Wednesday, December 19, 2012

New links from students...

French 3 and 4 students:  Bleu made a new quizlet set for us... http://quizlet.com/17819081/mme-ps-mais-oui-vocabulary-flash-cards/ 

Japanese 1 students:  Dustin showed us this site for those needing to practice hiragana. It also has some helpful lessons to explore. 

Merci, Bleu!!!  ありがとうダスティンくん!!!

Tuesday, December 18, 2012

Spanish-Learning Success!!! A Worthy Journey





I had a goal of passing a Spanish Praxis exam and I am overjoyed to report on my success.  I did pass it!  It took four tries and two years of studying, but I did pass the new Spanish PRAXIS II exam.  I have officially added Spanish to my teaching license.  I didn't do it quickly and I didn't do it alone.  My family was longsuffering and very supportive. I have three special ladies, along with my co-workers at my school to thank for my success. 
Here is a summary of my journey to learn Spanish:


My Spanish-Tutor Hero from Argentina...

Edith
 is Edith - She was a huge part of my success in passing the Praxis.  She is available to teach sessions via Skype through Spanish South America.  If you need someone who can explain the ins and outs of Spanish Grammar in an understandable and in-depth manner, and if you want to meet someone with a heart as big as the Pacific Ocean, Edith is for you.  She is now a dear friend of mine - so far away, but so near to my heart.  You can find her on Facebook here


Diana


My dear Diana...

A true friend with the patience of a saint who helped me through pronouncing Spanish well enough to pass the speaking section of the Praxis exam is mi amiga Diana.  She was determined to help me speak well enough to be understood - even to sound like an expert negotiator. No really – in all truth – and that is all I can say about it.  She worked miracles.  I can't share my dear Diana with you, since she already works three jobs and is not officially a language teacher, but I highly recommend finding a person who can help you in real time, face to face.  Diana met with me for an hour or two at a time each week over the course of several months.  She was my tutor and is now my dear friend.  Having her there at my side was a gift I'll never cease to appreciate. 















Laura



This is Laura, 
my first on-line Spanish teacher. She gave me confidence to continue my studies. She is very positive and motivating. Her blog has many wonderful (free) lessons.



I felt the need to document my progress and strategies in case there are others out there who would like to prepare for a test, want to communicate better with neighbors, friends, loved ones, or just need to learn Spanish for the enjoyment of it.

I am a veteran language teacher, 27 years of teaching French and Japanese, so I know a trick or two about learning languages, but this was a new situation for me- learning a language mostly on my own, no teachers in classrooms, no homework assignments, nobody to check my pronunciation daily.

I am putting this blog article out there in case others might be interested in my opinions of ways to learn Spanish.  In the end we will have the ability to communicate with people from 21 more countries of the world. Come on along; join in the adventure of learning español conmigo, amigos.

My first strategy was to learn everything in the first-year Spanish textbook borrowed from a teacher of Spanish at the high school where I work. After awhile I decided that I needed more.  Sure I was learning grammar and vocabulary, but I had no idea how to pronounce any of the words. I knew I had to break into the myriad of Spanish-learning possibilities on the Internet.

Let me share with you what I've found.  Here is a great site for pronunciation, vocabulary and grammar:
http://www.thespanishblog.com/2009/03/complete-list-of-lesson-topics.html That photo above, the one of Laura. She is an angel. Unfortunately she was on vacation when I needed her, so I could not interact with her in real time. I just worked my way through the two hundred and seventy video lessons she is offering for free here on her website.  I am confident she would be a great on-line teacher too.
Starting with the intermediate level lessons, I began putting the vocabulary from Laura's lessons on a site to practice vocabulary... Quizlet.com.

If you just type my name (jillpalumbo) in the search box on the top right... you will come to a page like this. 
If you click on my name (like the one on the left above) you will find a listing of all the sets I've uploaded.
The big circle on the left shows all the sets I've uploaded so far.  On the right you can see which ones I've studied, and how I studied them.  You can see I like the scatter "game." 

