Student Learning Objective (SLO) Project

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Stage 1 Evidence and Artifacts

Analysis of Performance Data

For the analysis of student performance data, I conversed with my cooperating teacher about what 4th grade students have learned in previous years and struggled with in the subject of mathematics. I learned that students struggle with the concept of Geometry and some specific components of it from classroom assessments and PSSA Geometry scores. Students are exposed to different levels of Geometry such as the different types of lines and shapes from Kindergarten through 3rd grade. These concepts become more complex as students move from grade to grade. In 4th grade, students are exposed to protractors for the first time and have no passed experience with measuring/creating angles. Students also have to compare and identify lines, turns, and understand the concept of symmetry. I have linked the performance data to the standard CC.2.3:Geometry, which includes all of the 4th grade Geometry material covered throughout the unit.

Identification of Instructional Needs

After the analysis of student performance data, I had decided to create a pretest that covers all of the 4th grade Geometry content to determine specific areas of struggle. This pretest will allow me to determine specific areas of Geometry that most students struggle with, and adjust my instruction before teaching the content. Based off of the pre-test data, I decided that my students were in need of more intensive instruction in drawing lines/angles and identifying the figures. This area was scored the lowest on the pretest with two questions scored at 14% and 16%. For the instructional needs, I have chosen the Pennsylvania standard CC.2.3.4.A.1: Draw lines and angles and identify these in two-dimensional figures. This standard is part of the main standard of 4th grade Geometry labled as CC.2.3:Geometry.

Identification of Target Population

The target population for my Student Learning Objective Project is my whole homeroom class of 4th grade students. After discussing with my cooperating teacher, we decided that it would be best to assess all 23 students that stay with me for math because it is the group who I will be giving Geometry instruction to. In past years, 4th grade students who remain in the homeroom classroom for mathematics instruction, specifically in Geometry, have struggled in specific areas on in class assessments and PSSA Geometry scores. In this group of 4th grade students, I have a variety of ability levels ranging from gifted to two students who have IEP's and receive accommodations on graded math assignments.

Establishment of Achievement Goals

My intended achievement goal is for my homeroom of 4th grade students to have an overall average score of an 80% or higher on the 14 question Geometry assessment. Specifically, I would like my students to score higher than a 70% on the questions where they have to draw lines/angles and identify the figures. Students began at an overall test score of 45% or about 6 out of 14 correct. I intend for the overall test scores to increase by 30%-35%. Also, students who scored an average of 14%,16%, 24%, and 30% on the concept of figures and angles, I intend for the specific instruction to show a growth of at least 37%-54%. Overall, this would mean that my students average score would be at least an 80% on the Geometry post test assessment, and a 70% in the specific line/angle question domains.

Author: Kacey Raible
Last modified: 3/11/2020 2:33 PM (EST)