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SLOAssessmentIAGDHow did you provide instruction?Changes or feedback on goal?
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Second and third grade students will understand how to use a given type of resource tool to locate needed information.Students were given a pre-unit quiz (done with show of hands for each question). At the end of the unit, students were given a multiple choice quiz, done independently, containing 10 questions.80% of students will achieve an 80% or higher on post assessment.
I see my students on a fixed schedule.
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Students will be able to meaningfully select library materials that meet their needs for learning and/or enjoyment.Individually, students were asked to explain how people decide on which books to borrow in the library. A rubric 0-3 was used to score their answer.

* 0 - No response or response doesn't make sense
* 1 - Gives one reason without details or with prompting
* 2 - Clearly explains one reason with details (without prompting)
* 3 - Clearly explains 2 or more reasons without prompting)		Students will be assessed with same rubric at mid-year and end of year. 80% of students will move in a positive direction on rubric by end of year.I see my students on a fixed schedule.
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Students will utilize a research process to discover, create, and present knowledge. Second-grade students will use note-taking strategies to answer a research question. Rubric:

0 = Did not use any note-taking strategy or notes do not support the topic. (Below Standard)

1 = Showed some evidence of a note-taking strategy, however notes are unclear. (Developing)

2 = Showed evidence of a note-taking strategy and notes clearly relate to topic. (Proficient/Goal)

3= Notes show a well-organized note-taking strategy with several notes related to topic. (Exemplary)		Read non-fiction text aloud to students. Students took notes as I read. The notes are scored on a school made rubric.I see my students on a fixed schedule.I am using this SLO and this is one of my IAGD's for this year. Having just administered the pre-assessment I am very happy with the SLO and IAGD.
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Students will utilize a research process to discover, create, and present knowledge.

Second-grade students will use note-taking strategies to answer a research question. 		Teacher created research planning checklist
Teacher created rubrics
Students will complete a research project

0 = Did not develop any coherent guiding research questions. (Below Standard)
1 = Developed one coherent guiding research question. (Developing)
2 = Developed two coherent guiding research questions. (Proficient/Goal)

0 = Did not use any note-taking strategy or notes do not support the topic. (Below Standard)
1 = Showed some evidence of a note-taking strategy, however notes are unclear. (Developing)
2 = Showed evidence of a note-taking strategy and 1-2 notes clearly relate to topic. (Proficient/Goal)
3= Notes show a well-organized note-taking strategy with 3 or more notes related to topic. (Exemplary)
Second-grade students will develop coherent research questions to guide their research process.

Second-grade students will use note-taking strategies to answer a research question. 		I see my students on a fixed schedule.
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Students will be able to make a claim and support it with evidence.Teacher created rubrics Students will make a claim and provide evidence through both written and oral responses Exit slips Pre-assessment and post-assessmentSecond-grade students will develop a claim based on a text resource.
0 = Did not make a claim, or makes an inaccurate claim. (Below Standard)
1 = Makes an accurate but incomplete claim. (Developing)
2 = Makes an accurate and complete claim. (Proficient/Goal)


Second-grade students will provide evidence from a text to support a claim.
0 = Does not provide evidence, or only provides inappropriate evidence. (Below Standard)
1 = Provides partial appropriate but insufficient evidence to support claim. May include some inappropriate evidence. (Developing)
2 = Provides appropriate and sufficient evidence to support claim. (Proficient/Goal)
3= Provides appropriate and more than sufficient evidence to support claim. (Exemplary)
I see my students on a fixed schedule.
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Students will write book reviews in which they think critically and express supported opinions.Teacher created book review assessment
Teacher created rubric
Pre-assessment, mid-year assessment and post-assessment
Second-grade students will improve their ability to express an opinion of a book they read, using the K-2 shared rubric for written expression.

__ students who scored at the BELOW STANDARD level, will improve to DEVELOPING or above.
__ students who scored at the DEVELOPING level, will improve to PROFICIENT or above.
__ students who scored at the PROFICIENT or EXEMPLARY levels, will show growth or maintain proficiency.


Second-grade students will improve their ability to support their opinions of a book they read, using the K-2 shared rubric for written expression.

__ students who scored at the BELOW STANDARD level, will improve to DEVELOPING or above.
__ students who scored at the DEVELOPING level, will improve to PROFICIENT or above.
__ students who scored at the PROFICIENT or EXEMPLARY levels, will show growth or maintain proficiency.
I see my students on a fixed schedule.
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Grade 2 students will utilize a research process to discover, create, and present knowledge.
We use a whole class assessment while we read a nonfiction book to the class. The top half asks the students to write two "big" research questions after the book is introduced. The bottom half asks students to use notetaking strategies to record information as the book is being read. Second-grade students will develop coherent research questions to guide their research process.
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Second-grade students will use note-taking strategies to answer a research question.
I see my students on a fixed schedule., I cotaught this lesson with a classroom teacher.My colleagues and I were really pleased with this SLO as it is measurable and directly related to our goals as librarians.
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