Kristin

Layne

Grade1

AspenSchoolDistrict
StudentLearningObjective
NovemberFinal20152016
(Template)

TheObjective
PerformanceCriteria
BaselineGroupsand
Statement
Indicatetheteacher
BaselineData
Adescriptionof
expectationsforevidenceof
Teachersidentify
whatstudents
studentlearning.
BaselineGroupsand
willknowandbe Shouldbeclear,specific,
placeallstudentsina
abletodoatthe
measurablestatementsthat
BaselineGroupbased
endofacourseor describewhatstudentsdoto
onacollectionof
gradelevel.
demonstratetheir
BaselineData.
AnObjective
understanding.
BaselineDatato
shouldbeaslong Shouldrequirestudentsto
includeinstrumentsor
asthe
demonstrateadeep
toolsthatmeasure
instructional
understandingofknowledge
wherestudentsareat
periodwiththe
andskills.
thebeginningofthe
students.
Performancecriteriashouldbe process.
AnSLOmay
used:Toguideassessments
BaselineDatashould
encompass
(bothbaselinedataandbody
comefromseveral
multiple
ofevidence)
sources.
standards,
Aswellasaidinsetting
BaselineGroups
contentandskills targets.
shouldbedetermined
fromseveralunits
basedontheneedsof
ofinstruction.
thespecificclassroom
AnSLOshould
population.
capturecritical

knowledge,skills
anddepthof
understanding
thatarecriticalto
studentsuccess.

Targets
Specified
expected
outcomesfora
studentora
groupofstudents
bytheendofthe
instructional
period.
Teacherswill
selectatargetfor
each
performance
groupindicating
theexpected
levelofstandards
masteredbyend
ofyear(or
course).

BodyofEvidence
Comprisedofinstruments
ortoolsthatmeasurethe
degreetowhichstudents
areprogressingtowardan
endofyearmastery

Instructi
onal
Strategie
s
Practices
or
procedur
esfor
carrying
out
instructio
nthat
aremost
likelyto
promote
student
growthin
relation
tothe
Objective
statemen
t

Writing

Math

Prepared
Graduates:
Implementthe
writingprocess
successfullyto
plan,revise,and
editwrittenwork

Standard3.1
Exploringthe
writingprocess
developsideas
forwritingtexts
thatcarry
meaning

Implement
computation
strategiesand
successfully
composeand
decompose
numbers

Studentswill:

Studentswillbeabletowritea
smallmomentstorywitha
beginning,middle,andend.

Studentswillmakecharacters
move,talkandtelltheirstory
insmallsteps

Studentswillwritenarratives
inwhichtheyrecounttwoor
moreappropriatelysequenced
events,includesomedetails
regardingwhathappened,use
temporalwordstosignalevent
order,andprovidesomesense
ofclosure.(CCSS:W.1.3)

Studentswillbeabletouse
additionandsubtraction
strategiestocalculatenumber
problemswithin20.

Outof20students,
Targets:
Summative:LucyCalkins
KristinLaynehad3at

PreandPostassessment
a2.5,6ata2.0,6ata
Attheendof
rubricscores
1.5,and5ata1.0.
Grade1,80%of

studentswill
Formative:QuickWrite
Disaggregate3rd
moveacrossthe andMidYearNarrative
gradeTCAPscoresand
LCrubric1.5
Assessment
identifyspecific
points.(Example:
studentsatcutpoints
astudentata1 StudentportfoliosBodyof
(+15or15).
willmovetoa
evidence

2.5,orastudent

PreAssessment
ata2willmove

Completedand
to3.5)

scored.

Exceedtargetsat

3.5

TeacherswilladministeraPre

andPostFirstGradeMath

Investigationstesttoallfirst
Preassessment:

gradestudentsfocusingon
0outof20scored
80%offirstgrade Questions#1&#2.
100%,7scored50%
studentswillget
and13scored0%.
100%2/2on
TeacherswilladministeraUnit

theInvestigations #3AssessmentonPage#17and
#18inDecembertoreflecton
OntheUnit3
Firstgradetest
midyearassessment,
onQuestions#1 theunderstandingofaddition
numberproblems.
15outof20scored
and#2.

100%onpages17and
TeacherswilladministeraUnit
18and5outof20
#5AssessmentonPage#8in
scored50%onpages
MaytoreflectonStudent
17and18.
understandingofsubtraction
numberproblems.

Lucy
Calkins
Narrative
Unitof
Study,
Mark
Overmey
er
Writing
Trainer,
Support
from
First
Grade
Team
and
Writing
Specialist
Dee
Searing

Teachers
will
facilitate
lessons
from
First
Grade
Investiga
tions
Curriculu
m,
Support
from
Math
Specialist
s