New York State Student Learning Objective Template

D. Moren, Engli! "", #amilton $entral Sc!ool

%opulation
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.)
1 group of heterogeneously grouped 11
th
grade students. 11 students total.
Learning
$ontent
What is being taught over the instructional period covered !ommon !ore"#ational"State standards Will this goal appl$ to all standards
applicable to a course or %ust to specific priorit$ standards
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.
&nterval o'
&ntructional
Time
What is the instructional period covered (if not a $ear& rationale for semester"'uarter"etc)
!1"#!1$
Evidence
What specific assessment(s) will be used to measure this goal The assessment must align to the learning content of the course.
(aeline) The %nglish 11 pre#assessment will be a modified %nglish &egents including sample questions from the
new 'ommon 'ore &egents sample and the 'omprehensive %(), including multiple#choice questions and a
written response, using the &egents writing rubric for the written response. Summative) The %nglish 11 summative
assessment will be the %nglish 11 'omprehensive &egents with different questions, using the &egents writing
rubric for the written response.
(aeline
What is the starting level of students( )nowledge of the learning content at the beginning of the instructional period
*tarting level to be determined after the pre#assessment has been given.
Target*+
What is the e*pected outcome (target) of students( level of )nowledge of the learning content at the end of the instructional period
+,- of students will score ., or above on the summative assessment for %nglish 11.
#ED& Scoring
+ow will evaluators determine what range of student performance ,meets- the goal (effective) versus ,well-below- (ineffective)& ,below-
(developing)& and ,well-above- (highl$ effective)
#&,#LY
E--E$T&.E
E--E$T&.E DE.ELO%&N, &NE--E$T&.E
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0ationale
.escribe the reasoning behind the choices regarding learning content& evidence& and target and how the$ will be used together to prepare
students for future growth and development in subse'uent grades"courses& as well as college and career readiness.
The (earning 'ontent is based on the ''(* anchor standards for %nglish 11 in reading, writing,
listening and speaking.
The baseline evidence is a modified version of a common core &egents examination, using the
&egents rubric for the written response.
The summative assessment is the 'omprehensive &egents examination. The summative score is
calculated by the &egents rubrics.
2y using the modified &egents exams 3 am testing the readiness for 11
th
grade %nglish after having
used ''(* content for the year.