Student Learning Target
Grade: 10 / Subject:ELA (Read 180) / 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:
In reviewing the 10th Grade Curriculum Guidebook and the 10th Grade End of Course (EOC) Assessment Guide, I found that 10th grade ELA students must be able to:
1) read, comprehend, evaluate, and analyze complex literary and informational text independently and proficiently, make logical inferences, and cite specific textual evidence to support conclusions drawn from multiple text.
2) interpret words and phrases for technical, conative and figurative meanings, and analyze how they relate to each other and the whole to impact text structure and/or author’s point of view .
End-of-Year Assessment Method and Name:
In compliance with district guidelines I will use the 10th grade EOC Test which is assess students’ mastery of the above listed Priority Content.
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? /
I reviewed 2013-2014 8th LEAP and 9th grade EOY Benchmark results, as well as students LEXILES as reported on the 2014 Beginning of the Year Scholastic Reading Inventory (SRI). My students performed as follows:
1)20/20 of my students scored Below Basic on LEAP. Of those, 12/20 scored US and 8 scored AB.
2)17/20 of my students scored a LEXILE of 500 or below (intensive) and 2/20 scored between 600 and 800.
Based on these results, I conclude that all students will need explicit and rigorous literacy skills instruction, practice with adaptive software to build reading and writing proficiency, and scaffolded support with below- and on-level texts with repeated opportunities to write in response to those texts in order to achieve success.
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? /
All of my students will need additional support to read and comprehend grade-level text. Students individual skills practice needs will be addressed through daily rotations of 20 minutes between whole group, small group, adaptive instructional software, and modeled independent reading.
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?
At least 50% of my students will improve achievement by one achievement level (US to AB or AB to B).
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:
6 students or fewer / Achievement range:
7 to 9 students / Achievement range:
10 to 13 students / Achievement range:
14 or more students
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? /
Ongoing
The SRI will be administered 4 times yearly to measure growth and provide data for setting goals with students. Frequent progress monitoring will be facilitated through rSkills tests, Oral Reading Fluency assessments, and Reading Counts Quizzes and results will be used to diagnose deficits and adjust intervention planning. The district Benchmark test will be administered 3 times yearly and results will be used to determine specific deficit areas for individuals and groups of students.
Checkpoint 1
Benchmark 1 and SRI 2 / Checkpoint 2
Bench Mark 2 and SRI 3 / Checkpoint 3
Bench Mark 3 and SRI 4