With Quizlet there are many options for learning/practicing, you can use the basic flashcards by clicking on the arrows to the left or right of the part of the screen that looks like old-fashioned flashcards.


 Try them all until you find your favorite way to learn.  I like the "learn" option when I know I will have to know how to spell something (verb conjugations, important vocabulary, etc.).  On the other hand, for long phrases, I think scatter is the way to go since I want to learn so much in so little time. 

Now another very important site that I swear by is Conjuguemos

I think that this name is a play on the words "conjugate" and "let's play" in Spanish.  I've been seeing great results using this site with my students this last year since a wonderful young Spanish teacher at my school made me aware of it.  I'm sure that there is more to this site than I've discovered, but I love it for practicing verb conjugations.  And... WITH VERBS WE CAN DO ANYTHING!!!  There is no arguing with that, right? 
On the photo above I've circled the "lists" at the right because these tell you which verbs you can practice for each tense.  I was getting pretty good at conjugating in the present tense when I realized I had no idea what the verbs meant!  So, I headed over to Quizlet and put together flashcard sets for the verbs used on Conjuguemos. Using both sites gives me confidence that I know how to spell the verbs AND what they mean.  I've made all these sets available to everyone. 

Now, Laura of TheSpanishBlog (see above) is wonderful at teaching me pronunciation and vocabulary and her grammar teaching is very good, but I needed a quick way to reference meanings of words and example sentences for learning more about grammar. 
First, my all-time favorite on-line dictionary is WordReference.  I LOVE THIS DICTIONARY.   If you can't find what you need on the definitions or in the verb charts there is also a forum where you can ask specific questions of native speakers.  How awesome is that?!!!!!   


Now, if I am still confused about a certain grammar point, my latest find is this website... StudySpanish.com   This site has had just what I needed when I needed anything I didn't find quickly elsewhere.  I have found very few holes in it anywhere. Eventually I paid the extra amount for a year's worth of the extra features, and it did help me tremendously.   Next - I worked my way through all the Spanishpod101.com lessons and highly recommend it, especially for listening comprehension with the added benefit of vocabulary retention, appreciation of culture and for learning grammar in the target language.  It is a great and inexpensive way to learn a language. 
Well, that is it for my everyday sites I just can't live without right now.  OH, and I must mention that I do not like a few programs. My experience learning Spanish for college credits through the University of Georgia was a  painful one at best.  I asked my teacher to explain por and para to me, and she said - get a tutor.  I paid dearly for my three credits, and found very little support considering the considerable price. On that note, I have done research on the highly touted Rosetta Stone program, and it is very expensive for what it possibly delivers. The only part I enjoyed using was a program sponsored by the Rosetta Stone, but for free http://www.sharedtalk.com/   
Another negative review… The Pimsleur Spanish series was a real waste of time for me.  I borrowed these from my library and was not at all impressed. Too basic, to scattered, too boring, to antiquated…
On the other hand, I found a gem of a series for free in our library…  I borrowed this Spanish Behind the Wheel from our library and LOVED it.    It was great for my pronunciation practice -Spanish Behind the Wheel.   
Here is a list of several other good places where I've learned something:
A young teacher with a pleasant teaching style and voice -Stick with him awhile and click on his other videos, you are sure to learn some Spanish verbs :  http://www.youtube.com/watch?v=iFUAWMMdE7c 

Gotta love the energy of Señora Griffin and her original songs:
and

How about these fun students (you can tell they love their teacher :)):

Oh, and if you were wondering how to make those accents on the computer, here are codes that make them appear when you use the "alt" key and your numbers on the key pad.  Here is a link to the "secret" codes... http://tlt.its.psu.edu/suggestions/international/accents/codealt.html
Here are the ones I have needed so far from that site...


