EDR 317
SLO/Case Study
Examiner: Haley McGee
Class/Course Target Population (or name of student)
Reading
Practicum Bob (peusdonym)
EDR 317/318
Class Size Grade Level
26 4 Great Valley
Analysis of Student Performance
(Stage 1)
Danielson 1b
Describe the data sources used (NWEA,
DIBELS, Unit test, and etc.) that provide
evidence of a potential instructional
concern that warrants significant academic
support.
Describe your analysis of the data and
areas of concern with respect to one
academic standard.
Identification of Instructional Need &
Identification of Target Population
(Stage 1)
Danielson 1b
Based on the data collected above identify
the instructional needs and how it will
relate to your goal, essential question and
standards. What research was conducted on
students (Individualized Education Plan
[IEP], English Language Leaner [ELL])
and rational for selecting the target group
Goal Statement
Danielson 1c
A description of the enduring
understanding or big ideas that students
will possess at the end of the Learning plan
based on grade level content standards and
curriculum.
Essential Questions
Danielson 1c
Essential questions center on major issues,
problems, concerns, interests, or themes
relevant to the classroom. Essential
questions should lead students to discover
PART 1 - CLASSROOM CONTEXT
Class Frequency Typical Class Duration
Tuesdays & Thursdays 8AM-11AM
District School
General Wayne Elementary School
CLASSROOM CONTEXT
After meeting with my cooperating teacher to discuss the classroom and reviewing assessments, I found that our analysis
showed students varied with needs of fluency and comprehension. One student, Bob (pseudo name), needs improvement
in comprehension. When it comes to further understanding of texts, such as questions beyond the literal text, Bob tends
to give vague answers. He can make arguments, however, cannot show how he has come up with his answers and cannot
thoroughly explain his thinking. He has trouble identifying the main idea and summarizing passages without guidance.
Bob is a fourth grader that receives RTII instruction about three times a week.
To determine his instructional level, the examiner benchmarked Bob. During the benchmark, he read the story A Secret
Home, which is level Q on the F & P scale. As he answered the comprehensive questions, Bob gave literal answers rather
than inferring to answer the non-literal questions. His answers were vague and there was not much explanation to them.
10/17: One-on-one observation took place on this day. The examiner was brought into the hallway to work with Bob
using a short story about prairie dogs (informational text). Bob read the text aloud as the examiner followed along.
Throughout the text, the two stopped periodically to ask comprehension questions such as, What is this page about?
After finished reading, Bob was asked what the main idea of the text was and he was not able to answer. The examiner
prompted him to start with the big picture. Once he was able to do that, the examiner asked how he knew this. The
examiner prompted him to pick three supporting details. This took longer than expected for Bob to answer and at points
he seemed to wonder off in his head. Bob was also not able to summarize the story effectively. When asked literal text
questions, however, Bob was able to answer all correctly and with greater speed than the comprehension questions asked.
10/17: Small group instruction took place on this day. The examiner took three students (including Bob) into the hallway
to read a short passage and complete a worksheet on comprehension, specifically authors purpose. The group listened to
the examiner read the passage aloud and answered comprehension questions throughout the text that related to the
concepts (citizenship, freedom) as well as beyond the passage questions like predicting what will happen and what
freedom means to the student. The students were asked to identify the authors purpose (persuade, inform, entertain) and
provide text evidence to support this. Focusing on Bob, he was able to predict what the passage may be about. He said it
may be about a girl who wants to become a citizen and learns about her past ancestors that came to America. As the
examiner read, he followed along and participated in discussions along the way. He was also able to indentify the
authors purpose with guidance of the examiner. He was not able to give evidence of authors purpose and when asked to
summarize the passage, he was unable to do so. He in a way froze and just said, I dont know without a will to try.
The student will be able to identify the main idea of a text and identify supporting key details in order to comprehend the
text.
How can I use the text to find the main idea?
What can I pull from my background knowledge to help understand the text deeper?
What signals me that a detail is a key detail in the text?
How can I sum up the text in a few, strong sentences? What is the focus point of the text?
the goal (enduring understandings). They
need to go beyond who, what and where.
They need to lead to the how and why.

Standard - CC.1.3.4.B
PA Standards
Cite relevant details from text to support what the text says explicitly and make inferences.
http://www.pdesas.org/Standard/view or
https://www.pdesas.org/Page?pageId=11 CC.1.2.4.A

Determine the main idea of a text and explain how it is supported by key details; summarize the text.

ISTE Standards NA
www.iste.org

Academic Language What key terms are essential to this content?

