New York State Student Learning Objective Template D.

Moren, English 10, Hamilton Central School

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.)

Population

2 groups of heterogeneously grouped 10th grade students. 42 students total, 18 and 24 respectively.
What is being taught over the instructional period covered? Common Core/National/State standards? Will this goal apply to all standards applicable to a course or just to specific priority standards?

Learning Content

Through the employment of a variety of literature and informational texts, the students will be assigned reading, writing, speaking and listening tasks in which they will be required to demonstrate growth in the skills of comprehension, analysis, and synthesis. The curriculum focuses on the development of each skill through the statement and support of ideas using direct textual evidence. During the instruction of each unit, based around chosen texts, the students will also recognize and identify literary techniques used by the author of each text to develop his or her ideas.
What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?

Interval of Instructional Time Evidence

2013-2014
What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the course.

Baseline: The English 10 pre-assessment will be a modified English Regents using part 3 and 4 of previous exams, including multiple-choice questions and a written response, using the Regents writing rubric for the written response. (Eng 9 summative exam)

Summative: The English 10 summative assessment will be a similarly modified English 11 Regents with different questions, using the Regents writing rubric for the written response. (Eng 10 summative exam)
What is the starting level of students knowledge of the learning content at the beginning of the instructional period?

Baseline

Starting level to be determined after the pre-assessment has been given. (Eng 9 summative)
What is the expected outcome (target) of students level of knowledge of the learning content at the end of the instructional period?

Target(s)

75% of students will score 65 or above on the summative assessment for English 10.
How will evaluators determine what range of student performance meets the goal (effective) versus well-below (ineffective), below (developing), and well-above (highly effective)?

HEDI Scoring

HIGHLY EFFECTIVE
20
98100

EFFECTIVE
17
8489

DEVELOPING
11
5553

INEFFECTIVE
4
3027

19
95 -97

18
9094

16
7683

15
6775

14
6266

13
5961

12
5856

10
5250

9
4947

8
4643

7
4239

6
3835

5
3431

3
2621

2
2015

1
1510

0
<10

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 Learning Content is based on the CCLS anchor standards for English 10 in reading, writing, listening and speaking. The baseline evidence is a modified version of post-assessment Regents examinations, using the Regents rubric for the written response for the critical lens. (9 th grade final assessment)

The summative assessment is a different modified Regents examination. The summative score is calculated by the Regents rubric for writing the critical lens. By using the modified Regents exams I am testing the readiness for 11 th grade English after having used CCLS content for the year.