All SLOs MUST include the following basic components:
Career and Financial Management; all 50 students
Males:
Females:
IEP students:
504 students:
New York State Career and Financial Management curriculum; NYS CDOS standards, Reading and Writing CCLS and National Business Standards
Specific CCLS being met: Reading Standards for Literacy in Science and Technical Subjects
Grades 9 – 10 numbers 1, 2, and 7
Grades 11 – 12 numbers 1, 2, and 7
Specific CCLS being met: Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 - 12
Grades 9 – 10 numbers 1c, 1d, 2a, 2d, 2e, 4, 6, 7, 8, and 9
Grades 11 – 12 numbers 1c, 1d, 2a, 2d, 2e, 4,6,7,8, and 9
Specific CCLS being met: Mathematics Standards
M50, M11, M5, M7, and M33
Aligns to district and/or school priorities.
Aligns to future coursework, as well as college and career readiness.
Specify what the district goals are that it aligns to if you know them.

School year 2012-13 (1 year)
May be a quarter or semester course
1.
Career and Financial Management pre-assessment results {administered at the beginning of the school year}
2.
Career and Financial Management post-assessment {administered at end of the course}
3.
The test questions came from prior NYS Career and Financial Management assessments.
4.
Provides an opportunity for real-world application of knowledge and skill.
5.
Ensures that those with vested interest are not scoring summative assessments.
6.
Offers accommodations as legally required and appropriate.
7.
Demands higher order thinking of students.
8.
Provides an opportunity for real-world applications of knowledge and skill.
Scores ranged from 45% - 75% on the Career and Financial Management pre-assessment (student roster names and pre-assessment scores spreadsheet attached)
Indicates via pre-assessment data a clear need for focusing on this learning content.
80% of students will demonstrate mastery of at least 75% of the Career and Financial Management curriculum as measured by the post-assessment in
June 2013.
On my student roster specific student growth is noted for each student.
District-level expectations
Includes all students in selected course sections.
Requires 80% or more of students, including special populations, to meet their individual goals.

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
EFFECTIVE DEVELOPING INEFFECTIVE
20
99-
100
19
97-
98
18
95-
96
17
94
16
93
15
92
14
91
13
87-
90
12
86-
87
11
84-
85
10
81-
83
9
80
8
79-
78
7
78-
77
6
76
5
75
4
73-
74
3
71-
72
2
68-
70
1
65
0
64-
0%
86 – 100% of students demonstrate mastery of
75% of the Career and
Financial Management curriculum
75 – 85% of students demonstrate mastery of 75% of the
Career and Financial Management curriculum
66 - 77% of students demonstrate mastery of 75% of the Career and
Financial Management curriculum
65 or less% of students demonstrate mastery of 75% of the Career and
Financial
Management curriculum
The Career and Financial Management course is required for students in a Career and Technical Education approved program including students taking CTE courses in lieu of three years of foreign language.
The pre-assessment is focused on career planning, financial literacy and business systems and economics.
Students enrolled in the course may have varying levels of experiences with the primary course topics.
The teacher is confident they will achieve 80% mastery/a 9 on the HEDI scale.
The assessment can be used for ongoing reflection on student progress and uses that information to differentiate instruction to ensure students targets are met.
This measures the level of college and career readiness of the students.