New York State Student Learning Objective: Earth Science
All SLOs MUST include the following basic components:
These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course
section(s) must be included in the SLO. (Full class rosters of all students must be provided for all included course
sections.)
Population
All 40 students enrolled in the two sections of the Earth Science course on BEDS day, October 2, 2013 are included in
this SLO. There are 2 ELL students and 2 students with IEPs enrolled in Earth Science comprised of both ninth and tenth
grade students.
What is being taught over the instructional period covered? Common Core/National/State standards? Will this goal
apply to all standards applicable to a course or just to specific priority standards?
Our goal is to provide our students with the most comprehensive curriculum aligned to state and district standards. The
district welcomes the rigorous New York State Common Core Learning Standards; Earth Science instructors incorporate
guidelines outlined for mathematics and literacy in technical subject areas.
Learning
Content
NYS Earth Science Standards:
 Standard 1: Analysis, Inquiry and Design: Students will use mathematical analysis, scientific inquiry, and
engineering design as appropriate to pose questions, seek answers, and develop solutions.
 Standard 2: Students will access, generate, process, and transfer information, using appropriate technologies.
 Standard 6: Students will understand relationships, and common themes that connect mathematics, science, and
technology and apply the themes to these and other areas of learning.
District Priorities (as seen on pages 128-131 of the district curriculum guide):
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Observation and Measurement of the Environment
Measuring the Earth
Comment [SED1]: Indicating the date on which
the roster is verified for inclusion illustrates that a
standard process has been put in place. This type of
timeline could be established at the district and/or
building level to ensure consistency across SLOs.
Comment [SED2]: Summarizing the
demographics of a course provides additional
context for the teacher and/or reviewer.
Comment [SED4]: Identifying multiple bodies of
standards and/or performance indicators
demonstrates the coherence within curriculum
design, which fosters authentic applications of
student knowledge and skills.
Comment [SED3]: Most courses are built
around an entire body of standards with the
expectation that students will meet grade level
proficiency by the end of the instructional period.
By not only identifying those standards, but
describing particular key ideas, concepts, areas of
focus, etc. a teacher and/or reviewer will be better
able to analyze information gained through
assessments to drive instruction in these key areas.
The specification of key ideas, concepts, areas of
focus, etc. can stem from district goals, course
design, and/or student performance (both historic
and current).
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Minerals, Rocks and Resources
The Dynamic Crust
Weathering, Erosion, Deposition and Landscapes
Interpreting Geologic History
Properties of the Atmosphere
Weather Systems
Insolation and the Earth’s Surface
Water Cycle and Climate
Astronomy
District-Identified Focus on Practical Application of Knowledge:
 Critically analyze both quantitative and qualitative scientific data from multiple scientific sources in order to
cultivate personal mental models and working relationships between domain specific vernacular and real life
experiences.
 Make both written and verbal arguments to support/refute claims regarding controversial scientific topics using
valid reasoning and relevant scientific research in order to convey a persuasive view point.
New York State P-12 Common Core Reading Standards for Literacy in Science and Technical Subjects: Grades
9-10 Students
 RST.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise
details of explanations or descriptions.
 RST.2: Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex
process, phenomenon, or concept; provide an accurate summary of the text.
 RST.3: Follow precisely a complex multistep procedure when carrying our experiments, taking measurements, or
performing technical tasks, attending to special cases or exceptions defined in the text.
 RST.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are
used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
 RST.5: Analyze the structure of the relationships among concepts in a text, including relationships among key
Comment [SED5]: The inclusion of the Common
Core Literacy Standards reflects the collective
responsibility educators have to teach literacy
across subject areas. In many cases it is through the
reading, writing, speaking, and listening that
students not only learn about other content areas,
but communicate their knowledge and skills as well.
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terms (e.g., force, friction, reaction force, energy).
RST.6: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an
experiment in a text, defining the question the author seeks to address.
RST.7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table
or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
RST.8: Assess the extent to which the reasoning and evidence in a text support the author’s claim or a
recommendation for solving a scientific technical problem.
RST.9: Compare and contrast findings presented in a text to those from other sources (including their own
experiments), noting when the findings support or contradict previous explanations or accounts.
RST.10: By the end of 10th grade, read and comprehend science/technical texts in the grades 9-10 text complexity
band independently and proficiently.
New York State P-12 Common Core Writing Standards for Literacy in History/Social Studies, Science, and
Technical Subjects: Grades 9-10
 WHST.1: Write arguments focused on discipline-specific content.
 WHST.2: Write informative/explanatory texts, including the narration of historical events, scientific
procedures/experiments, or technical processes.
 WHST.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose and audience.
 WHST.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
 WHST.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing
products in response to ongoing feedback, including new arguments or information.
 WHST.7: Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under investigation.
 WHST.8: Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and
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Interval of
Instructional
Time
audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.
WHST.9: Draw evidence from informational texts to support analysis, reflection, and research.
WHST.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames
(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?
The Earth Science course covers one full academic year (September 2013 to June 2014). The course meets every day for
40 minutes, with a required 40 minute lab period every other day.
What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the
course.
Evidence
Baseline measure: Trends and patterns found in student scores on the past three years of Earth Science Regents will be
used in conjunction with the current students’ performance on the New York State Grade 8 Science Assessment to
inform the target setting process.
Summative assessment: The New York State Earth Science Regents exam administered in June 2014 will be the
summative assessment.
