Student Learning Objective (SLO) Template SY 2014-15
Clover School District (Updated 8.6.14)
Teacher Name/Grade
Level/Department:
Content Area for SLO:
School District/School Name:
Evaluator:
Mrs. Wright 9th and 10th Grade/Mathematics
Geometry
Clover School District- York #2
Clover High School
Mrs. Hand
Approach to SLO and Rationale:



Course-Rationale
Class-Rationale
Targeted-Rationale
This SLO covers all of the students enrolled in my geometry classes as geometry is important content for future mathematics classes.
Type of SLO:


Individual
Team
The geometry teachers worked collaboratively to develop this SLO.
SLO Interval of Instruction:
Quarter
Semester
Year
or Total Number of Days of Instruction__________
Assessments:
Assessment Name
Pre-Assessment Date(s):
Post-Assessment Date(s):
Pre-/Post-Assessment - Beginning to End of year
MAP Test
August 21, 2014
September 30-October 10, 2014
January 6-16, 2015
January 6-16, 2015
Conference
SLO Preliminary Conference
SLO Mid-Course Conference
SLO Summative Conference
Date
Educator Signature
Evaluator Signature
I.
Objective Statement:
(The objective statement should identify specific knowledge and/or skills that are essential for students to
attain in
the course or grade. The objective statement should be broad enough to capture the major content, but focused enough to be
measurable.)
Evaluator Comments:
By the end of SY 2014-2105, 100% of my students will show measurable growth as defined by at least one of two identified
student growth measures.
II.
Student Population (Characteristics of Target Population):
(Provide an in-depth description of the student population. Include any summary pertinent information on the students.
Reflect on student strengths, concerns, and how the SLO will be impacted by these. Insert charts and graphs if necessary. Do
not include free and reduced lunch information.)
Evaluator Comments:
2nd Block:
Male
Female
All
Students
All
W
AA
Asian
Other
ADHD
IEP
504
ESOL
10
12
22
10
11
21
0
0
0
0
0
0
0
1
1
0
0
0
0
0
0
0
0
0
0
0
0
Free/Red.
Meals
0
1
1
Gifted
Artistically
0
3
3
Gifted
Academically
6
8
14
3rd Block:
Male
Female
All
Students
All
W
AA
Asian
Other
ADHD
IEP
504
ESOL
8
19
27
6
17
23
2
0
2
0
1
1
0
1
1
0
1
1
0
0
0
0
1
1
0
0
0
Free/Red.
Meals
2
1
3
Gifted
Artistically
0
1
1
Gifted
Academically
7
12
19
I teach a total of 49 students.
III. Baseline and Trend Data:
(Describe relevant past data for the student population and include cohort data if applicable. Explain how this data helped you
identify the learning targets for your students. Insert additional charts and graphs if necessary.)
I have no prior knowledge of previous skill level since this is the first year I have taught these students. Therefore, I used
TestView to review students’ Spring 2014 MAP RIT Math scores, 2014 PASS Mathematics scores, and their final average of
their previous mathematics course. The results displayed the following:
Evaluator Comments:
2014 PASS scores
SECOND BLOCK
10 students MET expectations
0 students DID NOT MEET expectations
11 students EXCEEDED expectations
1 students had no previous test records on file
THIRD BLOCK
5 students MET expectations
1 students DID NOT MEET expectations
21 students EXCEEDED expectations
0 students had no previous test records on file
2014 MAP RIT scores
SECOND BLOCK
0 students had a RIT score between 201-210
0 students had a RIT score between 211-220
0 students had a RIT score between 221-230
5 students had a RIT score between 231-240
8 students had a RIT score between 241-250
6 students had a RIT score between 251-260
1 students had a RIT score between 261-270
1 students had a RIT score between 271-280
0 students had a RIT score between 281-290
1 students had no previous test records on file
THIRD BLOCK
0 students had a RIT score between 201-210
0 students had a RIT score between 211-220
0 students had a RIT score between 221-230
2 students had a RIT score between 231-240
11 students had a RIT score between 241-250
12 students had a RIT score between 251-260
2 students had a RIT score between 261-270
0 students had a RIT score between 271-280
0 students had a RIT score between 281-290
0 students had no previous test records on file
Final Mathematics Average from the Previous Year
SECOND BLOCK
8 students completed their previous course with an A
average
13 students completed their previous course with an B
average
0 students completed their previous course with an C
average
0 students completed their previous course with an D
average
0 students completed their previous course with an F
average
1 students had no previous test records on file
THIRD BLOCK
13 students completed their previous course with an A
average
14 students completed their previous course with an B
average
0 students completed their previous course with an C
average
0 students completed their previous course with an D
average
0 students completed their previous course with an F
average
Given the lack of baseline data, I administered a pre-assessment on August 21, 2014. The pre-assessment was a 50 question
multiple choice test generated from ExamView. There was a consensus among Clover High School geometry teachers as being
a sufficient measure of growth.