Update
A new amiga, Silvia Ortiz, who shares my love of polymer clay taught me a new word with another accent mark involved... vergüenza.  (ü can be written with alt 0252.)  Vergüenza means embarrassment, and she wanted to tell me to jump in and not worry about making mistakes, the most important part is to understand one another and keep communicaing. Her work was recently featured on Polymer Clay Daily... Go Silvia!!!   About her idea, you might like to look at this site that explains the ten biggest mistakes made when learning Spanish. I think #10 goes along nicely with Silvia's sentiments. 


Here is yet another link...   Professor Jason's Spanish and Portuguese.    While I'm doing Quizlet or Conjuguemos challenges I like to let this teacher's voice run in the background in my ear buds.  He has a way of explaining grammar that is very clear and easy to understand.  I find that his laid-back way of presenting things combined with his soothing voice is good for a background lesson while I'm practicing my conjugations and vocabulary.  Also, if you are really just starting out learning Spanish, he takes you from the very, very beginning, the most basic concepts.

Do you have any tricks, tips or warnings for fellow Spanish learners?  Please leave comments for me.  I’m still learning of course… J  Never too old! Oh, and I'm running into more and more people who appreciate that I am trying to speak their language - so many new amigos as blessings in my life.   



Friday, December 14, 2012

French 3 and 4 - Review for Final Exam

If you need some basic review on various topics, here is a link to Languages Online for French. 
I was looking for a numbers review and happened onto Target Language .  Here is list of contents you can use to review sooooooo much French !!!   Make your own games to review or your own cartoons HERE
For a thorough review of homes and furniture and more scroll down this page until you find unit 2. 
 There are some great review/learning activities on this page.  The instructions are sometimes in Spanish, but you can figure it out with a bit of trial and error button punching.  This one is especially good for reviewing parts of an apartment. 
Mais Oui on Quizlet:
Comprehensive Chapter 1
Chapter 1
Comprehensive chapter 2
chapter 3
Chapter 3 again
Chapters 1-3
My, your, his, her... + family
Appartements...
Adjectives
Nationalities
Greetings



Wednesday, October 17, 2012

Kawaii!

Tha following are some nice resources shared by my students and fellow teachers to help everyone master hiragana katakana and have fun with kanji too. 

This is a nice site for downloading printable practice sheets. 
The following is a very cute game to detect differences in kanji:  http://www.oct-net.ne.jp/~mkk/nitamono 

Great site from Myuu + Jesse :
Matching for Hiragana
yosida.com/en/hiragana.html
Stroke order for Hiragana
http://www.learn-hiragana-katakana.com/review-play-hiragana-game/

Kana practice - Sirena's link...:
http://www.learn-hiragana-katakana.com/review-play-katakana-game/

From Kyle :
From Cameron
From Devin
http://www.realkana.com/katakana/ 


Here are some different links from Bailey:
The link above makes you type the hiragana symbol the screen displays out in romaji. You can pick what symbols you'd like to be tested on.
This is a cute little matching game with symbols. Don't know if it teaches much but recognition, though...
Just so you know, this link leads obviously to itunes. But if someone wants to practice hiragana or katakana at home with their iPod, iPhone or iPad, it seems like it'd be a wonderful app to use!

Thursday, September 27, 2012

Quizlet Quizzes  Weeks 7-8
      All classes can find my quizzes by clicking here

French 1

French 2

French 34

Japanese 1
Ima 1 
Also, we will be taking our pretest for tracking progress toward mastery.  The score for this pretest will not be entered into my grade book.  