Danielson 1a and 1b
What key terms are essential to this
content?
What terms are essential to develop and
extend students vocabulary?
What opportunities will you provide for
students to practice the new language and
develop fluency, both written and oral?
Summarize, support, evidence, background knowledge, key details, reasoning, main point
What terms are essential to develop and extend students vocabulary?
Summarize, support, evidence, context clues, background knowledge, evidence, key details, reasoning, main point
What opportunities will you provide for students to practice the new language and develop fluency, both written and
oral?
During conferencing, the examiner will ask Bob to identify the main idea of the text. The examiner will also
ask him to summarize texts read using the key details of the text and the context clues surrounding the details.
Bob will be prompted with these sentence starters:
After reading the text, I think the main idea of the text isbecause
The text is about
I know this is the main idea because in the text, it says

PRE- AND POST-ASSESSMENT PLAN (STAGE 2 SLO RUBRIC)

The various tools/assessments which will be used to measure student achievement toward a specific goal.

The pretest used to measure the students current level was a Fountas and Pinnell benchmark passage, A Secret
Describe the pre and post assessment (such as Home. This passage is level Q. Bob was given this passage and was asked to read aloud until the black square
performance task and rubrics) that measure students then read the rest of the passage silently to him self. After reading, Bob was given a few comprehension
understanding of the goal. questions to verbally answer. These questions involved literal, beyond the text, and about the text questions.

The pre and post assessments are leveled benchmark passages from the Fountas & Pinnell benchmarking
How will you ensure the assessments are valid and system.
reliable data? If using a proprietary assessment
provide information on the tool and why it was
selected. If the tool is not proprietary discuss how
you will ensure content validity and reliability?

09/19/17: Pre-Assessment Date

Assessment Window: Assessment window should
not be included as part of the learning plan activities. 11/02/17: Post-Assessment Date
Pre-assessment should be administered well in
advance of instructional delivery. Post-assessment
should be administered after the last day of formal
instruction.

Baseline and Trend Data
After administering the pre-assessment, describe the
data used to identify assessment and growth targets.
Explain how this data helped you identify the growth
targets for your students. How was the assessment
done? What were the results of the data gathered?
For the baseline data, I met with my copperating teacher to talk about the pre-assessment, which was the
benchmark passage from Founta and Pinnell. The passage, called A Secret Home, is level Q on the Fountas
and Pinnell scale. Bob was asked to read aloud for about two pages, then to read the rest of the passage in his
head. After reading, Bob was asked literal and beyond text questions. He verbally answered, and the teacher
found that he struggled with the comprehension questions, receiving 1 out of 3 in each section for a total of 9
out of 10. This benchmark placed him as level Q being hard for him.

ACHIEVEMENT GOAL (STAGE 1 SLO RUBRIC)

