‘Anne Arundel County Public Schools | Division of Curriculum & Instruction Student Learning Objective (SLO)—Teacher ‘Student Learning Objectives (SLOs) are measureable instructional goals established for a specific group of students over a set period of time. Emenee Position School z Grade fovel'syCourse | Lindsay Peown 7” Grade Science al Monarch Academy, Glen Burnie 7” Grade SLO Tite a SLO Reviewer LindsayP SLO 2.0 Fall 2014 JP Bennett ‘SLO Approval Conference Employee's signature | SLO Reviewor's Sioratal | 10-29-2014 ee rece erie adie PJ Se ERE 3 ~ Students’ performance exceeded the instructional goal (fell above the top ofthe target range) 2 ~ Students’ performance met the instructional goal (fll within the target range) ‘1~One or more student's performance met the instructional goal but the number fell below the target range. If using target template 5, mean increased but not enough to meet the target range, 0 -SLO not completed or no student's performance met the instructional goal, If using target template 5, mean decreased from the baseline score. Brinoicoees Employee's SignatureAnne Arundel County Public Schools { Teacher SLO (Student Learning Objective} Page 2 of a In case where an SLO Reviewer has a question about the approval ity of an SLO, the administrator must approve. The administrator must approve any SLO Mid-Interval adjustment. The same SLO Reviewer should remain throughout the life of the SLO. SLO Component Learning Content A. The standard(s) students must master are identified (e.g., Maryland College and Career-Ready Standards, international, national, state, or industry standards) 8. Description of the knowledge and skills necessary to demonstrate mastery of the standard(s) is provided. C.A clear explanation of why this content is critical to all students’ growth is provided. D. Alignment to district, school and/or content/program priority is clear. DEea tay Anchor Standard 1: Write arguments to support claims in an analysis of substantive topics or text using valid reasoning and relevant and sufficient evidence. (CCR 1) For success in future science courses there is a need to develop student writing in order to present and defend their own viewpoints using a variety of sources. Our School Work Plan identifies informational (and argumentative) writing as an area of focus. Because | will be working with the population of students who have not met the standard for proficiency in informative writing by the time of the preassessment, this SLO will support the School Work Plan, | Data Review and Bassline Evidenco |x Saves rn soe eels b:Batine quanta tra |* sons Suateme Ss abchoetapnrte, |___ itr dt Som pevnsyeremil sed exprie eo daa UOTE Gee ei os eee, tronaue tani ino pose gulag ocommatersrioant once ean Seal aner iene sates ea | hn gens tsa ey pees fovsows oats enone bane + Historical data—How have the current students _| the eveidence and thier claim. pyavelah beret on We content? (oats Pas stodnts have aio struggled wih this sil and focused insouction was needed o help students in producing quality written responses. 7 of my 79 students in my Middle School Science Class scored a 1 or below on a 2 point rubric addressing the anchor standard on a writing preassessment. ‘+ Historical data—How have past students performed on the content? (Indicate if not avallable) Analysis of data provides a strong rationale for the focus of this SLO. | | ted Student Population 7 of my 79 students in my Middle School Science Class scored a 1 or below on 2 items pertaining to using Tie flinbetiend personae of suivante tases evidence from text to support a claim from the rubric provided below on a writing preassessment whi out of the possible is identified (e.g, 18 out of 30 includes criteria for supporting claims with evidence and using specific words/phrases to ereate cohesion } (60%) students), Ei 8. The population chosen represents students in need of focused standards-based instruction. ‘The current performance level of the selected students is clearly stated | ¢. A description of the demographics of the selected student population is included (i.e. race, speciAnne Arundel County Public Schools | Teacher SLO (Student Learning Objective) Page 3 of 8 , English language leamers, FARMS, gender, 504). Instructional interval A. Beginning and ending dates of the long-term instructional interval are defined. ‘The standard was preassessed on 10/29/2014. take place from 11/1/14 to 1 | Target | A. Format of target follows one of the five target iemplat 8. A range of students (please include number and erformance is included in rigorous, yet attainable, Evidence of Growth (Data Tables) B. Measures used to assess students throughout this, SLO are identified and described (ie. baseline, planned forrmatives, and summative). | c. All assessment measures align with the | learning content. . Scoring bands are defined, Strategies ‘A, Specific approaches/strategies are unique to the diagnosed needs of the selected