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    HO S1.3 SLRP Evaluation Tool

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    FAIDAH RASUL
    The document is an evaluation form for a Standards-Based Learning Recovery Plan (SLRP) for music. It contains 20 evaluation items to rate how well a SLRP addresses missed or partially covered learning standards from previous grades, relates them to current standards, provides differentiated instruction, scaffolds learning, and aligns activities and assessments. Educators use this form to check that their SLRP sufficiently addresses all required elements and can be revised if any items are not accomplished.

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    HO S1.3 SLRP Evaluation Tool

    Uploaded by

    FAIDAH RASUL
    9 views3 pages
    The document is an evaluation form for a Standards-Based Learning Recovery Plan (SLRP) for music. It contains 20 evaluation items to rate how well a SLRP addresses missed or partially covered learning standards from previous grades, relates them to current standards, provides differentiated instruction, scaffolds learning, and aligns activities and assessments. Educators use this form to check that their SLRP sufficiently addresses all required elements and can be revised if any items are not accomplished.

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    Evaluation tool

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    The document is an evaluation form for a Standards-Based Learning Recovery Plan (SLRP) for music. It contains 20 evaluation items to rate how well a SLRP addresses missed or partially covered learning standards from previous grades, relates them to current standards, provides differentiated instruction, scaffolds learning, and aligns activities and assessments. Educators use this form to check that their SLRP sufficiently addresses all required elements and can be revised if any items are not accomplished.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    9 views3 pages

    HO S1.3 SLRP Evaluation Tool

    Uploaded by

    FAIDAH RASUL
    The document is an evaluation form for a Standards-Based Learning Recovery Plan (SLRP) for music. It contains 20 evaluation items to rate how well a SLRP addresses missed or partially covered learning standards from previous grades, relates them to current standards, provides differentiated instruction, scaffolds learning, and aligns activities and assessments. Educators use this form to check that their SLRP sufficiently addresses all required elements and can be revised if any items are not accomplished.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3

    MUSIC HANDOUT

    EVALUATION OF THE
    STANDARDS-BASED LEARNING RECOVERY PLAN (SLRP)
    All Tracks

    GROUP MEMBERS:

    SUBJECT: UNIT TOPIC:


    GRADE LEVEL: QUARTER:

    Directions: Rate your SLRP based on the items below. For items that were not accomplished, go back to your
    plan and do the corresponding revision.

    NOT NOT
    EVALUATION ITEM ACCOMPLISHED
    ACCOMPLISHED APPLICABLE
    1. The missed or partially covered learning
    standards and competencies from a previous
    grade level are stated.
    In certain cases such as for Additional
    subjects, missed or partially covered standards
    and competencies at the current grade level
    that were not taught during the school
    shutdown may be stated.
    2. The plan indicates what aspect of the
    partially covered learning standards and
    competencies from a previous grade level
    indicate is left unfinished or needs to be done.
    In certain cases such as for Additional
    subjects, the plan indicates what aspect of the
    partially covered learning standards and
    competencies from a previous year of teaching
    and at a current grade level is left unfinished or
    needs to be done better.
    3. The learning standards and competencies
    from a current grade level are related to the
    missed or partially covered learning standards
    from a previous grade level or a previous year
    of teaching.
    4. The missed and current learning standards
    and competencies are power standards and
    competencies which affect student
    performance in succeeding grade levels.
    5. The manner of covering previously missed
    or partially covered learning standards and
    competencies with current learning standards
    and competencies is stated (i.e., stand-alone
    or integrated).
    MUSIC HANDOUT

    6. Mastery expectations are stated for


    previously missed or partially covered learning
    standards and competencies. These unpack
    the standards and competencies and are
    written as specific indicators of student actions
    with sample learning targets.
    7. Previously missed or partially covered
    competencies are differentiated and classified
    in terms of Acquisition, Make Meaning and
    Transfer.
    8. Stated evidences of mastery of Acquisition
    competencies align with the identified
    competencies.
    9.1 Intervention procedures for Acquisition
    show a specific type or form of scaffolding.
    Procedures are written in an explicit and
    systematic way.
    9.2. Instructional materials for Acquisition show
    differentiated activities and assessments that
    are aligned with the evidences of mastery of
    Acquisition competencies.
    10. Timeline for teaching the Acquisition
    competencies is stated and achievable.
    11. Stated evidences of mastery of Make
    Meaning competencies align with the identified
    competencies.
    12.1 Intervention procedures for Make
    Meaning show a specific type or form of
    scaffolding. Procedures are written in an
    explicit and systematic way.
    12.2. Instructional materials for Make Meaning
    show differentiated activities and constructed-
    response and non-searchable assessments
    that are aligned with the evidences of mastery
    of Make Meaning competencies.
    13. Timeline for teaching the Make Meaning
    competencies is stated and achievable.
    14. Stated evidences of mastery of Transfer
    competencies align with the identified
    performance standard and competencies.
    15.1 Intervention procedures for Transfer show
    a specific type or form of scaffolding.
    Procedures are written in an explicit and
    systematic way.
    MUSIC HANDOUT

    15.2 Instructional materials for Transfer show


    scaffolded and differentiated activities that
    enable students to achieve the evidences of
    mastery of the performance standard and
    Transfer competencies.
    16. Criteria and descriptors in rubric for the
    scoring criteria and performance task are
    aligned with the evidences of mastery of the
    performance standard and Transfer
    competencies.
    17. Timeline for teaching the performance
    standard and Transfer competencies is stated
    and achievable.
    18. Learning playlist contains specific activities,
    procedures and resources which are easy for
    students to follow and access.
    19. Students are able to obtain immediate
    feedback on their answers in the learning
    playlist activities.
    20. There is alignment across the different
    columns of the plan.
    TOTAL OF ACCOMPLISHED ITEMS:
    TOTAL OF NOT ACCOMPLISHED ITEMS:

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