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New York State Student Learning ObjectiveTeacher Name: XXXXXXXXXSLO Course(s): ELA 3PopulationThese are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO. (Full class rosters of all students must be provided for all included course sections.)3rd Grade: 24 studentsLearning ContentWhat is being taught over the instructional period covered? Common Core/National/State standards? Will this goal apply to all standards applicable to a course or just to specific priority standards?NYS Grade 3 Common Core Learning Standards of Instructional TimeWhat is the instructional period covered (if not a year, rationale for semester/quarter/etc.)?2014-15 School YearEvidenceWhat specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the course.Baseline Assessment: District-wide baseline assessment administered in September 2014.Summative Assessment: New York State Grade 3 ELA test administered in April 2015.Note: Raw scores (converted to percentages) will be used for baseline and summative assessments.BaselineWhat is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?Student NameBaseline ScoreXXXX, Tyler13%XXXX, Korin20%XXXX, Crystal28%XXXX, Donovan15%XXXX, MyAngel40%XXXX, Curtis15%XXXX, Madison52.5%XXXX, Kayla15%XXXX, Akeeno47%XXXX Jailah33%XXXX Karthy20%XXXX, Keron40.5%XXXX, Dwayne15%XXXX, Joshua22.5%XXXX, Nathan22%XXXX, Amari30%XXXX, Nasir20%XXXX, Andre10%XXXX, Rihanna20%XXXX, Arabella20%XXXX, Pariz10%XXXX, Madison10%XXXX, Kayla35%XXXX, Ashley8%Target(s)What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?Student NameBaseline ScoreTarget ScoreXXXX, Tyler13%65%XXXX, Korin20%72%XXXX, Crystal28%73%XXXX, Donovan15%77%XXXX, MyAngel40%85%XXXX, Curtis15%67%XXXX, Madison52.5%90%XXXX, Kayla15%80%XXXX, Akeeno47%79%XXXX Jailah33%78%XXXX Karthy20%65%XXXX, Keron40.5%83%XXXX, Dwayne15%77%XXXX, Joshua22.5%70%XXXX, Nathan22%70%XXXX, Amari30%75%XXXX, Nasir20%75%XXXX, Andre10%65%XXXX, Rihanna20%72%XXXX, Arabella20%72%XXXX, Pariz10%62%XXXX, Madison10%65%XXXX, Kayla35%80%Williamson, Ashley8%65%HEDI ScoringHow will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing), and “well-above” (highly effective)? HIGHLY EFFECTIVEEFFECTIVEDEVELOPINGINEFFECTIVE2019181716151413121110987654321094 – 10087 – 9380 - 8677 – 7974 – 7670 – 7366 – 6963 – 6561 - 6259 – 6057 – 5855 – 5650 – 5446 – 4942 – 4538 – 4134 – 3730 – 3320 – 291 – 190RationaleDescribe the reasoning behind the choices regarding learning content, evidence, and target and how they will be used together to prepare students for future growth and development in subsequent grades/courses, as well as college and career readiness.To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.Students must be able to decode and recognize words before they can develop the comprehension skills necessary to read a variety of genre. These foundational skills measure a student’s ability to read fluently and accurately. They also assess comprehension. The target was chosen based on data from the past three years. Information on the performance of students on these assessments can be used to provide diversified instruction based on individual needs. The results of the assessments will inform the teacher on areas which need further instruction. ................
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