student population, BSI | minimam the selected population, 43-71% (3-5) of these students will improve their score by a ‘on | of the 2 items pertaining to argumentative writing on the rubric used to score the Weritins Assessment Of the 7st See attached data table Preassesment data was derived from a preassessment wr weekly will be ing sample determine progress toward the goal and inform direct instruction. Sumi ‘Quick Write: Use during our © Guided practi son on exemplars: (the teacher will pull examples from the pre-assessment of students who did , who did adequate, and who struggled), Students will do a Gallery Walk and compare exemplars and examples and compare them to their own pre-assessment, Writs Aloud: the teacher will ereate a Write Aloud in order to talk the student through the process of how to approach an expository text. iage grapple ‘missing evidence fe: The Day the Cravons Quit ‘writing: for students who are still struggling, have them participate in shared Scaffold if needed for students who need sentence frames: www.teachingidea.co.uk/english zers for content, orgs Professional Learning and Resources A. Specific professional leaming experiences needed to support identified strategies are described, Human resource: special educator, 7® grade humanities teacher PD: Qualiy writing responsesAnne Arundel County Public Schools | Teacher SLO (Student Learning Objective) Page 4 of 4 described 8, Human and material resources to support instruction and assist students in meeting the target are Fall Date Given Date Evaluated: Evaluator: | LEvaluator___ | De Not Euisent {Le Needs Development 2a developed __Introduce claim(s). __Acknowledge alternate or ‘opposing claims. _Orga reasons and evidence logically. Support claim{s) with logical reasoning and relevant evidence, using accurate, credible sources that demonstrate an understanding of the topic or text. __Uses words, phrases and 1985 to create cohesion and ify the relationships among claim(s), reasons and evidence. | __Establish and maintain formal style. Provide a concluding statement or section that follows from and supports the argument presented. Strength Immediate Need: [Name Pre Test. [Mid Test Jost Test pescore Increased _|increase of [50% lor greater? Ik lua laa lara 00% Y ln/a hia lara 00% 5 IC ju/a ia/4 pia [100% Y Iv jira bia 10% 7: pra 10 Y le eva lala 4 50% eS e/a laa Bra 0% [ la e/a Bra bia % Noa ‘Anne Arundel County Public Schools | Division of Curiculum & Instruction Student Learning Objective (SLO)—Teacher Student Learning Objectives (SLOs) are measureable instructional goals established for a specific group of students over a set period of Employee/Roview Information Employee [Postion School au “T Grade level /Course Lindsay Peown 7” Grade Science Monarch Academy, Glen Burnie | 7 Grade Sl0Tte a SLO Reviewer SLO 2 Spring 2015 Beye Enployee'ssignature FJ SCE [EnppreesaaTaaR Date 0 Ravers Sora Bai Brees monee ‘3 Students’ performance exceeded the instructional goal (fell above the top ofthe target range) 2—Students’ performance met the instructional goal (fel within the target range) 11 One or more student's performance met the instructional goal but the number fell below the target range. If using target template 5, mean increased but not enough to meet the target range. 0 SLO not completed or no student's performance met the instructional goal. IT using target template 5, mean decreased from the baseline score. Sees Employee's Signature sch In a case where an SLO Reviewer has a question about the approvability of an SLO, thé adininistrator must approve. The administrator must approve any SLO Mid-Interval adjustment. The same SLO Reviewer should remain throughout the life of the SLOAnne Arundel County Public Schools | Teacher SLO (Student Learning Objective) SLO Component Learning Content ‘A. The standard(s) students must master are identified (e.9., Maryland College and Career-Ready Standards, International, national, state, or industry standards). 8. Description of the knowiedge and skills necessary to demonstrate mastery of the standard(s) is provided, | c Aclear explanation of why this content is critical to all students’ growth is provided. D. Alignment to district, school and/or content/program priority is clear. Page 2 of 5 DeScanieus MCCRS: Goal 3.0 Concepts Of Biology Expectation 3.3 The student will analyze how traits are inhi one generation to another. Indicator 3.3.3 The student will explain how a genetic trait is determined by the code in a DNA molecule. d and passed on from By the end of this genetics unit, students should be define gene (a segment of DNA that codes for a protein or RNA) sequence nitrogen bases directing protein formation describe the role of DNA, mRNA, tRNA and rRNA Explain how proteins determine traits This information is vital to the understanding of our anchor text, The Immortal Life of Heriette Lacks. Students will need to know the foudations of DNA structure and function in order to understand