PILOT YEAR: Student Learning Objective

Transcription

1 PILOT YEAR: Student Learning Objective Educator: Year: * School(s): Development Date: Course/Grade Level: Global Studies II, High School Content Area: Social Studies Collaborating Educators: Component Learning Goal Rationale What enduring understandings or big ideas are worked toward through this goal? Why is it important? Student Learning Objective (SLO) What is your SMART goal (e.g. specific, measurable, appropriate, realistic, time limited)? Description World Studies is a foundational social studies course that introduces students to their world through the blend of a historical approach and a look at 21st century global issues that impact the international community. The course is framed primarily around the history of western civilization, yet addresses the historical and cultural relevance of other regions of the world. The course offers students the opportunity to examine modern day global challenges that are thematically linked to the historical content they have learned. This course provides a robust global perspective and begins developing in students a sense of global citizenship. Development of reading, writing, speaking, listening, and critical thinking skills, in the context of the social studies, will be emphasized. 80% of the 79 students enrolled in the Global Studies II course will successfully complete the summative assessment with a score of 75% or higher by June 2015.

2 Assessments Standards and Content (e.g. CCSS, state or national frameworks) Student Population Which students will be included in this SLO? Include course, grade level, performance level, and number of students. Interval of Instruction What is the instructional period for this SLO (e.g. one semester, one year, beginning/end dates)? Instructional Strategies What are the key instructional strategies that will be implemented to support students in reaching the growth target for this SLO? Data Sources What assessment(s) will be used to measure baseline and growth? As applicable, attach copies of formative and summative assessments (e.g. pre testing, progress monitoring, post testing, performance tasks). Assessment Timeline How often will you collect data to monitor progress? When will you complete your summative assessment? Source of Standards: NY State Social Studies Standards and the Common Core Standards for Literacy in History/Social Studies Standards, Performance Indicators, etc.: NYS Learning Standards 2, 3, 4 & 5 for the course will be targeted, including all performance indicators. In addition, the following standards from the NYS P12 Common Core Learning Standards for Literacy in History/Social Studies 6 12 are included also: RHST Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. RHST Compare and contrast treatments of the same topic in several primary and secondary sources. RHST Read and comprehend history/social studies texts in the grades 9 10 text complexity band independently and proficiently. A total of 79 high school students are enrolled in the social studies course titled Global Studies II. This course lasts two semesters. See attached student rosters. The SLO begins October 1, 2012 and conclude on May 31, Research Based Instructional Strategies based on Danielson, including, but not limited to: Co teaching Differentiated Instruction Inclusion of real world examples to enhance student connections Pre Assessment: District developed assessment aligned to NH Curriculum Frameworks is used as the pre assessment. The summative assessment will be the end of the course final exam. Formative assessment data will be collected at least once per week throughout the duration of the course. The summative assessment will be administered in June 2015.

3 Targets Assessment Scoring What specific scoring criteria and/or rubric will be used? As applicable, attach copies of rubrics, exemplar written responses, etc. Baseline Data What information is being used to inform the creation of this SLO? Summarize baseline performance for the group. Attach a roster of student scores on the baseline assessment. See attached final exam (summative assessment) and scoring rubric. 1. Performance in Global I End of Year District Final Exam: Of my students, 40% received a letter grade of D for the course, with only 10% students passing the summative exam. Students learning logs from last year reveal only a superficial understanding of important standards that must be deepened this year, in addition to the new material. 2. District Developed Pre Assessment: The average score on this assessment was 43%. Actual test scores are included in the attached student roster. 3. History of English Language Arts Performance: I reviewed past exam data and student report cards and there were clear deficits in students abilities to communicate persuasively in writing and to interpret factual texts. Much of the Regents exam is devoted to document based questions where students are first asked to read excerpts from factual documents and respond to questions about the text. In addition, they must consolidate their knowledge of the readings to respond to a final essay question. This led to including Common Core standards in this SLO, and also a review of students reading and writing performance. I found that many of my students, particularly those identified as ELLs, have demonstrated weaknesses in this area according to their academic performance. 4. Additional Diagnostic Assessment: To confirm these difficulties, during the first month of school, I created a series of 5 brief readings, asked students to respond to factual as well as inferential questions about the texts, and finally to respond to an essay question. I used a rubric similar to the one used on the Regents exam and found that less than 50% of my students could complete this task at a mid level proficient level. Unfortunately, a number of students could not answer the short answer questions and responded to the essay request with only one or two sentences.

4 Growth Target What are expectations for student growth for this SLO? Using students starting points, identify the number or percentage of students expected to reach each achievement level. Criteria for Effectiveness 84% of my students will meet their specific goals that I have in the attached rosters. These goals were differentiated based on pre assessment scores (also included in the attached rosters). Ranges for targets were assigned using the following: Target Level Pre Assessment Score Target Score Above Grade Level At Grade Level Below Grade Level Note: that my ELL students and my students with disabilities have the same goal ranges as the rest of my students. I will confer with the Special Education and ELL educators to discuss specific strategies to support these students toward the goal. High Level of Performance More than 90% of students meet agreed upon learning targets. Typical Level of Performance Between 75% and 90% of students meet agreed upon learning targets. Low Level of Performance Less than 75% of students meet agreed upon learning targets.

5 PILOT YEAR: Student Learning Objective Review Educator: Year: * School(s): Review Date: Course/Grade Level: Content Area: Collaborating Educators: Summative Data Record the actual number or percentage of students who achieved the targets. Outcomes Educator Comments Share any comments you wish to include about factors that influenced these outcomes. Date Administrator Comments Date Signature Signature Effectiveness High level of performance More than 90% of students meet targets. Typical level of performance Between 75% and 90% of students meet targets.

6 Low level of performance Less than 75% of students meet targets.