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SLO

General Information
Academic Year
Educator Name
Course/Subject Name
Grade Level(s)
Interval of
Instruction/Estimated Date of
Final Assessment

2015-2016
Jessica Hanna
Mathematics/ Division
3rd Grade
November 30-December 18
Final Assessment on December 16 and December 18

Timeline and Sign-Off


Evaluator Name and Title
Angie Gentry, Elementary Principal
Initial SLO Evaluator Sign-Off
Mid Point Check Sign-Off
Description of changes made during the Midcourse Check-In:
Due Date of Scoring
Conference
Element #1: Learning Objective

1. What does the pre-assessment data show you about the


students starting point?

2. Describe the learning objective.

3. Which content standards are associated with this learning


objective? List all standards that apply, including the text of
the standards (not just the code).

The pre-assessment data reveals that 94% (16/17) of students do not know much about
division. Only 1 student received above an 80% on the pre-test that was given. Some
students have been exposed to division problems through Espark, and others were able to
use their multiplication knowledge to help them figure out some division problems.
However, most students are starting with little knowledge on how to represent and solve
problems involving division.
By the end of this chapter:
Students will be able to represent and solve problems involving multiplication
and division
Students will be able to understand properties of multiplication and division
Students will be able to multiply and divide within 100
Domain: Operations and Algebraic Thinking 3.OA
Cluster A: Represent and solve problems involving multiplication and division.
3.OA.A.2: Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as
the number of objects in each share when 56 objects are partitioned equally into 8 shares,
or as a number of shares when 56 objects are partitioned into equal shares of 8 objects
each.

3.OA.A.3: Use multiplication and division within 100 to solve word problems in
situations involving equal groups, arrays, and measurement quantities, e.g., by using
drawings and equations with a symbol for the unknown number to represent the problem.
Cluster B: Understand properties of multiplication and the relationship between
multiplication and division.
3.OA.B.5: Apply properties of operations as strategies to multiply and divide
3.OA.B.6: Understand division as an unknown-factor problem.

4. Enter student demographic information such as total


students, IEP, ELL, etc. Use this question to add additional
information as needed.

5. Describe the instruction and strategies you will use to teach


this learning objective. Be specific to the different aspects of
the learning goal.

6. Identify the time span for teaching the learning objective


(e.g., daily class-45 minutes for the entire school year).

Cluster C: Multiply and divide within 100


3.OA.C.7: Fluently multiply and divide within 100, using strategies such as the
relationship be- tween multiplication and division (e.g., knowing that 8 x 5 = 40, one
knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from
memory all products of two one-digit numbers.
My math class this year is composed of 17 students. Four of these students are ELLs and
3 students have IEPS (2 math and 1 reading).
I will be using the GoMath series to guide my instruction to meet the learning objectives.
I will also use additional resources when needed for re-teaching activities, center work,
or for enrichment opportunities. I will provide students with the opportunities to
represent and solve multiplication and division problems and the opportunity to
understand properties and relationships of multiplication and division.
Daily Class-one hour for three weeks of instruction (November 30- December 18).

Element #2: Assessments and Scoring

1. Describe the assessments, how it aligns to the learning


objective, and scoring procedures (e.g., performance tasks,
rubrics, teacher-created tests, portfolios, etc.) that measure
students understanding of the learning Objective.

2. Describe how the assessments and scoring procedures may


be differentiated to meet the needs of all students described in
the student population.

The assessment that I am using is provided through the GoMath series. The assessment is
aligned to the learning objectives. The assessment will provide students with real-world
application of division. The general education teacher will be using a rubric to grade the
assessment. The rubric places point values to problems on the assessment. The extended
response questions will be graded using an extended response rubric that was created by
the teacher.
In my class, there are three students with IEPs and one student who receives Title 1
services. There are also 4 ELL students in the class. All eight of these students will have
the option to have the test read to them. Two of the students with math IEPs will be
allotted extra time to complete the test if needed and the special education teacher may
make minor modifications to their test as well. Students who have a difficult time
concentrating will be given the option to sit at a table around the room. This spacing will

3. Explain how student performance is defined and evaluated


using the assessments. Include the specific rubric and/or
evaluation criteria to be used.

4. Describe assessment administration procedures to be used


with the assessment and resources that will be available to
students.

allow all students to give their full attention to the assessment that is being given.
Student performance will be rated out of a score of 100%. The assessment is worth 100
total points with each question holding different point values. The rubric for this
assessment is attached to this document.
The teacher will hand out the assessment to students. Students will work on the test
independently until it is complete. After the test has been completed, students may bring
the test back to the general education or special education teacher for review. Students
will be encouraged to look over their problems before handing in the assessment.

