New York State Student Learning Objective Template

2W ELA - New York State Student Learning Objective SLO Course(s): ELA 2 Population These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO. (Full class rosters of all students must be provided for all included course sections.)

One section, heterogeneously grouped, 16 students. General education class consist of:  9 boys and 7 girls  10 student have an IEP  5 students receive AIS Learning What is being taught over the instructional period covered? Common Core/National/State standards? Will this goal apply to Content all standards applicable to a course or just to specific priority standards?

Source of Standards: Common Core Learning Standards for ELA and Literacy http://www.p12.nysed.gov/ciai/common_core_standards/ Standards, Performance indicators, that will be focused on: Reading for Literature  RL2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.  RL 2.3 Describe how characters in a story respond to major events and challenges.  RL 2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.  RL 2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Reading for Information  RI 2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.  RI 2.2 Identify the main topic of a multi paragraph text as well as the focus of specific paragraphs within the text.  RI 2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.  RI 2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.  RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menu, icons) to locate key facts or information in a text efficiently.  RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.  RI. 2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.  RI 2.9. Compare and contrast the most important points presented by two texts on the same topic.  R.I.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the  grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Reading for Foundation  R.F.2.3 a-f Know and apply grad- level phonics and word analysis skills in decoding words.  RF2.4 Read with sufficient accuracy and fluency to support comprehension. Writing Standards  W.2.8. Recall information from experiences or gather information from provided sources to answer a question. Interval of What is the instructional period covered (if not a year, rationale for semester/quarter/etc.)? Instructional Time 2014-15(Annual Course) Evidence What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the course.

 Baseline Assessment: District-wide baseline assessment administered in September 2014.  Summative Assessment: District-wide summative assessment administered in May2015.  Note: Raw scores (converted to percentages) will be used for baseline and summative assessments. Baseline What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period? Note: Raw scores (converted to percentages) will be used for baseline assessment. Student Name Baseline Score (%) XXXXXXXXXXXX 40 XXXXXXXXXXXX 48 XXXXXXXXXXXX 56 XXXXXXXXXXXX 40 XXXXXXXXXXXX 48 XXXXXXXXXXXX 44 XXXXXXXXXXXX 24 XXXXXXXXXXXX 40 XXXXXXXXXXXX 68 XXXXXXXXXXXX 40 XXXXXXXXXXXX 80 XXXXXXXXXXXX 36 XXXXXXXXXXXX 56 XXXXXXXXXXXX 36 XXXXXXXXXXXX 16 XXXXXXXXXXXX 44

Target(s) What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?

Note: Raw scores (converted to percentages) will be used for baseline and summative assessments. Student Name Baseline Score (%) Target (%) XXXXXXXXXXXX 40 75 XXXXXXXXXXXX 48 75 XXXXXXXXXXXX 56 80 XXXXXXXXXXXX 40 75 XXXXXXXXXXXX 48 75 XXXXXXXXXXXX 44 75 XXXXXXXXXXXX 24 65 XXXXXXXXXXXX 40 75 XXXXXXXXXXXX 68 90 XXXXXXXXXXXX 40 75 XXXXXXXXXXXX 80 96 XXXXXXXXXXXX 36 65 XXXXXXXXXXXX 56 80 XXXXXXXXXXXX 36 65 XXXXXXXXXXXX 16 65 XXXXXXXXXXXX 44 75

HEDI Scoring How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing), and “well-above” (highly effective)? HIGHLY EFFECTIVE DEVELOPING INEFFECTIVE EFFECTIVE 20 19 18 17 1 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 5 94 87 80 77 7 66 – 63 – 65 61 59 57 55 50 4 42 – 38 – 34 – 30 20 1 – 0 – – - – 0 69 - – – – – 45 41 37 – – 19 100 93 86 79 62 60 58 56 54 33 29 –

7 3 Rationale Describe the reasoning behind the choices regarding learning content, evidence, and target and how they will be used together to prepare students for future growth and development in subsequent grades/courses, as well as college and career readiness.