Accommodations will be offered as legally required and appropriate for all students with Individual Educational Plans
(IEP’s) and Section 504 Accommodation Plans.
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
Baseline
Trends and patterns found in student scores on the past three years of Earth Science Regents will be used in conjunction
with the current students’ performance on the New York State Grade 8 Science Assessment to inform the target setting
process.
Student performance on the past three years of Earth Science Regents Exams have been analyzed; a summary of the
Comment [SED6]: By indicating how often the
course meets and the duration of a class period the
teacher and/or reviewer gains additional insight into
the context in which this SLO takes place.
Comment [SED7]: Multiple sources of baseline
data provide a more robust picture of students’
current academic ability, thus allowing for more
precise targets to be set for end of the course
performance. For more information about the use
of historical data to establish baselines please
reference the Student Learning Objective 103
Webinar.
percentage of students receiving a scale score of 65 and 85 on the last three years of Earth Science Regents exams is
outlined below.
2012-2013 Earth Science Regents:
 Scale score of 65: 77%
 Scale score of 85: 21%
2011-2012 Earth Science Regents:
 Scale score of 65: 70%
 Scale score of 85: 26%
2010-2011 Earth Science Regents:
 Scale score of 65: 74%
 Scale score of 85: 19%
Comment [SED8]: A broad overview of student
performance on multiple sources of student
baseline performance, in addition to the individual
student performance, allows the teacher and
reviewer additional context from which to set
rigorous and reasonable targets for student
performance.
Individual student performance on the New York State Grade 8 Science Assessment can be found on the attached roster.
What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the
instructional period?
Target(s)
Trends and patterns found in student scores on the past three years of Earth Science Regents will be used in conjunction
with the current students’ performance on the New York State Grade 8 Science Assessment to inform the target setting
process. Based on this information, the district has set a minimum rigor target of 70 with individualized targets ranging
from 70-90.
In order to obtain a HEDI rating of “Effective” or better (9+ HEDI points), at least 80% of all students must receive a 70
or higher on the New York State Earth Science Regents (a score of 65 represents “proficiency”).
Comment [SED9]: Indicating how baseline data
will inform the target-setting process provides the
reviewer with a clear picture of how students’
current academic abilities are being measured and
used to set goals for the instructional period.
Comment [SED10]: Strong target statements
explicitly connect baseline data to the targets
described and to district-level expectations. This
gives the reviewer a comprehensive picture of the
considerations that informed the target-setting
process.
How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below”
(ineffective), “below” (developing), and “well-above” (highly effective)
HEDI Scoring
HIGHLY
EFFECTIVE
20
100
19
99
18
98
EFFECTIVE
DEVELOPING
INEFFECTIVE
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
9697
9495
9193
8990
8788
8586
8384
8182
80
7079
6869
6667
6465
6263
6061
5059
4049
039
Describe the reasoning behind the choices regarding learning content, evidence, and target and how they will be used
together to prepare students for future growth and development in subsequent grades/courses, as well as college and
career readiness.
Rationale
Our district has a strong belief that all teachers, including those in Science and Technical fields, are teachers of literacy.
As a result, cross-content providers have worked to integrate the Common Core Literacy Standards for Science and
Other Technical subjects into their course content, including the Earth Science Department. Students learn the Earth
Science content through the integration of the reading, writing, speaking, and listening standards. They will become
more comfortable analyzing scientific texts and engaging in critical reading with daily practice and support. Formative
assessments and written lab assignments will be used throughout the year to regularly monitor student progress. In
addition, information about student strengths and weaknesses will be gained through department-developed assessments
(e.g., quizzes featuring Regents type questions, homework assignments, written lab assignments, etc.) Professionals
across the building will collaborate to provide the appropriate assistance to any students that struggle with reading,
writing, and/or science concepts.
The past three years of Earth Science Regents scores were analyzed for trends and patters to help set a rigorous yet
achievable school-wide minimum rigor target for all Earth Science students. Based on historical data, a scale score of 70
will be rigorous and achievable for the majority of students. In addition, students’ performance on the New York State
Grade 8 Science tests was used to help set individualized growth targets for each student to ensure students of all abilities
are supported in growth and advancement.
Comment [SED11]: Connecting course content
to the authentic application of the knowledge and
skills gained allow the teacher and/or reviewer to
better understand how this course will help prepare
students for future coursework, as well as college
and careers.
Comment [SED12]: A clear explanation as to
how progress will be monitored and instruction
continuously adjusted to meet student needs helps
SLOs become instructional tools that can help
ensure students meet building and/or district
academic goals.
Comment [SED13]: The content and targets
used within an SLO should be in direct alignment
with district and/or building goals as appropriate.
The connection noted here, in conjunction with the
rigorous individualized targets set within this SLO,
set the stage for targeted instructional practice that
can drive student achievement.
The science content knowledge gained over the course of the year and skills gained in the Earth Science Lab will prepare
students for more in-depth hands-on experiences in upper level science courses. In addition, the technical reading and
writing skills that the ninth and tenth grade students will gain in Earth Science will prepare students for the demanding
expectations found in Chemistry and Physics courses, as well as serve them well in preparation for college and careers.
Comment [SED14]: Direct connection to skills
and application needed in future high school
coursework indicates a backwards‐mapping of
student knowledge and skills. This vertical
alignment strengthens the aim of ensuring students
are prepared for future courses in high school and
the high school Regents exams, ultimately leading to
college and career readiness.