Draft Seventh Grade Math Student Learning Objective Template

Seventh Grade Math

Example SLO

A Student Learning Objective (SLO) is a detailed process used to organize evidence of student growth over a specified period of time. The SLO process is

appropriate for use in all grade levels and content areas and establishes meaningful goals aligning curriculum, instruction, and assessment. This template

guides teachers and evaluators through a collaborative SLO process. Portions of this template were adapted from the Center for Assessment SLO Toolkit. In

addition, domains and components that may align with each element of the template are included from the Danielson Group Framework for Effective Teaching

to support discussion between teachers and evaluators.

Check boxes are included throughout the template to document the initial discussion and approval of each element. Evaluators may include written feedback

concerning each element directly into the template using a different font color.

Educator Information

Academic Year

2014 - 2015

Educator Name

Example Teacher

School Name

Example School

District Name

Example District

Planning Information

Course/Subject Name

Math

Brief Course Description

The focus areas for Grade 7 math include ratios and proportionality, rational numbers, expressions, equations and

inequalities.

Grade Level(s)

Grade 7

Interval of Instruction

9/15/14 – 1/31/15

Timeline and Sign-Off

Evaluator Name and Title

Example Evaluator

Initial SLO Evaluator Sign-Off

9/1/14

Midcourse Check-In Sign-Off

11/17/14

Description of changes made during the Midcourse Check-In:

Susan and Robert were removed from the SLO population due to absences exceeding 50% of the first half of the SLO cycle.

Due Date of Final SLO

1/31/15

Element #1: Learning Goal

A learning goal is a description of what students will be able to do at the end of a specified period of time aligned to appropriate learning standards. The

development of a learning goal provides a solid foundation for meaningful, goal directed instruction and assessment. The learning goal encompasses a big idea

that integrates multiple content standards.

Domain 1: Planning and Preparation

1a Demonstrating Knowledge of Content and Pedagogy

1c Setting Instructional Outcomes

1e Designing Coherent Instruction

Domain 3: Instruction

3c Engaging Students in Learning

☒

Describe the learning goal.

Students will solve multi-step real-world problems involving ratios, rates, and

proportional relationships, including percent and scale drawing.

☒

What big idea is supported by the learning goal?

Students will understand that rates, ratios, and proportional relationships:

 Express how quantities change in relationship to each other.

 Can be represented in multiple ways.

 Can be applied to problem solving situations such as interest, tax, discount, etc.

 Can be applied to solve multi-step ratio and percent problems.

 Can be applied in solving problems involving scale drawings of geometric

figures.

☒

Which content standards are associated with this big idea?

List all standards that apply, including the text of the

standards (not just the code).

New Illinois Learning Standards

7.RP.1 Compute unit rates associates with rations of fractions, including ratios of

lengths, areas, and other quantities measured in like or different units. For example, if a

person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction

1/2/1/4miles per hour, equivalently 2 miles per hour.

7.RP.2 Recognize and represent proportional relationships between quantities.

a. Decide whether two quantities are in a proportional relationship, e.g., by

testing for equivalent ratios in a table or graphing on a coordinate plane and

observing whether the graph is a straight line through the origin.

b. Identify the constant of proportionality (unit rate) in tables, graphs, equations,

diagrams, and verbal descriptions of proportional relationships.

c. Represent proportional relationships by equations. For example, if total cost t

is proportional to the number n of items purchased at a constant price p, the

relationship between the total cost and the number of items can be expressed

as t = pn.

d. Explain what a point (x, y) on the graph of a proportional relationship means in

terms of the situation, with special attention to the points (0, 0) and (1, r)

where r is the unit rate.

7.RP.3 Use proportional relationships to solve multi-step ratio and percent problems.

Examples: simple interest, tax, markups and markdowns, gratuities

and commissions, fees, percent increase and decrease, percent error.

7.G.1 Solve problems involving scale drawing of geometric figures, including computing

actual lengths and areas from a scale drawing and reproducing a scale drawing in a

different scale.

☒

Describe the student population.

The student population includes 20 seventh grade students. Jean and Allen have IEPs for

specific learning disabilities in reading. In addition, Carl, Max, and Sofia are categorized

as English Learners.

☒

Describe the instruction and strategies you will use to teach

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

learning goal.

Standards for Mathematical Practice

MP1 Make sense of problems and persevere in solving them. Students exhibit this

standard when they represent and interpret proportional relationships to solve ratio

and percent problems using visual models, proportions and other equations. They also

make sense of proportional situations that involve scale drawings using diagrams and

equations. They persevere by selecting and using appropriate representations for the

given contexts.

MP2 Reason abstractly and quantitatively. Students will reason about the value of the

rational number in relation the models that are created to represent them.

They will apply proportional reasoning to scale drawings and determine if calculations

are appropriate to the contexts.

MP4 Model with mathematics. Students create models using tape diagrams, double

number lines, manipulatives, tables and graphs to represent real-world and

mathematical situations involving ratios and proportions. For example, students will

examine the relationships between slopes of lines and ratio tables in the context of

given situations.

MP6 Attend to precision. Students attend to the ratio and rate language studied in

grade 6 to represent and solve problems involving rates and ratios.

☒

Identify the time span for teaching the learning goal (e.g.,

daily class-45 minutes for the entire school year).

Students will engage in mathematics instruction for one hour each day.

☒

Explain how this time span is appropriate and sufficient for

teaching the learning goal.

The ratios and proportionality units address one of the key areas of focus identified in

the standards. They also are coded as major standards in the PARCC Model Content

Framework. The geometry standard is an application of the ratio and proportionality

expectations.

