Student Learning Objective (SLO)
Teacher Name:
Content Area and Course(s):
Geometry
#1
Grade Level(s):
Academic Year:
2013

2014
Baseline and Trend Data
What information is being used to inform the creation o
f the
SLO
and establish the amount of growth that should take place?
I administered a pre

test both as a formative assessment of students’ knowledge
entering
the course, and to create tiered targets for my SLO. Based on the
pre

test,
results indicate the
following:
Student Population
Which students will be included in this
SLO
?
Include course, grade level, and number of students.
Interval of Instruction
What is the duration of the course that the SLO will cover?
Include beginning and end dates.
Standards and Content
What content will the SLO target
? T
o what related standards is the
SLO
aligned?
Pre Assessment Standards by Question
1.
G

CO.8:
Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rig
id motions
2.
G

CO.8
: Explain how the criteria for triangle congruence (ASA, SAS, and
SSS) follow from the definition of congruence in terms of rigid motions.
3.
G

CO.9:
Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel l
ines, alternate
interior angles are congruent and
corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant
from the segment’s endpoints.
4.
G

CO.9:
Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a tr
ansversal crosses parallel lines, alternate
interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment ar
e exactly those equidistant
from the segment’s endpoints.
5.
G

CO.10:
Prove theorems abo
ut triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles
are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; th
e medians
of a triangle meet at a
point.
6.
G

CO.10:
Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosc
eles triangles
are congruent; the segment joining midpoints of two sides of a triangle is
parallel to the third side and half the length; the medians of a triangle meet at a
point.
7.
G

CO.10:
Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosc
eles triangles
are congruent;
the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a
triangle meet at a
point.
8.
G

CO.10:
Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosc
eles triangles
are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and
half the length; the medians of a triangle meet at a
point.
9
. G

CO.10:
Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosc
eles triangles
are congruent; the segment joining midpoint
s of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a
point.
10.
G

CO.10:
Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of
isosceles triangles
are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; th
e medians of a triangle meet at a
point.
11.
G

CO.10:
Prove theorems about triangles. Theorems include: measur
es of interior angles of a triangle sum to 180°; base angles of isosceles triangles
are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; th
e medians of a triangle meet at a
point.
Post A
ssessment Standards by Question
Questions 1

4:
G

CO.8
:
Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of
rigid motions.
5.
G

CO.9:
Prove theorems about lines and angles. Theorems includ
e: vertical angles are congruent; when a transversal crosses parallel lines, alternate
interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment ar
e exactly those equidistant
from the segment
’s endpoints.
6.
G

CO.10:
Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosc
eles triangles
are congruent; the segment joining midpoints of two sides of a triangle is parallel to the t
hird side and half the length; the medians of a triangle meet at a
point.
7.
G

CO.10:
Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosc
eles triangles
are congruent; the segment joini
ng midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at
a
point.
8.
G

CO.10:
Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosc
eles triangles
are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and
half the length; the medians of a triangle meet at a
point.
9.
C
G

CO.10:
Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosc
eles triangles
are congruent; the segment joining midpoints
of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a
point.
10.
G

CO.10:
Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of
isosceles triangles
are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; th
e medians of a triangle meet at a
point.
10.
G

CO.10:
Prove theorems about triangles. Theorems include: measures o
f interior angles of a triangle sum to 180°; base angles of isosceles
triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the
length; the medians of a triangle
meet at a point.
Assessm
ent(s)
What assessment(s) will be used to measure student growth for this
SLO
?
This SLO will be measured by student performance rates on a district developed pre

assessment and summative assessment.
The pre

assessment consists o
f 11 questions that are mu
ltiple choice and matching.
The s
ummative assessment consists of 11 questions that are multiple choice and matching.
The district pre

assessment and summative assessment will cover all aspects of the learning content mentioned above.
The summat
ive assessm
ent will be given at the completion of instruction
where data will be reviewed and success rates determined.
Growth Target(s)
Considering all available data and content requirements, what growth target
(
s
)
can students be expected to reach?
I will take
my pre

assessment data and final summative assessment data and divide the students into seven tiers based on the results.
Students will fall into one of the following Tiers:
For EACH School Year
Tier One: scoring between 90%

100% on pre

assessment
Ti
er Two: scoring between 80%

89% on pre

assessment
Tier Three: scoring between 70

79 % on pre

assessment
Tier Four: scoring between 60

69 % on pre

assessment
Tier Five: scoring between 50

59% on pre

assessment
Tier Six: scoring between 40

49% on pre

ass
essment
Tier Seven: scoring below 39% on pre

assessment
If a student stays in the same tier the student receives 0.5 points
**Except if a student scores between 90%

100% on pre

assessment & summative assessment.
This student receives 1 point.
If a stude
nt progresses one tier, the student receives 0.75 points
If a student progresses two tiers, the student receives 1 point
If a student progresses three tiers, the student receives 1.25 points
If a student progresses four tiers , the student receives 1.5 poi
nts
If a student progresses five tiers, the student receives 1.75 points
If a student progresses six tiers, the student receives 2 points
If a student falls a number of tiers, the student receives the negative (

) corresponding point value
I will add up the total number of points for each of my classes, based on the rise/fall in tiers.
I will divide the total number of points by the total number of
students to get a percentage.
For example, if I have 30 students, and everyone progresses on
e tier that is a total of 22.5 points (total number of students

30
times .75 points, for moving up one tier).
If I take total points (22.5) and divide that by 30, I will get 75%.
I would fall into the Expected Growth
category.
Above Expected Growth
Expe
cted Growth
Below Expected Growth
80%

100%
60%

79.9%
<59.9%
My growth target for this school year is to fall into at least the Expected Growth category.
Rationale for
Growth Target
(s)
What is your rationale for setting the above
target(s) for student
growth within the interval of instruction
?
Students
are
given the district

created
pre

assessment in September. Students who achieve the targets listed above will move on to
the next grade/course
with mastery of The New
Ohio Learning Standards
and a fou
ndation to achieve success
.
Tiered targets were developed to help ensure that all students will be able to demonstrate developmentally appropriate growth
. Students who scored lower
on the pre

assessment will be expected to demonstrate more growth in order
to meet grade
‐
level expectations. Students at or above appropriate growth
measure will be expected to demonstrate at least one years growth or more, as part of the tiered targets.
Answer the following question based on baseline data:
What are your students’ needs and
睨慴wd慴愠獵ap潲瑳⁹潵爠摥term楮慴楯a 瑵 en琠湥ed猿
The district formed several committees to create the above Growth Targets for each teacher. The district will review and upd
ate the Growth Targets each
school. The district committees believe the
targets
created above
are appropriate, rigorous, and will use the best available student assessment data to
demonstrate attainment of the target.
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