Download Weber School District - Student Learning Objectives (SLOs)

Weber School District - Student Learning Objectives (SLOs)
Educator Name:
Learning Goal
What do you
want students to
know and be
able to do?
Specific
Measurable
Appropriate
Realistic
Time Limited
School Name:
School Year:
STANDARDS: What do you want students to know and be able to do?
Points to consider: Is the goal ambitious, yet realistic, for the grade level?
Big Idea: Applications of Probability
Standard(s):
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Standard S.CP.1: Describe events as subsets of a sample space (the set of outcomes) using
characteristics (or categories) of the outcomes, or as unions, intersections or complements of
other events (“or,” “and,” “not”).
Standard S.CP.2: Understand that two events A and B are independent if the probability of A
and B occurring together is the product of their probabilities, and use this characterization to
determine if they are independent.
Standard S.CP.3: Understand the conditional probability of A given B as P(A and B)/P(B), and
interpret independence of A and B as saying that the conditional probability of A given B is the
same as the probability of A, and the conditional probability of B given A is the same as the
probability of B.
Standard S.CP.4: Construct and interpret two-way frequency tables of data when two
categories are associated with each object being classified. Use the two-way table as a sample
space to decide if events are independent and to approximate conditional probabilities. (For
example, collect data from a random sample of students in your school on their favorite subject
among math, science, and English. Estimate the probability that a randomly selected student
from your school will favor science given that the student is in tenth grade. Do the same for
other subjects and compare the results.)
Standard S.CP.5: Recognize and explain the concepts of conditional probability and
independence in everyday language and everyday situations. (For example, compare the chance
of having lung cancer if you are a smoker with the chance of being a smoker if you have lung
cancer.)
Student Learning Goal: Students will identify probability sets and subsets of an outcome and construct
and interpret two-way tables and Venn diagrams. Students will use data that models real-world events
by interpreting conditional and independent statements.
Time Span for SLO Cycle: 4-6 Weeks
Assessment
How will you
evaluate each
student’s
understanding
and
achievement?
Starting Point: How will you evaluate each student’s depth of understanding and achievement before
the instruction?
Pre Assessment: Statistics
Rubric
Free Response 3 Pts each:
 0 pts(student has no idea)
 1 pt (valid start)
 2 pts (had right idea, made computational error)
 3 pts (correct response)
Progress monitoring: How will you evaluate each student’s depth of understanding and achievement
during instruction?
Students’ progress will be monitored by quizzes, homework, group work and tasks.
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Basic Probability WS
Titanic WS
TB or NTB
Representing Categorical Data
Expected Targets: How will you evaluate each student’s depth of understanding at the conclusion?
What are various ways students may demonstrate their understanding and achievement?
Students will show proficiency by achieving a 70% or higher on the Post-Test.
Post Test: Statistics
Rubric
Free Response 3 Pts each:
 0 pts(student has no idea)
 1 pt (valid start)
 2 pts (had right idea, made computational error)
 3 pts (correct response)
Level
Highly Proficient
Learning Target(s)
Baseline Data
Expected Target(s)
Outcome Data
90-100%
Proficient
70-89%
Approaching
Proficiency
50-69%
Below Proficient
0-49%
Curriculum &
Instruction
What learning
experiences and
teaching
strategies best
promote
understanding
and
achievement?
Describe the instructional strategies you will use to achieve the desired outcome. Points to consider: As
you integrate multiple standards, how are you using a variety of experiences and incorporating diverse
resources, media and formats to support student learning?
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Basic Probability WS
Titanic WS
TB or NTB
Representing Categorical Data
How will you ensure productive collaborative learning experiences that promote both individual and
Consider:
group engagement and accountability? Points to consider: How will you ensure that all students develop
 whole group a deep understanding of the desired outcome(s) and increase their abilities to apply and extend
knowledge in meaningful ways?
 small group
 partner
 Group activities (see items above)
 individual
 collaborative
experiences
Weber School District - Student Learning Objectives (SLOs)
Educator Name:
Differentiation
How will you
respond to
differing levels
of
understanding
and
achievement
throughout the
learning cycle?
School Name:
School Year:
How will you provide additional instructional support for students who don’t understand?
The instructor can provide support for students with additional presentation and activities to create
awareness of how statistics are incorporated into the world.
Division of Nutrition, Physical Activity and Obesity – Center for Disease Control
Presenting Data
How will you extend or deepen learning for students who are already proficient?
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Reflection and
Data Analysis
How will
evidence of
student
understanding
and
achievement be
used to drive
instructional
decisions?
Pair highly-proficient students with struggling students.
Based on your SLO data
What conclusions can you draw about your instruction and what refinements would you make for
future instruction of this concept?
What does your SLO data tell you about each subgroup (low, average, high) and their achievement and
growth?
What changes could be made to your instructional practice to address the needs of all (low, average,
high) students?