VAL.ED.

S2-HO3-SLRP FOR TRANSFER TEMPLATE

2023 PEAC JHS SUMMER INSET

STANDARDS-BASED LEARNING RECOVERY PLAN (SLRP) TEMPLATE* (Transfer)
SUBJECT: GRADE: QUARTER:
TOPIC: TEACHER(S):

1 2 3 4 5 6 7 8 9 10
Missed Current Existing Stand Alone or Mastery Mastery Rubric Focus Intervention or Plan for Timeline for
Standard and Standard and Curricular Layered In Expectations Expectations & Remediation Curricular Teaching
LCs LCs Materials and Skill Skill Breakdown Strategies and Materials
Breakdown *Standards/LCs Action
*Standards/LCs that merged (as
that are stand stated in
alone (stated in column 4)
column 1)
What previous What are the How is the missed Will the missed or What is the What is the What rubric What intervention How will existing What month,
standard and LCs standard and standard or partially covered mastery mastery indicators closely or remediation curricular unit/module,
were missed or learning partially covered standard and LCs expectation? Skills expectation? Skills align? What will strategies, action, materials be and/or lessons will
partially covered? competencies at standard and LCs stand alone in required to master required to master be the focus resources and transferred, the missing or
the current grade addressed in teaching, or can it the missed or the missed or indicators during tools will be used updated, or added partially covered
level that build on existing curricular be layered in with partially covered partially covered assessment? to achieve to accomplish the standard and LCs
the missed materials? current grade- standard and LCs standard and LCs mastery and the intervention or be covered? What
standard and LCs? level standard and that will be taught merged with the rubric indicators? remediation action is the time period
LCs? If merged, separately? current grade (e.g. mini-lesson, and integrate the for doing the
state the merged level standard and interventions, RTI, missed or partially actions and
LC. LCs? core, flex-day, covered standard checking on
after school) and LCs? What results of
What are the resources are assessment?
explicit and needed to check
systematic on students’
procedures and progress to
how is scaffolding mastery?

1
 and differentiation How can
done? technology be
used to follow-up
on or enhance
student mastery?

*adapted from National Institute for Excellence in Teaching (NIET)

2
RUBRIC FOR SCORING CRITERIA:

1 2 3 4
Performance Indicators
Emerging Developing Proficient Distinguished

3
Transfer Goal:
RUBRIC FOR PERFORMANCE TASK:

Criteria Outstanding (4) Satisfactory (3) Developing (2) Beginning (1)

SYSTEMATIC AND EXPLICIT INTERVENTION PROCEDURES WITH SCAFFOLDING AND DIFFERENTIATION:

• Write intervention procedures showing the following:

a. learning targets
b. Learn-Practice-Show design
c. use of Tic-Tac-Toe
d. use of Choice Boards
e. use of Performance Task Playlist
f. sample Student Self-Assessment
g. sample Performance Task rubric

4
PERFORMANCE TASK IN GRASPS FORMAT:

Merged LC

Mastery
Expectation

Goal

Role

Audience

Situation

5
 Product

Standard

PERFORMANCE TASK SCENARIO:

PERFORMANCE TASK PLAYLIST:

SUBJECT :
GRADE LEVEL :
TOPIC :

PERFORMANCE STANDARD :
PERFORMANCE TASK SCENARIO :

PERFORMANCE TASK OUTPUT :

6
DIRECTIONS :

Date
Activity Directions/Resource Choices/Content/Lin Output
Completed
Step 1: LEARN

Step 2: PRACTICE
Steps may vary… (Learn, Practice and Show)

Step 3:
CHECKPOINT

Step 4: SHOW