Student Learning Objective Project Proposal

By Alex Trice
University of Maryland University College
Port Charlotte High School Intern Spring 2015

The population that I am working with full time includes 6 classes in the graduation
requirement of Biology. Currently, I teach 4 classes of Honors Biology and 2 classes of
General Biology per day of a 7 period day. The Honors Biology students attend class from
periods 1, 3, 4 and 6 as General Biology students attend classes in period 5 and 7 with
period 2 as a planning period. This SLO project is proposed to focus on the development of
the General Biology students to develop core competencies in critical thinking in order to
succeed in Standardized Testing such as the Florida End of Course (EOC) Test.
Since my start I have observed Honors classes clearly outperforming General Biology classes
with grades averages in the B-C range in a standard bell curve. General Biology classes
have averages in the D-F range with <85% with regular attendance and >15% without
regular attendance. These classroom environments entail units and lesson planning that
coincide-with traditional textbook based PPT presentation, laboratories, and Cornell Style
personal note taking. After reflecting on initial observances, interviewing faculty, and
reviewing data from coursework at Port Charlotte High School Honors Biology and General
Biology, I have found that the General Biology students are severely lacking motivation to
complete the responsibilities of the classroom such as homework and personal note taking
also to properly prepare themselves for unit testing and Standardized EOC (End of Course)
testing. A small percentage of General Biology students completed required homework
assignments early on in the academic year and this has led to tension in the classroom and
power struggles amongst students and faculty. Extra Credit Points are implemented to
complete assignments that revolve around compiling personal notes that can be utilized on
Unit Testing which takes place through USATESTPREP platforms in conjunction with CPALMS
Florida Standards. Quality organized notes are not prevalent amongst the majority of
General Biology students which in turn reflects in overall test performance with 50%+ of
General Biology students attaining failing test grades. For these reasons I wish to focus the
Student Learning Project on the 2 periods of General Biology with periods of Honors Biology
taking part in lecture based.
The objective for the Student Learning Project is two fold: 1) increase scores on EOC
Standardized Tests that I am proposing is to enhance comprehension and performance on
assessment through the usage of education related electronic media and in-class routines
that focus on creating personal materials in both collaborative and independent methods.
This strategy includes students being placed in groups and in daily stations with the end
goal of personal note portfolio production and ability to1)Display 2)Describe and 3) Explain
content as described in CPALMS Florida Biology Standards. The classroom structure that I
plan to implement is based on students supporting each other as the teacher regularly
supports groups/individuals concerns by meeting with students in groups for reading/content
remediation, note taking and for quality management. I plan to have one lecture per week
in order to introduce the core concepts and vocabulary words. Through the week students

will be exposed to examples, graphic organizers, rubrics, and checkpoint expectations. Each
day student groups will take part in different methods of delivery and once per week meet
with the Instructor for personal consultation, coaching, and discussion. I plan to integrate
students in 4 groups per class rotating daily amongst methods of online delivery, textbook
delivery, multimedia immersion (with approved options), and a teacher
consultation/Auxiliary period per week in order for remediation, catch up periods, and peer
support and collaboration.
The unit that I am planning on carrying out this SLO Project entails the subject matter of
Diversity and Evolution of Living Organisms that corresponds with the Florida CPALMS
Standards:

Standard 15 SC.912.L.15.1 Explain how the scientific theory of evolution is supported

by the fossil record, comparative anatomy/embryology, biogeography, molecular
biology, and observed evolutionary change.
Standard 15 SC.912.L.1.15.13 Describe the conditions required for natural selection
including; overproduction of offspring, inherited variation, and struggle to survive,
which result in differential reproductive success.
Standard 15 SC.912.L.15.8 Describe the scientific explanation of the origin of life on
Earth
Standard 15 SC.912.L.15.14 Discuss mechanisms of evolutionary change other than
natural selection such as genetic drift and gene flow.

Vocabulary and processes focused on in this objective are: evolution, species/speciation,

fossils, variation, adaptation, natural selection, population dynamics, homologous
structure, analogous structure, vestigial structure, biogeography, immigration,
emigration, gene pool, directional selection, stabilizing selection, disruptive selection,
genetic drift, bottleneck effect, founder effect, sexual selection, convergent evolution
etc.
The strategies that I plan on implementing connect to the CPALMS Standards in that they
focus on the student compiling a note portfolio that allows them to utilize a diverse set of
materials and work toward displaying knowledge by creating personal models that
communicate core concepts to classroom participants.
The length of the instructional period/data acquisition will last 4 weeks approximately
between the dates of Monday February 16, 2015 and March 31, 2015.
Formative Assessments will take place weekly utilizing a rubric that will be based on CPALMS
standards and will include required weekly portfolio checkpoints focused on vocabulary,
diagrams, and observed communication participation to display familiarity and progression.
During consultation periods the Instructor will observe and analyze portfolios to develop
formative data to support content progression before final submitting for a grade. Other
formative assessment will be given to the student by way of weekly quizzes that call for
short term post content immersion assessment to be assessed for a grade and to analyze
findings and report effectiveness of electronic vs traditional methods.
Pretests and will be analyzed to determine pre lesson baselines and prior knowledge but not
submitted in the gradebook. Post test data will be in the form of 2 subunit tests after2
weeks of the study and after 4 weeks of the study. Questions will be formulated in regard to

the standards identified and utilizing formats of NAEP/NCES website, USATESTPREP, Pearson
Biology Workbook (2012) and Pearson Biology Florida text-(2012, Pearson) .
One goal is for students to improve on Content Knowledge by building personal materials
that Display, Describe, and Explain required concepts, vocabulary, and processes required in
the above standards. Qualitative and quantitative evidence will be analyzed by rubric data
assessment in formative meetings and summative scoring notes. The second goal for
students is to perform at improved levels with regard to the 2 EOC style Summative
Assessments that will be given at the 2nd and 4th (final week) of the project. As General
Biology students currently do, notes will be able to be used on these tests.
Data will be analyzed in regard to class averages that display improvement, student
demographics that show improvement, individual improvement, levels of improvement
between Pretest levels/Post test levels, and compared to EOC test data from early school
year baseline testing.
Expectations of mine include data acquisition that reflects student improvement in content
from pre to post assessment levels. I expect students to score 30%-50% higher in the 2
subunit assessments as they compare to scores from a 20 question Pretest administered
prior to the unit start. Also, I expect students to average scores that rise 20% from current
Semester 1 class test averages ___________. Unfortunately, the standardized EOC (End of
Course) Assessment will be delivered in May of 2015 so this data will not be included in the
analysis of this SLO Project, however, I expect a success rate of 50% of General Biology
students achieving passing progress in the 25% of the EOC test that deals with Genetics,
Heredity, and Evolution.