Student Learning Objective (SLO)

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Oct 10, 2013 (3 years and 10 months ago)

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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.