The baseline data for the beginning of the year for second grade is obtained from the district developed baseline assessment. This assessment was developed to be similar to the end of the year summative assessment. The baseline and summative assessments are based on a maximum score of 100 points. The baseline assessments will allow the teacher to examine what the student knows and how to differentiate instruction appropriately for the remainder of the 2014 and the 2015 school year to meet each student’s unique needs.

The target scores were set for a summative assessment based on the review of the students’ baseline data and information about the students’ prior knowledge and skills at the start of the 2014 school year. Through knowing students’ general level of achievement by using baseline data, SLO targets were set that are both rigorous, yet attainable, for the students in this class. The starting points (baseline assessments) enabled the teachers in this grade level and the administrators to determine the amount of progress that students will make during the year. In addition, target scores were set based on the information from The New York Education Department, “Guidance of the New York State District Wide Growth Goal- Setting Process for Teachers.” Setting individual student growth targets ensures that targets are rigorous yet achievable for each individual student. Using baseline data allows targets to be set that take into account each students’ strengths and weaknesses. Since, students have entered second grade at varying levels, the baseline measures are designed to identify strengths and weaknesses. Students were given the baseline assessment in September 2014. Then individualized growth targets were set for each student on the roster that are both reasonable and rigorous. Targeted interventions and extensive support will be given throughout the year to all students that need extra support in order to meet grade level expectations.

The learning content for Second Grade ELA is based directly on the New York State 2nd Grade Common Core learning Standards for English Language Arts and Literacy and includes: Reading Standards for Literature, Informational Texts, and Foundational Skills, as well as Writing, Speaking and Listening Language Standards. Classroom instruction, assessment, and curriculum are designed to help students build the background knowledge and vocabulary critical to listening and reading comprehension. In addition, the decoding skills that comprise fluent, mature reading and success in future course work. As stated in the “Mount Vernon School District Teacher APPR 2014-2015” the second grade team level worked collaboratively in our PLC and with building level administrators to set our targets. Second grade baseline scores varied significantly, but show evidence that all students are in range of achieving the differentiated targets as stated above. Targets were determined based on students’ performance on not only the baseline, but also both administrations of i-Ready, CKLA assessments, and previous years’ assessments. Furthermore, targets were created through researched information obtained through engageny.org and using the Multi-State SLO Rubric.

Rigorous academic targets have been developed for all learners, including students with disabilities and English Language Learners. Targets for all student differentiated based on the individual student. Progress will be monitored through monthly grade-level evidence based instructional conversations focused on student achievement towards end of year expectations. Targeted interventions and extensive support will be given throughout the year to students performing below the grade-level expectations in order to strengthen their skills. Additional assistance will be provided as necessary, through consultation with special education and ESL teachers so that all students meet their goals.

As the child progresses and grows as a learner, the end of the year summative assessment will show the student’s growth and knowledge required to meet the Common Core Learning Standards for ELA. When the students have met these 2nd grade CCLS, they will be prepared to enter 3rd grade and begin to advance their skills to 3rd grade standards. The results of the assessments will inform the teacher on areas that need further instruction. In addition, to build a foundation for college and career readiness, students will read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. When the students have met these 2nd grade indicators, they will be prepared to enter 3rd grade and begin to advance their skills to 3rd grade standards.

In conclusion, the target is rigorous because it is based on data and exceeds past performance of students as appropriate. It will demonstrate growth from the time the baseline was administered to the end of the 2015 school year. The Common Core Standards of emphasis in this SLO were based upon a careful analysis of the baseline, i-ready scores, and CKLA assessment scores, and previous year’s DRA score and assessments. Through focusing on ELA CCLS for second grade, researched – based strategies for increasing student achievement and differentiated instruction, students who achieve the targets listed above will therefore move on to third grade with a foundation to achieve success.