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RJM EDR 317/318 Fall 2018 SLO/CASE STUDY

EDR 317/318
SLO TEMPLATE

Examiner: Thomas McCormick

CLASSROOM CONTEXT
1
Class/Course Target Population (or name of student) Class Frequency &
Reading Practicum Student A Typical Class Duration
A EDR 317/318 Class meets every day for 48 minutes

Class Size Grade Level School/District

20 8th Grade Science L2 WCASD

1 CLASSROOM CONTEXT

Analysis of Student Performance
(Stage 1)
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. If these data are not
available, talk with your Mentor Teacher to gather any
information on students’ needs.
After discussing with my mentor teacher, it was obvious that our level 2
students needed some help regarding comprehension. During the class period,
there were multiple opportunities for the student to show his understanding in
class. The student had worksheets that have to do with readings as well as
EdPuzzle videos that contain questions that have to do with the videos.
Comprehension is a major problem in the middle school. A student can be
bright and knowledgeable, however if they are unable to comprehend the
material, they can’t contain the information. I decided to focus on one student
who needs major help in comprehension. The student continues to show
problems in the classroom, not because he isn’t motivated, but because the
student has trouble understanding the material. I chose this student because of a
pre-assessment that we did in class where the students read about the laws of
the sea and had to come up with a position on who owns the sea and include
two supporting details on your position. The student showed little
understanding of the reading in his answer. The student also couldn’t come up
with two supporting details in their response. Because of this information I
have chosen as the case study student for the instructional plan described below.

B
Identification of Instructional Need &
Identification of Target Population
(Stage 1)
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.
The student I chose for this case study has a hard time paying attention
in class. The student is often seen staring off into space, not looking at
the teacher, or doing something other than what is needed. The student
likes to get off topic during discussion and must be reminded to keep
doing their work. The student also struggles with reading and writing
which may also be a cause to his/her lack of comprehension. I believe
this because I observe the student stare blankly at the papers/screen in
class, state he/she doesn’t get it constantly, and doesn’t even attempt
the work. When looking at his work he/she constantly misspells words
as well as uses incorrect grammar as well.

Can’t access IEP/504

Goal Statement Student will be able to cite specific evidence to support analysis of science and
technical texts.
C 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.
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RJM EDR 317/318 Fall 2018 SLO/CASE STUDY

How can I use textual evidence to support my conclusion?

Essential Questions
How do I break down the text and comprehend the information?
Essential questions center on major issues, problems,
concerns, interests, or themes relevant to the classroom.
Essential questions should lead students to discover the goal What’s important information and what’s not important?
(enduring understandings). They need to go beyond who,
what and where. They need to lead to the how and why.

D
PA Standards CC.3.5.6-8.A: Cite specific textual evidence to support analysis of science and technical texts.
http://www.pdesas.org/Standard/view or
https://www.pdesas.org/Page?pageId=11

ISTE Standards Not Applicable for this instructional plan

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?
E 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?
Comprehension, textual evidence, understanding
What terms are essential to develop and extend students’ vocabulary?
Supporting details, main idea
What opportunities will you provide for students to practice the new language and develop fluency,
both written and oral?
During instruction I will check in with the student and see if he/she is
understanding the information and comprehending the texts.

2 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.

Describe the pre and post assessment (such as performance
task and rubrics) that measure students’ understanding of the
F goal.
Attach pre- and post-assessment tools.
The Pre-assessment is a performance task where the student reads an article and
must answer questions on the worksheet. However, the last question asks the
student to answer on Schoology. The student must take what he read and take a
side based on textual evidence. The prompt asks for the student to decide who
owns the sea and back up their answer with two reasons.

The post-assessment is a follow up assignment after my instructional activity.

The students will read a text and come up with their own position on the topic.
They will then have to cite two reasons using textual evidence on why they
think their position is correct.

How will you ensure the assessments are valid and reliable
data? If using a proprietary assessment provide information
G on the tool and why it was selected. If the tool is not
proprietary discuss how you will ensure content validity and
reliability?
The rubrics for each are the same. They will be scored on taking a stance,
having two supporting evidence from the text as well as the formation of a
paragraph.
This assessment is reliable because the student must be able to comprehend
what the article is about to come up with a position and two supporting details
from the text. It is also valid because it is asking the same thing from the pre-
assessment and is graded the exact same way.

Assessment Window Pre-Assessment Date: 10/8 Post-Assessment Date: 11/30

Assessment window should not be included as part of the
H learning plan activities. Pre-assessment should be
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RJM EDR 317/318 Fall 2018 SLO/CASE STUDY

administered well in advance of instructional delivery. Post-

assessment should be administered after the last day of formal
instruction.

The student will be compared to him/herself from his/her pre-assessment to

Baseline and Trend Data
After administering the pre-assessment, describe the data used
I 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?
his/her post-assessment. His/her target growth will be able to at least get 3 out
of the 4 required criteria in the checklist. This will show me if he/her
comprehended the information given or not and will be an improvement from
his/her ¼ achieved on the pre-assessment. The reason I chose ¾ to be the
growth target is because I believe ¾ shows some comprehension or can show
complete comprehension with a lack of being able to form a paragraph.