Japanese 2

Japanese 34


If you have any time left after taking your quizzes, you may briefly check your grades and then you may explore the following sites:
    Japanese (any level)  at About.com
    French (any level) at About.com
   French (verbs conjugated)
French textbook vocabulry on conjuguemos
247. Discovering French Blanc Leçon 2 List of WordsFlashcards
248. Discovering French Blanc Leçon 4 List of WordsFlashcards
249. Discovering French Blanc Leçon 5 List of WordsFlashcards
250. Discovering French Blanc Leçon 6 List of WordsFlashcards
251. Discovering French Blanc Leçon 7 List of WordsFlashcards
252. Discovering French Blanc Leçon 9 List of WordsFlashcards
253. Discovering French Blanc Leçon 11: translations with articles List of WordsFlashcards
254. Discovering French Blanc Leçon 12 vocabulaire List of WordsFlashcards
255. Discovering French Blanc Leçon 13 List of WordsFlashcards
256. Discovering French Blanc Leçon 14 + 15 and object pronoun notes List of WordsFlashcards
257. Discovering French Blanc Leçon 22 List of WordsFlashcards
258. Discovering French Blanc Leçon 26 List of WordsFlashcards
259. Discovering French Blanc Leçon 23 (time expressions) List of WordsFlashcards

DISCOVERING FRENCH BLEU

260. Discovering French Bleu: Leçon 1 List of WordsFlashcards
261. Discovering French Bleu: Leçon 2 List of WordsFlashcards
262. Discovering French Bleu: Leçon 3 List of WordsFlashcards
263. Discovering French Bleu: Leçon 5 List of WordsFlashcards
264. Discovering French Bleu: Leçon 6 List of WordsFlashcards
265. Discovering French Bleu: Leçon 7 List of WordsFlashcards
266. Discovering French Bleu: Leçon 8 List of WordsFlashcards
267. Discovering French Bleu: Leçon 9 List of WordsFlashcards
268. Discovering French Bleu: Leçon 11 List of WordsFlashcards
269. Discovering French Bleu: Leçon 13 List of WordsFlashcards
270. Discovering French Bleu: Leçon 14 List of WordsFlashcards
271. Discovering French Bleu: Leçon 15 List of WordsFlashcards
272. Discovering French Bleu: Leçon 16 List of WordsFlashcards
273. Discovering French Bleu: Leçon 17 List of WordsFlashcards
274. Discovering French Bleu: Leçon 18 List of WordsFlashcards
275. Discovering French Bleu: Leçon 19 List of WordsFlashcards
276. Discovering French Bleu: Lecon 20 List of WordsFlashcards
277. Discovering French Bleu: Leçon 21 List of WordsFlashcards

DISCOVERING FRENCH ROUGE

278. Discovering French Rouge: Unite 1 Partie 1 List of WordsFlashcards
279. Discovering French Rouge: Unite 1 Partie 2 List of WordsFlashcards
280. Discovering French Rouge: Unite 2 Parte 1 List of WordsFlashcards
281. Discovering French Rouge: Unite 2 Parte 2 List of WordsFlashcards
282. Discovering French Rouge: Unite 3 Partie 1 List of WordsFlashcards
283. Discovering French Rouge: Unite 3 Partie 2 List of WordsFlashcards
284. Discovering French Rouge: Unite 4 Partie 1 List of WordsFlashcards
285. Discovering French Rouge: Unite 4 Partie 2 List of WordsFlashcards
286. Discovering French Rouge: Unite 5 Partie 1 List of WordsFlashcards
287. Discovering French Rouge: Unite 5 Partie 2 List of WordsFlashcards
288. Discovering French Rouge: Unite 6 Partie 1 List of WordsFlashcards
289. Discovering French Rouge: Unite 6 Partie 2 List of WordsFlashcards
290. Discovering French Rouge: Unite 7 Partie 1 List of WordsFlashcards
291. Discovering French Rouge: Unite 7 Partie 2 List of WordsFlashcards
292. Discovering French Rouge: Unite 8 Partie 1 & 2 List of WordsFlashcards
293. Discovering French Rouge: Unite 9 Partie 1 List of WordsFlashcards
294. Discovering French Rouge: Unite 9 Partie 2 List of WordsFlashcards
295. Discovering French Rouge: Unite 10 Partie 1 List of WordsFlashcards
296. Discovering French Rouge: Unite 10 Partie 2 List of WordsFlashcards




