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    8 views2 pages

    Viewevidencecontent 1

    Uploaded by

    api-355081711

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    of 2
    Stringe - CM2 Block - SLO#2 Slo “onstructing Multiple Representations for Mathematical Solutions) Teacher: Taylor Strings School Ye: 2016-2017 je/CMIC2 Block Evaluator: Kim Brady. ans exert Stuer be eo email repetenatons ph, auton, ata Standards Assessed: piensa Math: 2.1.ci, 2.1.c.ii, 2.1.c.iv, 2.L.evi Students should be able to effectively communicate similarities and differences among multiple representations of functions. They should understand how functions are Rationale | modeled in eal world applications and the importance oftheir mathematical relevance. This content requires Depth of Knowledge level 4 which demonstrates their ability to analyze and synthesize information. This course is composed of ## students: Student #8 freshman Population | ## student on a 504, ## students GT in Math & ## student is ELL Varying levels of performance ranging from: at, below and above grade level The instructional period is during 2nd semester 2017 and will culminate with the Unit 5 Instructional _| exam. The course meets for one semester for 115 minutes per day (Wednesdays are Perlod | 65 minutes long). Students ae strongly encouraged to attend Math Assistance Period or Intervention to improve their academic performance, Assessments Pre-Assessment: and Scoring U2: Ean 50 Benchmarks: Ut- Quiz us Test US. Quiz Post.Assessment us-Test Scoring meetings willbe held to assexs the common formative assessments at which Scoring and _ | collaborative table scoring will be used to improve accuracy and consistency of scoring Results| using the common rubric provided, Summative assessments will be scored by the classroom teacher after collaborating with the CMIC2 block team on scoring criteria Students willbe scored on the provided 0-4 point rubric given below, Performance Baseline data was obtained from the Unit 1 Pre-Test problem that was given Inanuary ‘Targets: Baseline Data | 2017 a the beginning of Unit 1. The percent of students in CMIC 2 Block that scored a 3 or more on our rubric was #%. Based on the CMIC 2 Block baseline SLO data and following aur math rubrie scale to rate the SLO on the percentage of students scaring a 3 or higher on either part a or part b of the problem, our expectation is: Assessments) 9% of students with a 3+ rubric score average Growth, Targets ° a 2 3 CM2 Block 0-10 1139 40-59 60-100 The growth targets established take Into consideration baseline data such thatif baseline data are maintained the lowest growth category is earned. Baseline data and Rationale Its expected growth is not significantly different than growth in the prior semester's CMIC2 block classes, ‘Summative Data Pre Assessment Benchmark | Benchmark | Benchmark Post Assessment ut-Pre-Test | U1- Quiz ut Test US. Quiz us Test 8% 8% 8% 6 896 Final SLO Rating (0-3) Teacher Signatures 7

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