Questions to Guide Discussion

 Why is this learning goal important and meaningful for students to learn?

 In what ways does the learning goal require students to demonstrate deep understanding of the knowledge and skills of the standards or big idea

being measured (e.g., cognitive complexity)?

Element #2: Assessments and Scoring

Assessments and evaluation procedures should be used to support and measure the learning goal. Consider how the assessment and evaluation procedures

will be used to monitor student growth over multiple points in time in order to inform and differentiate instruction for all students.

Domain 1: Planning and Preparation

1d Demonstrating Knowledge of Resources

1f Designing Student Assessments

Domain 3: Instruction

3d Using Assessment in Instruction

☒

Describe the assessments and evaluation procedures (e.g.,

performance tasks, rubrics, teacher-created tests, portfolios,

etc.) that measure students’ understanding of the learning

goal.

The following formative, interim, and summative assessments will be used to measure

student growth in learning related to this learning goal. These assessments will be

collected in student portfolios.

 Ratios and Proportions Pretest/Self-Assessment

 Fraction Scavenger Hunt

 7.RP.1 Formative Assessment and Self-Assessment

 Is it Proportional

 Domino Proportions

 Pumpkin Patch

 Equivalent Representations

 7.RP.2 Formative Assessment

 Better Buy

 Point, Set, Match

 Unit 1 Summative and Self-Assessment

 Visual Models

 It’s a Sale!

 Percent Tape Diagrams

 Sales Tax and Tip

 Commissions and Fees

 Simple Interest

 Percent Scavenger Hunt

 Percent Up and Down

 Percent Error Stations

 Critique of Percent Problems

 Solving Multi-Step Problems

 Scale Drawing Pre-Assessment

 New Flooring for the House

 Scale Drawing Project

 Unit 2 Summative Assessment

☒

Describe how the assessments and evaluation procedures

may be differentiated to meet the needs of all students

described in the student population.

Assessments include self-assessment, rubrics, observation checklists, and answer keys.

Since most assessments are formative, students may have opportunities to show

growth from one task to another by articulating their thinking. Observation checklists

can be used multiple times to capture evidence of student growth. Rubrics can also be

used for students to self-monitor progress. Because the evidence will be collected using

so many formative tools, students have ample opportunities to demonstrate

understanding in a variety of ways.

In addition, assessments will be differentiated for Jean and Allen according to the

accommodations included in student’s individual IEPs. Carl, Max, and Sofia will be

provided with extended time and all directions and prompts will be read aloud.

☒

Explain how student performance is defined and evaluated

using the assessments. Include the specific rubric and/or

scoring criteria to be used.

Each assessment has an accompanying rubric, observation checklist, self-assessment

analysis tool, or answer key. These align to the standards for the unit and data will be

collected regarding each expectation that align with identified district performance

levels.

Questions to Guide Discussion

 How often will you collect data to monitor student progress toward this learning goal?

 How will you use this information to monitor student progress and to differentiate instruction for all students toward this learning goal?

Element #3: Expected Growth Targets

In order to identify expected growth targets, educators must first identify students’ actual performance through a review of available data reflecting students’

starting points (i.e., baseline) concerning the learning goal. After the expected growth targets are identified, both the teacher and evaluator should reflect on

whether the growth targets are ambitious, yet realistic for students to achieve in the specified period of time.

Domain 1: Planning and Preparation

1b Demonstrating Knowledge of Students

1c Setting Instructional Outcomes

☒

Identify the actual performance (e.g., test scores,

performance tasks, etc.) to establish starting points (i.e.,

baseline) for students.

Starting points were determined based upon data collected from pre-assessment tools

and self-assessment tools:

Novice

Partial

Mastery

Above

Mastery

Distinguished

Allen

Carl

3.0

Carol

Deanna

Ethan

Fiona

Heather

Jean

Jeanie

Julie

Mary

Mitchell

Max

2.0

Nathan

Pat

Robert

Sofia

2.0

Susan

Tim

Zach

☒

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.

Novice

Partial

Mastery

Above

Mastery

Distinguished

Allen

Carl

3.0

Carol

Deanna

Ethan

Fiona

Heather

Jean

Jeanie

Julie

Mary

Mitchell

Max

2.0

Nathan

Pat

Robert

Sofia

2.0

Susan

Tim

Zach

Questions to Guide Discussion

 Describe the courses, assessments, and/or experiences used to establish starting points and expected outcomes for students’ understanding of the

learning goal (i.e., baseline data).

 Explain how these expected growth targets demonstrate ambitious, yet realistic goals, for measuring students’ understanding of the learning goal.

Element #4: Actual Outcomes

Domain 3: Instruction

3e Demonstrating Flexibility and Responsiveness

Domain 4: Professional Responsibilities

4a Reflecting on Teaching

4b Maintaining Accurate Records

☒

Record the actual number or percentage of students who

achieved the student growth targets. Be sure to include any

appropriate subgroups.

Novice

Partial

Mastery

Above

Mastery

Distinguished

Allen

Carl

3.0

Carol

Deanna

Ethan

Fiona

Heather

Jean

Jeanie

Julie

Mary

Mitchell

Max

2.0

Nathan

Pat

Sofia

2.0

Tim

Zach

Please provide any comments you wish to include about the actual outcomes:

All students met their growth targets with the exception of Carl exceeded his growth target moving from Novice to Mastery.

Required for Evaluator

☒

Explain how the actual number or percentage of students

who achieved student growth targets translates into an

appropriate teacher rating.

All students met their identified growth targets.

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: 1/31/15

Evaluator Signature: Evaluator

Date: 1/31/15

Teacher Signature: Teacher