   

Files to use for RISE

I've been collecting and posting useful sites and general information of interest to anyone teaching in Indiana on our page of our schools website here.  Since the forms on the IDOE website are not meant to be changed/saved, I have copied and reformatted several to facilitate submitting our work electronically.  Here are the forms we will need this fall:

Appendix A - Forms
Step 1: Pre-Approval for School Based Assessments

Grade Level/Subject: ____________________________________________

Teacher(s): _______________________________________________________________

Evaluator Name: ______________________________________________________________
Directions: For any school based assessment used for class or targeted learning objectives, please complete the steps below. If a department of teachers is using a common assessment, only one copy should be turned in per assessment. (Please make sure all teachers using the assessment are listed above).
1)    Using the IN course standards (https://learningconnection.doe.in.gov/Standards/About.aspx?art=11),  identify which standards align to which questions/tasks on your assessment. Write/type standards next to assessment questions. Sub-standards or indicators may be summarized (ex. write 6.1 – Medieval, rather than 6.1.3). Use the Standards Alignment and Coverage Check Chart to summarize which questions are aligned to which standards and to ensure that each standard is covered by an appropriate number of questions. Attach this chart to this form.





2)    Use the Assessment Rigor Analysis Chart to give examples of assessment questions/tasks   that fall under various levels of the Depth of Knowledge Framework. Note: Not all questions must be categorized, but there must be sufficient examples given of questions meeting a higher-level of rigor. Attach this chart to this form.




3) Review the format of the assessment questions. Check for the following:
· Are questions/tasks written clearly?
· Are there a variety of types of questions/tasks?
· Are the questions/tasks free of bias?
· Are the questions appropriate for the subject/grade level?



4) If the assessment(s) will need to be adapted for students with special needs, please specify                            any changes below:



5) What is the content mastery score on this assessment? In other words, what score should students receive to indicate that they have mastered the Indiana content standards for this course?



Please return this form to your primary evaluator, along with a copy of the assessment(s) (aligned to standards), Assessment Rigor Analysis Chart, and any additional supporting materials (rubrics, scoring guides, etc).


Step 1: Standards Alignment and Coverage Check
Grade Level/Subject: ___________________________________________
Teacher(s): ______________________________________________________________
Directions: After aligning assessment to Indiana Academic and/or Common Core State Standards, use the chart below to list assessment questions with the corresponding standards to which they are aligned. Not all grade levels/content areas will have 12 standards total; only fill in the total number of standards that apply. Teachers with common assessments need only complete one copy.
Standard Number
Standard Description
Question Numbers

Standard 1



Standard 2



Standard 3



Standard 4



Standard 5



Standard 6



Standard 7



Standard 8



Standard 9



Standard 10



Standard 11



Standard 12



Step 1: Assessment Rigor Analysis – Depth of Knowledge (DOK)

Grade Level/Subject: _______________________________________Teacher(s): ___________________________
Directions: Use the chart below to categorize assessment questions. Rigor increases as you go down the chart. While not all questions need be categorized, there must be sufficient examples of the highest levels of rigor. Teachers with common assessments need only complete one copy.
Level
Learner Action
Key Actions
Sample Question Stems
Question Numbers

Level 1:
Recall

Requires simple recall of such
information as a fact, definition,
term, or simple procedure

List, Tell, Define, Label,
Identify, Name, State,
Write, Locate, Find, Match,
Measure, Repeat

How many...?
Label parts of the….
Find the meaning of...?
Which is true or false...?

Level 2:
Skill/
Concept

Involves some mental skills,
concepts, or processing beyond a habitual response; students must make some decisions about how to approach a problem or activity

Estimate, Compare,
Organize, Interpret,
Modify, Predict,
Cause/Effect, Summarize,
Graph, Classify

Identify patterns in...
Use context clues to...
Predict what will happen when...
What differences exist between...?
If x occurs, y will….


