Name of Teacher:
School:
HCPSS Student Learning Objective
Library Media – Grades 6 - 8
Component
Student Learning
Objective (SLO)
Population
Learning Content
Instructional Interval
Evidence of Growth
Baseline
Rationale for Student
Learning Objective
Target
Description
100% of students will demonstrate growth toward mastery in
the ability to successfully plan, develop, and complete a
research project as measured by a Research Process Rubric
(attached).
English/Science/Social studies/CTE class - Grade 6 (7, or 8)
 HCPSS Library Media Essential Curriculum
 Maryland School Library Media State Curriculum
 Common Core State Standards for Literacy in Science and
Technical Subjects, Grades 6 – 8
 Content
This unit consists of one quarter of instruction, 52 minutes
every other day.
1. Administration of HCPSS-approved baseline assessments
and/or performance tasks
2. Post-administration of HCPSS-approved assessment and
performance tasks (By the end of the unit, students will
have completed a research project that incorporates the
information literacy skills learned during the course.)
 Of the XX students in the class, XX earned 85% or above on
baseline assessments.
 Of the XX students in the class, XX earned scores between
75% and 84% on baseline assessments.
 Of the XX students in the class, XX earned scores between
60% and 74% on baseline assessments.
 Of the XX students in the class, XX earned scores between
50% and 59% on baseline assessments.
 Of the XX students in the class, XX earned scores lower than
50% on baseline assessments.
Conducting research is a major component of the Common Core
State Standards for Writing across all disciplines (W7, 8, 9).
Students need to learn information literacy skills in order to be
successful in conducting research, an ability that will be used in
college and careers. Students who have not attained these skills
will learn how to apply them during this course. Students who
have already attained some of these skills will maintain the
existing skills and learn how to extend and deepen their
research abilities.
Students will use information literacy skills to plan, develop,
and present a research project.

All students who achieved less than 50% learning targets at
9-19-12
Name of Teacher:
Criteria for Effectiveness
School:
baseline will increase achievement to at least 65% on the
research project.
 All students who achieved between 50% and 59% learning
targets at baseline will increase achievement to at least 70%
on the research project.
 All students who achieved between 60% and 74% learning
targets at baseline will increase achievement to at least 75%
on the research project.
 All students who achieved between 75% and 84% learning
targets at baseline will increase achievement to at least 85%
on the research project.
 All students who achieved 85% or more learning targets at
baseline will maintain level of mastery on the research
project.
Highly Effective
Effective
Ineffective
More than 90% of
students meet
agreed upon
learning targets.
Strategies




Between 75% and
90 % of students
meet agreed upon
learning targets.
Less than 75 % of
students meet
agreed upon
learning targets.
Opportunities for students to demonstrate their
understanding of library media content, skills, and
processes aligned with CCSS ELA curriculum by
representing knowledge in multiple ways. Examples
include: processing assignments; teacher and/or HCPSSdeveloped assessments, and formal and informal
writing.
Providing opportunities for formative checks on student
learning through performance tasks.
Students will review their own performance data and
develop individual targets for improvement in identified
areas.
Students collect work samples throughout the
assignment period for a portfolio that will demonstrate
their mastery of key ideas and concepts in library media
content, skills, and processes as aligned with CCSS ELA.
Students follow an inquiry process – define a problem, locate and evaluate resources,
gather relevant information, assess credibility, synthesizing multiple sources, cite sources.
9-19-12
Name of Teacher:
School:
Research Process Rubric
CATEGORY
Research
Questions
Selection of
Sources
Note-taking &
Keywords
Organization
& Synthesis
Citations/
Documentation
Exemplary
3 points
Wrote thoughtful,
creative, well-worded
specific questions that
were relevant to the
assigned topic.
3 points
Identified highly
appropriate sources in
a variety of formats .
Proficient
2 points
Wrote well-worded,
specific questions that
were relevant to the
assigned topic
Partially Proficient
1 point
Wrote questions which
lacked focus, were
poorly stated, and were
not entirely relevant to
the assigned topic.
1 point
Identified a few
appropriate sources but
made little attempt to
balance format types.
1 point
Extracted a lot of
information which
wasn’t relevant.
Selected some keywords
that were not effective in
researching the
questions.
Incomplete
0 points
Wrote questions which
lacked a specific focus,
were poorly stated, and
not relevant to the
assigned topic.
0 points
Identified no
appropriate sources in
any format.
POINTS
__/3
3 points
Extracted relevant
information.
2 points
Extracted mostly
relevant information.
0 points
Extracted irrelevant
information.
__/3
Brainstormed
keywords, categories,
related terms that
were effective in
researching the
questions.
Wrote notes including
succinct key facts
which directly
answered all of the
research questions and
were written in the
student’s own words.
Selected mostly
effective keywords t
use in researching the
questions.
Wrote notes which
included facts that
answered most of the
research questions and
were written in the
student’s own words.
Wrote notes which
included irrelevant facts
which did not answer
the research questions.
Some notes were copied
directly from the original
source.
3 points
Presented content
clearly and concisely
with a logical
progression of ideas
and effective
supporting evidence.
2 points
Presented most of the
content with a logical
progression of ideas
and supporting
evidence.
Selected an
appropriate and
effective format to
creatively
communicate research
findings.
3 points
Cited all sources of
information accurately
to demonstrate the
credibility and
authority of the
information presented.
Used information
ethically all of the time.
Selected an appropriate
format to structure and
communicate research
findings.
1 point
Presented content which
failed to maintain a
consistent focus, showed
minimal organization
and effort, and lacked an
adequate amount of
supporting evidence.
Needed to select a more
effective format to
structure and
communicate research
findings.
Wrote notes which
included a majority of
facts which did not
answer the research
questions. Most or all
notes were copied
word-for-word from
the original source.
0 points
Presented content
which was unfocused,
poorly organized,
showed little thought
or effort and lacked
supporting evidence.
2 points
Identified mostly
appropriate sources in
a variety of formats.
2 points
Cited most sources of
information in proper
format and
documented sources to
enable accuracy
checking.
Used information
ethically most of the
time.
1 point
Cited most sources of
information improperly
and provided little or no
supporting
documentation to check
accuracy.
Failed to sue information
ethically some of the
time.
__/3
Selected no effective
keywords to use in
researching the
questions.
__/3
Failed to select an
appropriate format to
structure and
communicate research
findings.
0 points
Created citations which
were incomplete or
inaccurate, and
provided no way to
check the validity of the
information gathered.
Failed to use
information ethically.
TOTAL POINTS
__/3
___/15
9-19-12