Element #3: Expected Growth Targets

1. Using students starting points (i.e., baseline) identify the


number or percentage of students expected at each growth
target based on their assessment performance(s) (i.e.,
expected growth). Be sure to include any appropriate
subgroups.

Students expected growth is based on the rule of 100, which means that students will
achieve at least half way to 100% then before.

Elements #1, #2, and #3 comprise the complete SLO Document that will be reviewed and approved during Conference 1:
Setting and Approval of SLO

Element #4: Actual Outcomes

1. Record the actual number or percentage of students who


achieved the student growth targets. Be sure to include any
appropriate subgroups.

Please provide any comments you wish to include about the actual outcomes:
Required for Evaluator
2. Explain how the actual number or percentage of students
who achieved student growth targets translates into an
appropriate teacher rating.

Element #5: Teacher Rating


Unsatisfactory

Needs Improvement

Proficient

Excellent

Less than 25% of Students Met the


Indicated Growth Target(s).

25% - 50% of Students Met the


Indicated Growth Target(s).

51% - 75% of Students Met the


Indicated Growth Target(s).

76% - 100% of Students Met the


Indicated Growth Target(s).

Date:

Evaluator Signature:

Date:

Teacher Signature:

Student Assessment
Results
Teacher:
Miss
Hanna

rd

Class: 3 Grade
Math/Division

Student Name
Alex
Alejandro
Stephanie
Amber
Cody
Danny
Gracie
Caiden
Bryson
Ileana
Alexa
Jada
Max
Briannalexa
Tyler
Cesar
Josselyn

IEP

ELL
X

X
X
X
X

Attendan
ce
Regular
Regular
Regular
Regular
Regular
Regular
Regular
Regular
Often
Late
Regular
Regular
Regular
Regular
Regular
Regular
Regular
Regular

Baseline
Score
28
42.5
25
30
51
23.25
62
55
55
45.4
22
11.25
25.75
84
42
22.5
13

Growth
Target
+36
+28.75
+37.5
+35
+24.5
+38.38
+19
+22.5

Actual
Growth

Met (Yes) or
(No)

+22.5
+27.3
+39
+44.38
+37.12
+8
+29
+38.75
+43.5

Met
Did Not
Meet
Total
5

Percent Met
Percent
DNM
Approval Tool for Type III Assessments
This tool outlines the steps that should be followed when developing a Type III assessment.
1. Using the assessment and applicable scoring guide/rubric, identify the appropriate Curriculum Standards to which items or tasks on
the assessment.

2. Use the Standards Alignment and Coverage Check Chart to note which questions are aligned to each standard. Be sure you have
enough questions or tasks aligned to each standard.

3. Use the Assessment Rigor Analysis Depth of Knowledge to provide guidance and which questions or tasks fall under the various
levels of Depth of Knowledge.

4. Review the format of the questions. Check for the following

Are questions/tasks written clearly?


Are there a variety of types of questions/tasks?
Are the questions/tasks free of bias?
Are the standards/questions appropriate for the subject/grade level?

5. Answer all questions from Element #2: Assessments and Scoring


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Standards Alignment and Coverage Check


Course/Class: 3rd Grade Math

Teacher: Jessica Hanna

Directions: After aligning assessment items or tasks to any available standards, use the chart below to list assessment questions with
the corresponding standards to which they are aligned. Only fill in the total number of standards that apply.
Standard:
3.OA.B.5
3.OA.A.2

Standards Description
Divide with 0 and 1
Find how many in each group

Question Numbers/Tasks
1, 13
2, 20

3.OA.A.3
3.OA.A.3
3.OA.A.2
3.OA.C.7
3.OA.A.3
3.OA.A.2
3.OA.B.6

Use arrays to solve division problems


Model division
Use models to solve division problems
Write related multiplication and division facts
Relate subtraction and division
Find how many equal groups
Relate multiplication and division

3, 11
4, 10
5, 12
6, 16, 19
7, 15
8, 14, 17
9, 18

Assessment Rigor Analysis Depth of Knowledge


Course/Class: 3rd Grade Math

Teacher: Jessica Hanna

Directions: Use the chart below to categorize assessment questions, if applicable. Rigor increases as you go down the chart. While
not all questions need to be categorized, there must be sufficient examples of at least three levels of rigor.

Level

Learner Action

Key Actions

Sample Question Stems

Question Numbers

Level 1 Recall

Requires simple recall of


such information as a fact,
definition, term, or simple
procedure

List, Tell, Define, Label,


Identify, Name, State,
Write, Locate, Find,
Match, Measure, Repeat,
Indicate, Show

How many . . .?
Label parts of the . . .
Find the meaning of . . .?
Which is true or false . . . ?
Point to . . .
Show me . . .
Identify . . .