Select the type of growth that will be used for the SLO

__Tiered __ Uniform Growth Target X Individualized Growth Target (Half-Split Target)


Identify actual performance (e.g., grades, test or
rubric score) targets from the baseline data collected.
Include patterns and themes and qualitative data
collected. The data should be presented in a table
format.
Achievement Goal
INSTRUCTIONAL PLAN OUTLINE: Outline the daily evidenced based instructional strategies and/or grouping strategies that will be used to teach the content.
(STAGE 2 SLO RUBRIC)
Outline or brief description of instructional strategies
to support the learning goal.
Reflection on Planning: theory or research that
supports the selection of the strategies.
Instructional Window
_9/20/2017__Start (first formal instruction after the
administration of the pre-assessment)
11/2/2017___ End (last day of formal instruction
before administration of the post-assessment )
REFLECTION: Identify the results of the pre- and post-assessment of the targeted population. (SLO RUBRIC STAGE 3 REFLECTION ONLY)
Record the actual number or percentage of students
From September 19, 2017 to November 2, 2017, Bob will demonstrate his ability to identify the main idea and
key details of a fiction passage by achieving a minimum of 7 out of 9 points of comprehension questions
correctly (77%) on a Level P (Fountas and Pinnell) passage chosen and created by the examiner. This will
show his development of his pre-assessment score by a minimum of 4 points.
Puesdonym Baseline Growth/Acheivement Final Score Exceeds/Meets
Goal
Bob 3/933% 7/977% 8/988% yes
Patterns noted during observations:
When I consulted with my co-op about the preassessment, she expressed that Bob quickly answers orally,
without referring back to the passage. When prompted to use the book, he will search through a few pages
before saying, I dont know. This will be his answer for the comprehension question being asked. For
example, Bob was asked, What was the most important part of the story and why? He thought for a few
seconds, without looking back into the passage, and replied, That not all spiders will hurt you and you
shouldnt be afraid. This information can be concluded that Bob needs guidance on finding key details
throughout the passage.
During the post-assessment, Bob did the same thing. He was asked a comprehension question and replied
immediately with , I dont know. When prompted to look back into the passage, he quickly skimmed the
pages. However, he was able to answer the question correctly. This may be because he was able to think more
thoroughly through the question as he was skimming the pages instead of saying the first thing that pops into
his head.
Instructional Window
Start: September 20, 2017, small group instruction
End: November 2, 2017, one-on-one instruction
Outline of Instructional Strategies
One strategy that was put into place was performed during one on one instruction with the
examiner. Using a set of comprehension questions, the examiner and the case study student read
aloud two chapters from his just right independent reading book. The examiner focused on
asking questions and using prompts such as, What is this text about?, Do you know the main
idea of this chapter? Why do you think the character acted that way? The case study student
took a few minutes to answer each question. When the student answered with. Im not sure. The
examiner worked through the main idea of the chapter by having the student summarize the
important parts of the passage and then talking it through with her what the main idea may be.
Using a sheet of prompts to use as sentence starters, the examiner worked with the case study
student in a small group setting. The students read a short passage about a family vacation. During
this time, the students and examiner read the passage independently, then discussed the main idea
of the passage. Using the prompts on the worksheet, the examiner asked questions that referred
back to the main idea. The case study student was able to follow along for he answered questions
that were directly asked to him, however, did not participate much in discussion and looked at his
paper frequently.
One-on-one observation took place on this day. The examiner was brought into the hallway to
work with Bob using a short story about prairie dogs (informational text). Bob read the text aloud
as the examiner followed along. Throughout the text, the two stopped periodically to ask
comprehension questions such as, What is this page about? After finished reading, Bob was
asked what the main idea of the text was and he was not able to answer. The examiner prompted
him to start with the big picture. Once he was able to do that, the examiner asked how he knew
this. The examiner prompted him to pick three supporting details. This took longer than expected
for Bob to answer and at points he seemed to wonder off in his head. Bob was also not able to
summarize the story effectively. When asked literal text questions, however, Bob was able to
answer all correctly and with greater speed than the comprehension questions asked.
NA
who achieved the target in a table (Danielson 4f)
What % or # of students met your targets?
Candidate Self-Rating
Does Not Meet---- 0 69% of students performed
worse than expected
Needs Improvement- 70% - 79% of students
performed as expected but overall the group is below
expectation (need a minimum of 80 percent)
Meets ---- 80% - 94% of students performed as
expected
Exceeds over 95% of student performed better than
expected.
Reflective Narrative
What did you learn about the process?
Based on the data gathered and self-rating what do
you believe were challenges or changes you would
have made in the delivery of instruction that will
support the learning outcome?
What was the rationale for selecting the learning
activities?
Please use the SLO rubric to support the development
of the narrative.
Source: Document adapted from SLO template provided by Pennsylvania Department of Education pdesas.org. Some of the categories and descriptions were revised to
meet the needs of teacher candidates.
100%
Bobs final score on the post-assessment was 8/9 (88%). He met the goal of answering at least 7 out of 9
questions correct. Overall, Bob has shown progress on finding the main idea and supporting key details. My
self-rating is exceeds for Bob met the goal requirement and received a better grade than expected.
Throughout the SLO case study, I learned a lot about creating reasonable goals and finding ways to
teach students certain strategies and information. A challenge that I faced during this process was
finding patience and allowing time for student response. Sometimes its easy to forget that students are
children and processing time can vary, depending on the question being proposed. Its simpler to give
answers than to sit and wait for the student to answer. Ive learned, however, that allowing this think
time can really be beneficial in working towards a goal. As I worked more and more with Bob, I stopped
giving him answers and let him work out the questions in his head. Sometimes it took a few extra
minutes, but I soon found out he was capable of finding the main idea with proper time to think and look
through passages. At first, I found this assignment slightly abstract because there was nothing tangible
for me to connect it to. I was confused overall about how to start the SLO, the goal and then how to
asses, but I began working through the template and with my SLO case study student, I found that this
assignment does have a lot of value. I can see how this can be very helpful to target students that may
need help and to keep a record of each student. Although the assignment wasnt very challenging, it
took time and deep thinking to create a goal for the student to meet.