Level 3:
Strategic
Thinking

Requires reasoning, planning, using evidence, and thinking at a higher level

Critique, Formulate,
Hypothesize, Construct,
Revise, Investigate,
Differentiate, Compare

Construct a defense of….
Can you illustrate the concept of…?
Apply the method used to determine...?
What might happen if….?
Use evidence to support….


Level 4:
Extended
Thinking

Requires complex reasoning, planning, developing, and thinking, most likely over an extended time. Cognitive demands are high, and students are required to make
connections both within and among  subject domains

Design, Connect,
Synthesize, Apply, Critique,
Analyze, Create, Prove

Design x in order to…..
Develop a proposal to….
Create a model that….
Critique the notion that….


http://www.wcer.wisc.edu/WAT/index.aspx and UW Teaching Academy http://teachingacademy.wisc.edu/archive/Assistance/course/blooms3.htm
Adapted from: Source: Webb, Norman L. and others. “Web Alignment Tool” 24 July 2005. Wisconsin Center for Educational Research. University of Wisconsin-Madison. 2 Feb. 2006.


Step 1: Assessment Approval Checklist for School-based Assessments
Grade Level/Subject: ____________________________________________
Teacher(s): _______________________________________________________________
Evaluator Name: ______________________________________________________________
Criterion
Considerations
(Check all that apply.)
Alignment
and Stretch

¨ Items/tasks cover key subject/grade-level content standards.
¨ Where applicable, items/tasks cover knowledge and skills that will be of value beyond the
year – either in the next level of the subject, in other academic disciplines, or in career/life.
¨ Where applicable, there are low- and high-end stretch items that cover pre-requisite
objectives from prior years and objectives from the next year/course
¨ Items/tasks that are more complex weigh more than less complex items

Evidence/Feedback

Rigor and
Complexity

¨ Overall, the items, tasks, rubrics are appropriately challenging for the grade-level/course
(e.g., at right level of DOK and correct reading level)
¨ Many items/tasks require critical thinking and application
¨ Multiple-choice questions are appropriately rigorous or complex (e.g. multistep)
¨ Key content standards are assessed at greater depths of understanding and/or complexity

Evidence/ Feedback

Format
Captures
True
Mastery

¨ Items/tasks are written clearly.
¨ The assessment/tasks are free from bias; no wording or knowledge that is accessible to only
specific ethnicities, subcultures, or genders
¨ Some standards are assessed across multiple items/tasks
¨ Item types and length of the assessment are appropriate for the subject/grade level
¨ Tasks and open-ended questions have rubrics that (1) articulate what students are expected
to know and do and (2) differentiate between levels of knowledge/mastery

Evidence/ Feedback

The content mastery score represents a rigorous target for student achievement based on the assessment

              I approve of this assessment/task and any accompanying rubrics without further change.
                 
                   Please make changes suggested in feedback above and resubmit the assessment/tasks and rubrics.

 Signature of evaluator: ____________________________________________ Date: _______
Signature of teacher(s): ___________________________________________ Date: _______
Step 2: Identify and Approve Student Starting Points
Grade Level/Subject: ____________________________________________
Teacher(s): _____________________________________________________
Evaluator Name: ________________________________________________________
Level of Preparedness….
Evidence Collected & Cut Scores Used
Possible Sources of Evidence

High
(students prerequisite skills or
knowledge are ahead of where they need to be starting this course)


- Results from beginning of course
(BOC) diagnostic tests or
performance tasks (e.g., a
department-compiled BOC test;
the first interim assessment)
- Results from prior tests that
assess knowledge and skills that
are pre-requisite to the current
subject/grade.
o Overall scale scores
o Sub-scores
o Performance levels
o Percent correct
- Results can come from tests of
the same or different subjects,
as long as the test assessed prerequisite
knowledge and skills


Medium
(students prerequisite skills or
knowledge are where they need to
be starting this course)


Low
(students prerequisite skills or
knowledge are below where they
should be starting this course)


Teacher has appropriately assessed students’ starting points.
 
