonstrate an enduring understanding that has been internalized.

• A Learning Goal should arise organically from the ELO. A goal shoehorned into an ELO will confuse and distract the student from the bigger picture.

• To uncover a Learning Goal:

  • Examine the standard/competency.

  • Ask, “What would the student have to do for me to know he/she has internalized the ability to do this?”

  • Turn the answer to that question into a statement.

  • Example #1

    • English LA Competency for Reading: Students will demonstrate the ability to research, comprehend, integrate, analyze and critique a variety of increasingly complex literary, nonfiction and informational texts within a specific genre.

    • I would know a student could do this if he/she were to find and read a variety of texts related to [the ELO], and if the student used the knowledge gained from those texts to discuss, interpret, select, and synthesize ideas related to [the ELO].

    • Learning Goal #1: The student will compile a reading list of texts related to [the ELO]. (Research)

    • Learning Goal #2: After reading each text, the student will assess the usefulness of the text in relation to [the ELO]. (Comprehend, analyze, critique)

    • Learning Goal #3: For the texts that the student has deemed useful, he/she will create notes summarizing and/or recording key information for later use. (Comprehend, integrate, analyze)

    • Learning Goal #4: The student will integrate the captured information into [the ELO]. (Integrate)

  • Example #2

    • English LA Competency for Language Concepts & Development: Students will demonstrate the ability to understand the origin, development, meaning, and nuanced use of increasingly complex words.

    • I would know a student could do this if he/she properly incorporates the terminology and jargon of [the ELO] into his/her reflections, conversations, products, and presentations.

    • Learning Goal: The student will compile a list of terminology and/or jargon related to [the ELO], and will properly incorporate these terms into his/her reflections, conversations, products, and presentations throughout the ELO.