MSFE SLO SAMPLE: Manny Mathlete: Grade 6 Math
2016-2017
AttachmentsSelect all that apply / SLO No.
Select one
□ Assessment
□ Assessment blueprint
□ Roster of students with pre-assessment scores and growth targets (required) / □ SLO 1
□ SLO 2 / Note: SLO 1 must include all students in the identified courses; SLO 2 might be targeted, with rationale and evaluator approval.
Section 1: Teacher Demographics
Teacher Name: Manny Mathlete / Position: Gr.6 Teacher / Date: 9/23/16
Subject (for SLO): Math / Grade(s) (for SLO): 6 / Course name/number (if applicable) : N/A
Section 2: Student Demographics /
Estimated:
Pre-assessment date: __9/15/16____
Post-assessment date: __May, 2017__
Instructional days: _Yearlong_(>140 days)__ / _X_ Individual ___ Team (shared student data)
If team, list other teacher(s) included:
______
No. of students included in the SLO: ___56___
No. of students with: (If none – “0”)
__3___ 504 plans
__5__ IEPs
__2__ Gifted and talented
__0__ ELL
__0__ RTI interventions
__1__ Title I (mathematics)
__0__ Title 1 (reading)
__0__ Other (please explain below) / List the specific accommodations or modifications you will provide that will impact your instruction and assessment as indicated from data review:
· See attached chart of IEP modification w/names redacted
· 504 plans for specific students include breaks, as needed, due to health needs, extra time for work completion due to absences, daily home communication through journals, and use of noise blocking headphones
Explanation of “Other” students: N/A
Section 3: Needs Assessment
What data did you review about the CURRENT students? Check all that apply:
___Pre-assessment (required)
_X_NWEA
___NECAP/MEA
___Grades
___End-of-year assessments
___Portfolios
___PSAT/SAT
___SRI
___Student work samples
___Student files
___IEP, 504
___Behavior
___Other / For each data source checked, list the specific data points that reveal students’ strengths and weaknesses; include quantitative data when available. (Bullet list acceptable)
Strengths:
On the Grade 6 Fall, 2016 math NWEA:
· functions and algebra: RIT - 5 points above the norm and
· Statistics and Probability: RIT - 2 points above the norm).
Weaknesses:
On the Grade 6 Fall, 2016 math NWEA:
· Geometry and Measurement: RIT 6 points below the norm
Summary of needs: How does this data analysis inform this SLO?
Instructional strategies will be focused on geometry & measurement unit and weaving concepts throughout the year.
Content Strand / Mean RIT / % Low / % Ave. / % High
Numbers and operations / 219 / 38% / 55% / 7%
Geometry and measurement / 215 / 60% / 25% / 15%
Functions and algebra / 226 / 25% / 40% / 35%
Statistics and probability / 223 / 33% / 40% / 27%
Describe how you collaborated with other individuals when you developed your SLO.
Collaborated with the other grade 6 math teacher to analyze the NWEA data and discuss instructional strategies to address weakness in geometry and measurement.
Section 4: Assessed Standards
The assessment must address essential standards in areas of need, as determined through the needs assessment completed in Section 3. /
Identify the source(s) of the standards (CCSS, MLR, NGSS, or other district-approved standards aligned to national or state standards; must address essential areas of learning, a range of cognitive levels, and be broad enough to cover an extended interval of instruction – such as an academic year or semester)
CCSS
Copy and paste all standards included on your SLO assessment (Include the alpha-numeric identifier and the full text).
All CCSS standards for Grade 6 math, as assessed by the grade 6 math NWEA
Note: If a comprehensive measure such as NWEA (RIT score) is being used, indicate: “all standards being assessed by the (cite instrument).” There is no need to cut and paste the set of learning standards.
Section 5: Pre/Post-Assessment ______Teacher-Created __X___Pre-approved From Menu
Teacher-created assessments must be attached to the SLO.
If using an assessment approved by your district for SLOs, please name the assessment(s) here:
NWEA
If NWEA, identify whether RIT or strand-level scores will be used. If strand, which strand(s)?
RIT Scores used
If not district sanctioned, upload an electronic version of your assessment and describe here:
(What type of assessment is it (multiple choice, performance, essay etc.)? What is the scale? If a rubric is included, how is it being scored? Are there special instructions or tools for the students? Be specific.)
N/A
*See SLO Approval checklist and/or guidelines for assessment approval criteria
Section 6: Growth Targets
Please attach a roster of students, their pre-assessment scores, and their target scores.
□Identify the format/formula you used to set growth targets for each student. To determine which is suitable and provides appropriate expectations for growth, use your knowledge of the assessment and your students, and school/district expectations. Provide numeric details (e.g. tier size and growth expectations) for format/formulas that are only specific to your SLO.
Growth targets set by NWEA for Fall to Spring Gr. 6 math
□Explain your rationale for usingthe growth target approach identified above; cite either ‘required format’orexplain why this approach is most appropriate to these students and the assessment. (Consider historical student performance data for this course to determine if a minimum performance level expectation for all students is appropriate.)
Required format
□Attach the student roster for this SLO, listing pre-assessment scores and target scores for each student. Attached
Section 7: Instructional Strategies and Progress Monitoring /
Describe the potential instructional strategies you plan to use to address the specific student needs identified in your needs assessment:
1. Identify prerequisite skills for which some students may need remediation (either individually or in small groups) to be successful with the geometry and measurement strand.
2. Identify appropriate hands-on activities for building conceptual understanding of area, surface area, and volume (including both print and electronic resources).
3. Identify appropriate internet sites to be used for review and reinforcement of geometry and measurement concepts and skills; embedding these resources into the instructional sequence.
4. Sequence instruction to ensure this strand is logically embedded throughout the school year (e.g., when learning to multiply decimals—use word problems involving geometric measurement for application and practice of multiplication with decimals). / Describe how you will monitor student progress throughout the interval of instruction (consider short- and long-term, formative and summative, formal and informal, self-assessment, etc.):
1. Daily use of exit ticket.
2. Select (or create) benchmark assessments to be used throughout the interval. After each benchmark assessment (at least twice monthly), I will identify content and skills needing either further whole-class instruction or further remediation with individual students.
3. Coordinate with teaching team (at least monthly) to plan for how/when/where needed remediation will be provided.
4. Winter NWEA data will be used to assess progress to date and to inform instruction with either the class or individual students (or both).
How will the progress monitoring data you collect drive your instructional plans?
Student grouping and both small and large group need for teaching/ re-teaching will be informed by pre-assessments and daily exit tickets as well as on-going checks for understanding and frequent short quizzes and unit assessments. Collaborative review of progress, based on benchmark assessments, will inform RTI grouping/re-grouping.
Teacher Signature ______Date ______
Administrator Signature ______Date ______
Maine Schools for ExcellenceMSFE SLO Template—2