 Signature of evaluator: ________________________________________ Date: ________

 Signature of teacher(s): _______________________________________ Date: ___________




Step 3: Set Student Learning Objective (Class)
Teacher(s): _______________________________________________________________

Grade Level/Subject/Period: ____________________________________________
Pre-work: Step 1
1 Approved Assessment
Step Assessment:
Approved Mastery Score
Score:

Pre-work: Step 2
Level of Student
Preparedness
High –
Medium -
Low -



Highly Effective
(4)


Effective
(3)

Improvement
Necessary (2)

Ineffective
(1)

Class
Objective
Rubric

Based on students’ starting
points, the teacher moved an exceptional number of students to achieve content mastery.

Based on students’
starting points, the
teacher moved a
significant number of students to achieve content mastery.

Based on students’
starting points, the
teacher moved a less
than significant
number of students
to achieve content mastery.

Based on students’
starting points, the
teacher moved few students to achieve content mastery.

Class
Objective
Defined





Use the following directions to write your class learning objective:
1) Complete the Pre-Work section using information from Step 1 and Step 2 approved forms
2) Look at numbers of students in the different Levels of Preparedness. Use the following guidance to determine what # or % of students at each level will achieve the content mastery score determined in Step 1:
§ A “Highly Effective” teacher should have all students in the high and medium levels of preparedness and most of the students in the low level of preparedness achieve content mastery.
§ An “Effective” teacher should have all students in the high level, almost all students in the medium level, and many students in the low level of preparedness achieve content mastery.
§ An “Improvement Necessary” teacher should have most students in the high and medium, and few students in the low level of preparedness achieve content mastery.
§ An “Ineffective” teacher should have few or no students in the high, medium, and low level of preparedness achieve content mastery.
3) Draft objective across performance levels (Ex. “Effective”: 80% of students will score an 85/100 or above on the end of course assessment; “Highly Effective”: 90% of students will score an 85/100 or above, etc)



Step 3: Set Student Learning Objective (Targeted)
Teacher(s): _______________________________________________________________
Grade Level/Subject/Period: ____________________________________________

Highly Effective
(4)

Effective
(3)

Improvement
Necessary (2)

Ineffective
(1)


Targeted
Objective
Rubric

The teacher has surpassed
expectations described in
the Student Learning
Objective and/or
demonstrated an
outstanding impact on
student learning.

The teacher has met
the expectation
described in the
Student Learning
Objective and/or has
demonstrated a
considerable impact
on student learning.

The teacher has not
fully met the
expectation described
in the Student
Learning Objective,
but has demonstrated
some impact on
student learning.

The teacher has not
met the expectation
described in the
Student Learning
Objective and has
demonstrated an
insufficient impact on
student learning.


Targeted
Objective
Defined

Targeted Population: Students who start the course at the lowest level of preparedness as identified in Step 2


Targeted IN Content Standards:


Approved Assessment:


Growth and/or Achievement Goal:




Use the following directions to write your targeted learning objective:
1. The targeted learning objective should be directed at students who start the course at the lowest level of preparedness. These students were identified in Step 2. If no students are categorized in this level, the teacher should choose another sub-group of students to target.
2. The objective may cover all content standards, or a specific subset of content standards. Based on the identified needs of the chosen student population, specify the content standards you will address with this objective.
3. Determine the best assessment(s) you have available for the specified group of students and standards. Make sure the assessment meets the approval criteria and that an evaluator has signed off on its use.
4. Based on student needs and available assessments, determine whether this objective should focus on growth, achievement, or both. Like the class objective, it can be a mastery goal adjusted for students’ starting points.
5. Draft objective based on what it means to be “effective” in this context. In other words, what does it meant to have achieved “significant mastery or progress” with this group of students? (Ex. Identified students will master the specified course “power” objectives on the end of course assessments)