how cancer starts and how the treatments work. Data Review and Baseline Evidence A. Sources for the data review are included. Baseline quantitative data are included for all students. Qualitative data are included if appropriate, ‘+ Current data on current students are required. How are all current students performing on this content? * Historical data—How have the current students previously performed on the content? (Indicate it not available.) | * Historical data—How have past students performed fon the content? (Indicate if not available) ‘Analysis of data provides a strong rationale for the focus of this SLO. © Overview of pre-assessment data Name Score 2A 5(40) 28 520) 2¢ 3(20) 2d 3(20) 26 2000) | 26 2(10) 2j 410) 2(10) 2(20) 2(10) (10) 5(10) 4(10) 4(10) (10)Page 3 of 5 Selected Student Population ‘A, The number and percentage of students targeted out of the possible is identified (e.g. 18 out of 30 (60%) students), 8. The population chosen represents students in need of focused standards-based instruction The current performance level of the selected students is clearly stated C. Adescription of the demographics ofthe selected ‘student population is included (i.e. race, special education, English language leamers, FARMS, gender, 604), (10) Historical data for current students is unavailable. DNA rep storical data for past students shows that students struggle to understand the abstract concept of ation, transcription sand translation. This concept is very new to these students and the content that is covered meets the standards ofa highs chool biology class making it very rigorous. The preassessmnent data shows that many students in my 2° period 50%. ‘These students wil content. eed focused instr 1ce class scored at or below ‘on in order for them to gain full understanding of the 18 of the 22 students in my 2" period Middle School Science Class seored a 5 or below on a 10 point pre- assessment for the above standard Instructional interval ‘A. Beginning and ending dates of the long-term instructional interval are defined, [Target | A. Format of target follows one of the five taraet templates 8. Arrange of students (please Include number and percent), or 2 range of performance is included in the target. The target is rigorous, yet attainable, ‘The standard was preassessed on 3/23/2015. Instruction will take place from 03/23/15 to 5/1/2015 Of the 18 students in the selected population, 50-75% (9-13) of these students wi score of § on the DNA Structure and Function Assessment. achieve a minimum‘Anne Arundel County Public Schools | Teacher SLO (Student Learning Objective) Page 4of Evidence of Growth (Data Tables) ‘A. Format of data table follows the template appropriate to the target. B. Measures used to assess students through: SLO ate idenified and described (ie. baseline, planned formatives, and summative) C. All assessment measures align with the learning content. D. Scoring bands are defined. this Preassesment data was derived from a DNA Structure and Function preassessment . Formative assessments assessment data will be determined from the DNA Structure and Function Post Assessment. to determine progress toward the goal and inform direct instruction, Summative 12 Yes 10 Yes 10 Yes 8 Yes 10 Yes 9 Yes 1 Yes 12 Yes 7 No 10 Yes 12 Yes i No 9 Yes_ Page 5 of 5 ea) ,”~“*S”SCOd Py ieee Yes : ; a2 - Yes - 0 19 943 | 1448 Strategies ‘A. Specific approachesistrategies are unique to the diagnosed needs of the selected student population. 8. Strategies include research-based, evidence-bast Professional Learning and Resources A. Specific professional learning experiences needed to ‘support identified strategies are described. B. Human and material resources to support instruction and assist students in meeting the target are described. sson on exemplars: {the teacher will pull examples from the pre-assessment of students who did well, who did adequate, and who struggled). Students will do a Gallery Walk and compare ‘exemplars and examples and compare them to their own pre-assessment. Use multiple approaches to consistently, monitor students’ understanding of, instruction, processes, questions, and, content. © Uteracy skills are embedded to build student capacity: Develop literacy in all content areas. b. Build student capacity to interpret, communicate with, and draw meaning from the content vocabulary. Plan fora three-five minute warm-up to activate prior knowledge and engage students, ‘+ Connect the current lesson with prior learning; creatively connect content, si future lessons and learning. CChunk lessons into smaller concepts, s Allow for a variety of learning experiences Incorporate cooperative learning strategies. Ask questions of students such as: When would you need to know this? Why are we studying this? ‘Who might be an appropriate audience for our work? strategies to past or and activities lessons. ‘Human resource: special educator Safari Montage Discovery Streaming Materials: KNex DNA Kits