3 ACHIEVEMENT TARGET (STAGE 1 SLO RUBRIC)

Achievement Target Type __ Tiered

J Select the type of growth that will be used for the SLO. __ Uniform Growth Target
Please complete in Tk20. _X_ Individualized Growth Target (Half-Split Target)

Criteria Included Not Included

Identify actual performance (e.g., grades, test or rubric score) Position X
targets from the baseline data collected. Include patterns and X
themes and qualitative data collected. The data should be
Supporting Detail #1
presented in a table format. Supporting Detail #2 X
Paragraph X

J
The achievement target for him/her will be achieving ¾ on the post-assessment.
Achievement Target
(See the appendix of the SLO User Guide for examples).

3 INSTRUCTIONAL PLAN OUTLINE (STAGE 2 SLO RUBRIC)

Outline the daily evidenced based instructional strategies and/or grouping strategies that will be used to teach the content.

Provide an outline or brief description of instructional

strategies to support the learning goal
(Theory or research that supports the selection of the
strategies)
K 
Outline of Instructional Strategies
 Lesson 1
o Text Features
 Students will watch a short video on text features and answer questions
online about specific features you may find in a text. We used
Schoology so that these answers could be viewed online and so I could
have access of these answers anywhere.
Lesson 2
o Guided Notes
 A mini lesson on note taking where the students will be given a
informational text and a guided notes worksheet. I will talk through
with them the importance of good note taking and emphasizing to
make note of text features.
 Lesson 3
o Graphic Organizer
 Students will be given a graphic organizer to fill out while reading a
text. The graphic organizer will include the main idea, your opinion
on the main idea, and three supporting details.
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RJM EDR 317/318 Fall 2018 SLO/CASE STUDY

Reflection on Planning
● Based on my research, I decided to focus on text features to help
familiarize the student with the features that are in a book/reading. Then
I decided to give the student guided notes so that the students could learn
the importance of organized notes. Lastly, I decided to give the student a
graphic organizer to show him/her how to organize their thoughts.
● I consulted the following resources:
o Risko, V. J., Walker-Dalhouse, D., Bridges, E. S., & Wilson,
A. (2011). Drawing on Text Features for Reading
Comprehension and Composing. The Reading Teacher,64(5),
376-378. doi:10.1598/rt.64.5.12
o Https://www.scholastic.com/content/dam/teachers/lesson-
plans/migrated-files-in-body/graphic_organizers.pdf[PDF].
(n.d.).
o Tamplin, A. K., Bohay, M., & Radvansky, G. A. (2007).
Note-Taking Influences on Memory and
Comprehension. PsycEXTRA Dataset.
doi:10.1037/e648852007-001
● I will differentiate my instruction to meet the learner’s needs by choosing
appropriate reading level texts. I will also increase the size of the text, so
the student has an easier time reading it. I will also include some pictures
so that the student stays interested in the text.
● My materials and procedures will support the learner by allowing the
student to practice how to comprehend the material given. As a teacher
we need to give the students the tools to succeed, but it’s up to the
student with how those tools are used.
● I have considered the student’s background knowledge, experiences, and
interests by staying away from subjects that may trigger the student. I
have also chosen topics that the student would enjoy, and I know the
student would enjoy because he/she told me.

Start Date: 10/15

Instructional Window (First formal instruction after the administration of the pre-assessment)
K
End Date: 11/18
(Last day of formal instruction before administration of the post-assessment)

4 REFLECTION (STAGE 3 SLO RUBRIC – REFLECTION ONLY)

Identify the results of the pre- and post-assessment of the targeted population.
Complete this section after the implementation of the SLO.

Student Achieved Didn’t Achieve

Record the actual number or percentage of students who Student A X
achieved the target in a table

L
Student A did meet the target goal of receiving 75% on the post assessment administered on
November 30, 2018.

RJM EDR 317/318 Fall 2018 SLO/CASE STUDY
What number and percentage of students met the
achievement target? Please complete in Tk20.
Candidate Self-Rating
Based on the data gathered how would you rate your
performance? Select one. Please complete in Tk20.
M _X_ Exceeds (Over 95% of students performed better than expected)
Reflective Narrative
What did you learn about the process?
N complete the assignments. During my individual conferences with the student I
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.
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__ 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%])
__ Meets (80% – 94% of students performed as expected)
Student A final score on the post assessment was a 75% including 3 of the 4 needed parts of the
response. Student A did meet the goal on the post assessment and has shown progress of being able
to comprehend texts.
I know my instructional goal was met because Student A got a 75% on his/her
post-assessment. A challenge that I was faced was motivating the student to do
his/her work. The student kept spacing off and using large amounts of time to
found out some motivators he/she liked that kept them on task. I started
implementing them and they seemed to work as the student started working
more diligent. Areas that could be improved in the instruction plan include
having more time to practice these skills. Since, I am in a science class I can’t
spend whole periods working on these skills. I had to shorten them into mini
lessons so that we could stay on track with our curriculum. From this teaching
experience, I would like to explore further professional development in large
group SLO process. I would like to have this sort of effect on multiple students
rather than just focusing on one student. My future teaching goals are to impact
a larger group of students who need help in a certain area of need.
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Pre-Assessment
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RJM EDR 317/318 Fall 2018 SLO/CASE STUDY

Post-Assessment
Article: https://www.nationalgeographic.org/encyclopedia/continental-drift/

Exit Ticket:
Exit Ticket:

What is your opinion on Alfred Wegner’s theory of Continental Drift and Plate Tectonics? Write a paragraph that explains what
you think is the best and why. Make sure you use at least two pieces of evidence from the article to support your opinion.

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Sample Rubric for Both Assessments:

Criteria Included Not Included
Position X
Supporting Detail #1 X
Supporting Detail #2 X
Paragraph X