New York State Student Learning Objective: ELA 3rd Grade
All SLOs MUST include the following basic components:
These 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.)
Population
3rd grade class: 24 students with 1 Hearing Impaired student (cochlear implant) and one SWD (auditory processing)
What is being taught over the instructional period covered? CommonCore/National/State standards? Will this goal apply to all standards applicable to
a course or just to specific priority standards?
Learning
Content
Interval of
Instructional
Time
NYS CCLS for 3rd grade
What is the instructional period covered (if not a year, rationale for semester/quarter/etc.)?
2012-2013 School Year. 90 minute ELA block each day.
What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the course.
Evidence
Baseline:
The evidence for this SLO is based upon student scores on the districtdeveloped Grade 2 ELA assessments. The assessment is based up
on the CCLS and includes the following: reading passages; multiple choice questions; and writing. Additionally, a common wiring prompt
was given at the beginning of the year and scored with the district’s 5 point rubric.
Summative: NYS ELA Assessment for 3rd Grade
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
Baseline
Student-by-student data are outlined in attached spreadsheet.
What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?
Target(s)
A banded approach was used to set targets for the students in this class.
How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing),
and “well-above” (highly effective)?
Highly Effective: 95-100% of students meet or exceed their differentiated targets for this SLO.
Effective: 68-94% of students meet or exceed their differentiated targets for this SLO.
Developing: 45-67% of students meet or exceed their differentiated targets for this SLO.
Ineffective: 44% or less of students meet or exceed their differentiated targets for this SLO.
HEDI Scoring
HIGHLY
EFFECTIVE
EFFECTIVE
DEVELOPING
INEFFECTIVE
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
99100
9798
9596
9294
8891
8587
8284
7981
7678
7375
7172
6870
6467
6063
5759
5356
4952
4548
4044
3039
<30
%
Describe 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.
Rationale
Students were given the district-developed assessment at the end of last year and the common writing prompt. Scores on the assessment
varied, but show evidence that all students are in range of achieving the banded targets as indicated on the spreadsheet. Three students
have been given targets of Level 2 which is below proficiency. Because these students are performing more than two years below grade
level expectation, targeted interventions and extensive support will be given to students in an effort to accelerate their learning and close
the achievement gap.