Step 3: Evaluator Approval of Student Learning Objectives
Teacher(s): _______________________________________________________________

Evaluator: _____________________________

Class Learning Objective Assessment: ________________________

Highly Effective
(4)

Effective
(3)

Improvement
Necessary (2)

Ineffective
(1)

Exceptional number of students
achieve content mastery

Significant number of students achieve content mastery

Less than significant number of students achieve content mastery

Few students achieve content mastery

Class Learning
Objective





Evaluator Feedback:

 

           Class Learning Objective Approved

Targeted Learning Objective Assessment: ___________________

Highly Effective
(4)

Effective
(3)

Improvement
Necessary (2)

Ineffective
(1)

Surpassed goal or otherwise
demonstrated outstanding student
mastery or progress

Met goal or otherwise
demonstrated significant
student mastery or
progress

Did not fully meet goal,but showed some student
mastery or progress.

Did not meet goal, little to no student mastery or progress.

Targeted
Learning
Objective

Targeted Population: Students who start the course at the lowest level of preparedness as identified in Step 2


Targeted IN Content Standards:


Growth and/or Achievement Goal:
Evaluator Feedback:

 

          Targeted Learning Objective Approved
Signature of evaluator: ___________________________________________ Date: ___________
Signature of teacher(s): __________________________________________ Date: ___________
Step 4: Mid-Course Check-in (Optional)
Teacher: ____________________________________________________________________
Grade Level/Subject/Period: __________________________________________________
Evaluator: _________________________________________________
Date of mid-course progress check-in: _________________________________________

In preparation for the mid-course progress check-in, please complete this questionnaire and submit it to your evaluator at least two school-days before the check-in. Your honesty is appreciated and will encourage a productive conversation about your students’ performance and areas for improvement. You may attach your responses to this form or write them here directly.

1) How are your students progressing toward your Student Learning Objectives? How do you know?


 





2) Which students are struggling/exceeding expectations? What are you doing to support them?








3) What additional resources do you need to support you as you work to achieve your Student Learning   Objectives?








4) Are there any student attendance issues substantial enough to affect your Student Learning Objectives?












Please return this form to your primary evaluator, along with any interim student learning data related to the Student Learning Objectives you would like to discuss during the check-in at least two school days prior to the date of the check-in.
Step 5: End-of-Course Review
Teacher: ____________________________________________________________________
Grade Level/Subject/Period: ___________________________________________________
Evaluator: _________________________________________________
Date of end-of-course progress check-in: ______________________________________
In preparation for our end-of-course review, please complete this form and submit it to your evaluator at least two school-days before the conference.

Class Objective

Highly Effective
(4)

Effective
(3)

Improvement
Necessary (2)

Ineffective
(1)

What was
your Class
Learning
Objective?






Content Mastery Standard
Number of Students Who Achieved Mastery

Number of Students in
Course

Percentage of Students
Who Achieved Mastery






Based on the above table and your Class Student Learning Objective, indicate your appropriate performance level














 
Ineffective                Improvement Necessary                      Effective                          Highly Effective




1) Were there any changes to the number of students in your class or significant student attendance issues that should be considered when scoring your Class Objective?








Targeted Objective

Targeted
Learning
Objective


What was your Targeted Objective Learning Objective?








 
Did your students meet this objective?                Met Objective               Did Not Meet Objective

1) Describe the evidence used to determine whether your students either met or did not meet the Targeted Objective.












2) If your students did not meet the Targeted Objective, discuss additional evidence indicating that students may have made some academic progress. If your students did meet the Targeted Objective, discuss evidence indicating that students may have made outstanding academic progress. Whenever possible, attach copies of the evidence discussed to this form.










3) Were there any changes to the number of students in your class or significant student attendance issues that should be considered when scoring your Targeted Objective?