1, 10, 13, 18, 19

Level 2
Skill/Concept

Involves some mental skills,


concepts, or processing
beyond a habitual response;
students must make some
decisions about how to
approach a problem of
activity

Estimate, Compare,
Organize, Interpret,
Modify, Predict,
Cause/Effect, Summarize,
Graph, Classify, Describe,
Perform a Technical Skill,
Perform a Skill with
Accuracy

2, 4, 6, 8, 9, 11, 14, 15, 20

Level 3:
Strategic
Thinking

Requires reasoning,
planning, using evidence,
problem solving, and
thinking of a higher level

Critique, Formulate,
Hypothesize, Construct,
Revise, Investigate,
Differentiate, Compare,
Argue, Perform a task
using Problem solving,

Identify patterns in . . .
Use context clues to . . .
Predict what will happen when . . .
What differences exits between . . . ?
If x occurs, y will . . .
Shoot 10 layups in a minutes, 5 free throws,
and remain in control of dribbling for 1
minute
Memorize and perform a theatrical scene with
at least 85% accuracy in terms of line
memorization, cues, and staging
Perform a piece of music with technical
accuracy
Demonstrate knowledge and skills to create
works of visual art using sketching and
constructing
Construct a defense of . . .
Can you illustrate the concept of . . .?
Apply the method used to determine . . .?
What might happen if . . .?
Use evidence to support . . .
Sing or play with expression and accuracy a

3, 5, 7, 12, 16

Writing with Textual


Analysis and Support

Level 4:
Extended
Thinking

Requires complex
reasoning, planning,
developing, thinking,
designing, creating and
evaluating, most likely over
an extended period of time.
Cognitive demands are
high, and students are
required to make
connections both within and
among subject domains.
Student may use or perform
a variety of methods or
mediums to convey
complex ideas of solve
problems.

Design, Connect,
Synthesize, Apply,
Critique, Analyze,
Create, Prove, Evaluate,
Design, Create and
Perform Complex
Performance- or ProjectBased Assessment Tasks

variety of music representing diverse cultures


and styles
Use problem solving to perform an
appropriate basketball/football/baseball play
in a given scenario
Demonstrate knowledge and skills to create 2and 3- dimensional works and time arts
Design x in order to . . .
Develop a proposal to . . .
Create a model that . . .
Critique the notion that . . .
Evaluate which tools or creative processes are
best for x theatre or musical production
Create and perform work of art using a variety
of techniques; technologies, and resources and
independent decision making
Perform a complex musical piece with a high
level of expression and accuracy
Design and perform a complex basketball or
football play appropriate for a given situation
Evaluate the use of various mediums to
communicate ideas and construct 2 and 3
dimension works of art using these mediums

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Assessment Approval Rubric for Type III Assessments


Grade Level/Subject: 3rd/Math

Teacher: Jessica Hanna


Assessment

Excellent

Proficient

Needs Improvement

Unsatisfactory

Contains all items from Proficient


category AND:

Items represent all 4 DOK


levels/tasks
Extends and deepens
understanding of each students
level of understanding
Uses collaborative scoring
process
Uses a variety of item types to
accurately gauge student growth

o
o

Items represent at least 3 DOK


levels/tasks
Grade level appropriate for
class/course
Scoring is objective (includes
scoring guides/rubrics)
Item type and length of assessment
is appropriate for the grade
level/subject
Sufficient number of standards
based upon course or subject and
grade level
Sufficient items or tasks for each
standard/skill to be assessed for
content area subjects
Question stem and answer choices
are clear, free from bias, and do not
cue the correct answer

Items represent only 2 DOK


levels/tasks
Grade level appropriate for
class/course
Scoring may be subjective, and the
scoring guide/rubric does not
adequately describe the critical
elements of the task for each
performance level
Either the item type or length of
assessment is insufficient for the
grade level/subject
Question stem or answer choices
indicate bias
Question stem or answer choices
cue the correct answer
Question stem or answer responses
are either too broad or too narrow
to elicit the intended response

Items represent only 1 DOK


level/task
Inappropriate for grade level for the
class/course
No scoring guide/rubric is provided
Both item type of length of
assessment is insufficient for grade
level/subject
Question stem or answer choices
indicate bias
Question stem or answer choices cue
the correct answer
Question stem or answer choices are
unclear and invite a wide range of
responses

I approve of this assessment/task and any accompanying rubrics without further change
Please make change suggested in feedback from above and resubmit the assessment/task rubric

Signature of Evaluator: ________________________________________________________________ Date: ____________________________________


Signature of Teacher: ___________________________________________________________________ Date: ____________________________________

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