Evaluator Comments:
IV. Assessment Description (Pre and Post):
(Describe the assessments (pre/post) that will be used to determine student growth. Include information on
how the assessment(s) will be administered and scored. Explain how the educator is ensuring for
validity/reliability of the assessment.)
Measures of Academic Progress (MAP)
MAP is a computer adaptive test that is administered to the whole class in the Fall and Winter. Fall MAP scores
will be recorded as a baseline data for this year’s growth targets. Through the NWEA system, students will be
given a target RIT score to show one year’s growth in Math. The RIT target will be the Winter MAP target for
growth.
Pre/Post Test on 100-point scale
I will use a Pre/Post Test that is scored on a 100 point scale, which covers essential standards for my course.
Growth targets will be set based using the districts 100 point scoring guide which outlines adequate growth
from a given pre-test score. Post-test growth projections will be raised or lowered based on prior trends for
this course.
V. Growth Targets/Rationale:
(See data spreadsheet.)
Evaluator Comments:
VI. Strategies/Progress Monitoring:
(Describe the instructional and/or grouping strategies that you will use to teach this content to students.
Explain the following: a. How frequently will you progress monitor students mastery of standards taught? b.
How and with what instrument will you assess students to measure their progress towards the learning goal?
c. What will you do if students do not show adequate progress towards the learning goal?
In each lesson, I use a variety of instructional strategies that meet the needs to all students no matter which
way they learn best. The strategies present the material verbally, visually, and kinetically. The instructional
strategies used during the lessons assist in meeting the expectations and levels of all students, because I pace
the lesson so that all students can stay focused. Carnegie Learning is a student-driven curriculum, which easily
relates mathematics to real life, allows students to collaborate with their peers, requires students to explain
their answers in complete sentences, and thoroughly explains the information on the students’ academic level.
Guided note sheets and practice worksheets are sometimes supplemented with the Carnegie Learning
curriculum to hold students accountable for understanding.
VII. Professional Development (Optional):
(Describe any professional development, i.e., graduate courses, workshops, conferences, relating to the SLO
that you are participating in or any needed professional development. Explain how participation in the
professional development will assist you in achieving student growth.)
Evaluator Comments:
Calculating Performance Rating Levels
Growth Measure
Highly Effective
3.5-4.0
The teacher attains a high level
of student achievement with all
populations of learners.
Effective
2.5-3.4
The work of the teacher results
in
acceptable,
measurable
progress based on established
standards for a significant
number of students.
Measures of Academic Progress
(MAP)
80-100% of students meeting or
exceeding their growth target.
50%-79% of students meeting or
exceeding their growth target.
Needs Improvement
1.5-2.4
The work of the teacher results
in student growth but does not
meet the established standard
and/or is not achieved with all
populations taught by the
teacher.
20-49% of students meeting or
exceeding their growth target.
Ex. For a class size of 20
Ex. For a class size of 20
10-15 students meeting or
exceeding their growth target.
Add all student individual
ratings together; Divide by the
number
of
students-The
quotient should be 2.5-3.4
4-9 students meeting or
exceeding their growth target.
Add all student individual
ratings together; Divide by the
number
of
students-The
quotient should be 1.5-2.4
Ex. For a class size of 20
16-20 students meeting or
exceeding their growth target.
Other Assessments
i.e. Pre/Post Test on 100-point
scale; PASS; Fountas and
Pinnell; Rubrics
Add all student individual
ratings together; Divide by the
number
of
students-The
quotient should be 3.5-4.0
Unsatisfactory
1.0-1.4
The work of the teacher does not
achieve growth.
Less than 20% of students meeting
or exceeding their growth target.
Ex. For a class size of 20
Final Rating: Add individual rating from each growth measure; divide sum by the number of growth measures
Example:
MAP=4
PASS=3
Fountas and Pinnell=2
4+3+2=9
9/3=3 Final Rating = 3 Effective
*Modified from South Carolina Department of Education, Student Learning Objectives Template
3 or fewer students meeting or
exceeding their growth target.
Add all student individual ratings
together; Divide by the number of
students-The quotient should be
1.0-1.4