Student Learning Target
Grade:3 / Subject:
ELA / Interval of Instruction:
Full Year
1. RATIONALE FOR SLT
· What content will I prioritize?
o What standards are most tied to success?
o What prior knowledge will they need to be successful?
· What assessment will provide the best evidence of my students’ mastery of the priority content at the end of the year?
o Will this assessment method enable me to determine how students are progressing throughout the year?
Priority Content:
Students must be able to proficiently comprehend meaningful, grade level texts as evidenced by their ability to fluently read informational and literary texts and successfully respond to CCSS ELA focused questions (speaking and/or writing).
End-of-Year Assessment Method and Name:
District Benchmark Test (Achievement Series) ELA end of year assessment for third grade.
2. BASELINE DATA
· What knowledge/skills are related to success with this year’s priority content?
· What data sources and background information are available?
· What diagnostic assessment resources are available?
· What can I conclude [insert hyperlink to support docs] about students’ mastery of prior knowledge and skills?
· Based on the data, what can I conclude about students’ readiness? /
I reviewed the BOY 2014 – 2015 District Benchmark Test (Achievement Series), focusing on overall performance and by ELA CCSS. My students performed as follows:
20/20 students scored Unsatisfactory on the BOY District Benchmark Test.
After reviewing the items by ELA CCSS, I found that 20/20 students scored Unsatisfactory on all the items and every standard. Students scored the lowest on the following ELA CCSS:
RI.3.4 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area.
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral meaning.
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answer.
I can also conclude based on the Scholastic Phonics Inventory that the majority (18/20) of my students are presenting deficits in reading foundation skills (beginning decoder) and their readiness is at risk for grade level ELA work.
I can conclude based on the BOY District Benchmark Test that all (20/20) of my students are assessed at unsatisfactory, overall and by item and standard. The standards that students scored the lowest involve vocabulary skills and comprehension
3. NUMBER OF STUDENTS
· Have I set learning targets for all of my students?
· Which subgroups in my school population need additional support to achieve success?
· Which students will need additional support to achieve success? /
This SLT is set for all of my students as they all need support to comprehend grade level text, especially with academic language and vocabulary. Some of my students (5/20) will need strategic support (such as reteaching and additional practice) with reading foundation skills and (13/20) of my students will need intensive additional support with reading foundation skills (System 44 with additional practice).
STUDENT LEARNING TARGET:
· What level of performance on the end-of-year assessment from Step 1 do I expect the identified student population to achieve?
At least 50% of my students (10/20) will score basic or above on the EOY ELA District Benchmark Test.
SCORING PLAN:
· How will you measure your students’ success?
· Based on students’ baseline data, what is the minimum level of performance I expect from the identified students?
· Based on students’ baseline data, how many students can reasonably be expected to meet or exceed the expected level of performance?
Insufficient Attainment of Target (1 point):
The teacher has demonstrated an insufficient impact on student learning by falling far short of the target. / Partial Attainment of Target
(2 points):
The teacher has demonstrated some impact on student learning, but did not meet the target. / Full Attainment of Target
(3 points):
The teacher has demonstrated a considerable impact on student learning by meeting the target. / Exceptional Attainment of Target (4 points):
The teacher has demonstrated an outstanding impact on student learning by surpassing the target by a meaningful margin.
Achievement range:
Below 34% (10 students or less) score basic or above on the District ELA Benchmark Test / Achievement range:
34% - 49% (11 to 13 students) score basic or above on the District ELA Benchmark Test / Achievement range:
50% - 65% (14 - 17 students) score basic or above on the District ELA Benchmark Test / Achievement range:
66% or more (18 + students) score basic or above on the District ELA Benchmark Test
4. HOW WILL I MONITOR PROGRESS?
· When will I monitor students’ developing mastery of the priority content?
· What curricular resources and assessment methods will I use to determine students’ mastery of the priority content on an on-going basis?
o Are these assessment methods aligned with the end-of-year assessment identified in Step 1? /
Ongoing
I will provide systematic direct instruction and practice to build foundational (decoding skills and word strategies) reading skills. I will engage students in daily independent reading practice with decodable passages in various genres as well as lessons that challenge them to read and understand complex, grade level texts.
I will monitor student progress in reading foundation interventions by checking student engagement during intervention time, closely monitoring online reports on student progress in the program, administering the Scholastic Phonics Inventory 3 times a year (SPI) and giving intervention specific assessments.
Checkpoint 1
I will monitor students in October using an EAGLE assessment with a selection of ELA CCSS focused on academic vocabulary and reading foundations. / Checkpoint 2
I will monitor students in the middle of the year with the District ELA Benchmark Test and Scholastic Phonics Inventory. / Checkpoint 3
I will monitor students in February using an ELA EAGLE assessment.