SLO Template for 12Th Grade Regents ELA Classes

SLO template for 12th grade Regents ELA classes

Population / All 12th grade Regents ELA students, including X # of students with IEPs, X # of ELL students, and X # of inclusion/special education classes- Rosters attached.
Learning content / CC.11-12 WH/SS/S/TS7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CC.11-12.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. a. Develop factual, interpretive, and evaluative questions for further exploration of the topic(s).
CC.11-12.RI.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
CC.11-12 W8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
CC.11-12 W9 Draw evidence from literary or informational texts to support analysis, reflection, and research. [Choose a or b for fiction or nonfiction]
a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).
b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).
AASL 1.1.4 Find, evaluate, and select appropriate sources to answer questions.
AASL 1.3.1 Respect copyright/ intellectual property rights of creators and producers.
AASL 1.3.3 Follow ethical and legal guidelines in gathering and using information.
AASL 2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.
AASL 3.1.6 Use information and technology ethically and responsibly.
Interval / 2012-2013 academic year, meeting X times/year for X minutes/session.
Evidence / District/BOCES created baseline assessment given within the first 2 months of the academic year.
District/BOCES created summative assessment given at the end of the academic year.
Baseline / The starting level of the students’ knowledge at the beginning of the instructional period:
X# of students with a raw score of 0-25 on baseline exam.
X# of students with a raw score of 26-50 on baseline exam.
X# of students with a raw score of 51-75 on baseline exam.
X# of students with a raw score of 76-100 on baseline exam.
*Based on the baseline exam, 11th grade Regents scores, 11th grade research projects, list additional data.
Targets / 75% of students will grow to a score of X% or higher on the summative for the selected standards.
OR
80% of students will increase by 50 points from pre- to post-test. OR
75% of students will score at least 65% on the post-test OR
85% of students will progress half way from the pre-test to 100%
http://nassauboces.org/cms/lib5/NY18000988/Centricity/Domain/156/Copy%20of%20Variable%20SLO%20calculator_6_7_2012.xlsx (HEDI calculator)
HEDI scoring / Highly Effective
(18-20 points) / Effective
(12-17 points)
[set anchor point here] / Developing
(3-11 points) / Ineffective
(0-2 points)
Rationale / Our learning content is based on the most relevant CCLS anchor standards and AASL Standards for the 21st Century Learner. In addition to the learning content standards above, the evidence will provide data on levels/types of information sources as well as a scaffold development of learning legal, ethical use of information and MLA style.
It is common practice for students to cite information gathered and used for English research. As we incorporate literacy in the content areas and require evidentiary writing across disciplines, students will follow a consistent style and format for citing all of the sources they use. As students use a broader range of information and media sources for gathering and presenting, they must conform to style guidelines for all medias (i.e.: formal citations for images rather than a URL pasted under the picture). Properly citing sources is a necessary element of academic and career communication. This will ensure students are ethical users of information in this school, in college and in their careers.

For teacher use only, to be used as a guide in preparing pre & post tests:

Outcomes/goals:

CC.11-12 WH/SS/S/TS7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

CC.11-12.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. a. Develop factual, interpretive, and evaluative questions for further exploration of the topic(s).

CC.11-12.RI.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

CC.11-12 W8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

CC.11-12 W9 Draw evidence from literary or informational texts to support analysis, reflection, and research. [Choose a or b for fiction or nonfiction]

a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).

b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

AASL 1.1.4 Find, evaluate, and select appropriate sources to answer questions.

AASL 1.3.1 Respect copyright/ intellectual property rights of creators and producers.

AASL 1.3.3 Follow ethical and legal guidelines in gathering and using information.

AASL 2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.

AASL 3.1.6 Use information and technology ethically and responsibly.

Nassau BOCES School Library Services/2012-2013