Student Learning Target
Grade:
10
Subject:
Spanish I
Interval of Instruction:
Full year
1. RATIONALE FOR SLT
 What content will I prioritize?
o What standards are most tied to success?
o What prior knowledge will they need to be successful?
 What assessment will provide the best evidence of my students’ mastery of the priority content at the end of
the year?
o Will this assessment method enable me to determine how students are progressing throughout the
year?
Priority Content: World Language Strands: Connections to Language and Literacy – help learners develop a greater
understanding into the nature of language, Connections to Other Disciplines-generate student awareness that
learning another language opens additional doors to knowledge in and of other academic disciplines. Intercultural
Competencies-focuses on the ability of students to use information they have accessed from other cultures and
communities to communicate and understand diverse viewpoints, ways of life, and patterns of behavior.
End-of-Year Assessment Method and Name: World Language Oral Presentation Rubric Level 1 & 2
http://www.pascack.k12.nj.us/Page/342
2. BASELINE DATA
 What knowledge/skills are related to success with this year’s priority content?
 What data sources and background information are available?
 What diagnostic assessment resources are available?
 What can I conclude [insert hyperlink to support docs] about students’ mastery of prior knowledge and skills?
 Based on the data, what can I conclude about students’ readiness?
Students will be scored during the 1st 2 six weeks utilizing the World Language Oral Presentation Rubric using the scale 0-4. This
rubric evaluates oral pronunciation, vocabulary, grammatical structure, and communication. Pre-evaluation scores:
0 students scored a 4
2 students scored a 3 (background in the language from home)
5 students scored a 2
10 students scored a 1
43 students scored a 0.
3. NUMBER OF STUDENTS
 Have I set learning targets for all of my students?
 Which subgroups in my school population need additional support to achieve success?
 Which students will need additional support to achieve success?
I expect all students to fall between a 2-4 on the World Language rubric to successfully complete my course at the end of the year.
Currently, 88% of my students are below the 2.
STUDENT LEARNING TARGET:
 What level of performance on the end-of-year assessment from Step 1 do I expect the identified student
population to achieve?
By the end of the year, 80% of my students will score in the range of a 2-4 on the World Language Rubric.
SCORING PLAN:
 How will you measure your students’ success?
 Based on students’ baseline data, what is the minimum level of performance I expect from the identified
students?
 Based on students’ baseline data, how many students can reasonably be expected to meet or exceed the
expected level of performance?
Insufficient Attainment of Target
(1 point):
The teacher has demonstrated an
insufficient impact on student
learning by falling far short of the
target.
Partial Attainment of Target
(2 points):
The teacher has demonstrated
some impact on student learning,
but did not meet the target.
Full Attainment of Target
(3 points):
The teacher has demonstrated a
considerable impact on student
learning by meeting the target.
Exceptional Attainment of Target
(4 points):
The teacher has demonstrated an
outstanding impact on student
learning by surpassing the target
by a meaningful margin.
Achievement range:
0-37 (63%) of students score a
2 or better
Achievement range:
38-47 (64-79%) of students
score a 2 or better
Achievement range:
48-54 (80-90%) of students
score a 2 or better
Achievement range:
55-60 (91-100%) of students
score a 2 or better
4. HOW WILL I MONITOR PROGRESS?


When will I monitor students’ developing mastery of the priority content?
What curricular resources and assessment methods will I use to determine students’ mastery of the priority
content on an on-going basis?
o Are these assessment methods aligned with the end-of-year assessment identified in Step 1?
I will monitor the indicators on the rubric throughout instruction and in group presentations.
Checkpoint 1
Rubric assessment individually
Checkpoint 2
Rubric assessment with peers
Checkpoint 3
Rubric assessment individually