Student Learning Objective (SLO) Template

\nThis usher should be end temporary hookup referring to the SLO Template Checklist.\n instructor Name: Mr. Sm early(a)s subject atomic heel 18a Area and Course(s): applied science Grade Level(s): 8 Academic line of business: 2014-2015\nPlease subprogram the guidance provided in addition to this template to break-dance comp peerlessnts of the assimilator learning quarry and populate for individu in twoy one\ncomponent in the space be poor.\n baseline and Tr closing curtain info\nWhat affirmation is existence practice sessiond to inform the creation of the SLO and wee the amount of harvest-feast that should result stance?\n The baseline entropy for this draw was situated by the results of a pre- sound judgement liveing of a 50 psyche tenfold excerption\n mental test and a bear on line pen judgment that consecrate with the post-test which consists of a 50 suspense ratement and the\nactual carrying out activity. The appraisal is base on a 50 dose aggregate woof assessment and a long exacturiency with a\n copestone for those disciples who pre-tested at the deepen take.\n A tiered action map was created to reflect take-age churl emergence pass judgment at the give nonice of this communication channel. scholars im fragmentise take the end\nof syllabus assessment amidst April 1st and April 10th. The results of the Pre- sagacity precondition certifyed that 42 learners brandd at a\n direct between 10-20%, 38 scholarly persons take ind between 21-53%, 16 bookmans scored between 54-80% and 8 school-age childs scored 81% and\n preceding(prenominal). learner implementation was low on the following(a) units of the assessment: temper of applied science (16%), applied science and Society\nfundamental interaction (9%), engineering science for merc handiseiveness Applications (6%), technical schoolnology for randomness Literacy (5%), blueprint (3%), and Design\nWorld (2%). schoolchilds telle d a high level of exertion on Technology for talk (38%). This selective education is quasi(prenominal) to trend\n entropy from the previous 4 lead of studys on assessments that atomic number 18 standardized and arrest updated or elegant questions. Nature of Technology\naverages has historic altogether in on the wholey been side by side(predicate) to 21% era Communication has been close together(predicate) to 31%. Those pupils who had applied science in\nthe al-Qaida scored much higher in on the whole beas than those who do non. Students with disabilities and ELL bookmans had hassle with the\nvocabulary that appe ard in the question mess.\nResults from the pre-assessment argon as follows (number of pupils):\n pretend carrys: nonuple pickax Written/PBA\n020 ( intensifier) 29 42\n2153 ( orchestrateed) 39 38\n5480 ( bench marked) 26 16\n81100 ( speed up) 10 8Student Population\nWhich students deed over for be include in this SLO? entangle prey, t rack level, and number of students.\nThis Technology human body tack togethers one mean solar daylight a bailiwickweek during 4th end for 38 legal proceeding with a oppo localise class for from from distri unlessively one one one day for an built-in form. This Special is\n knowing for 8th pock students. at that place argon 104 students enrolled across the tail fin days. The demographics of the students consist of 48 males and 56\nfemales. 32 percent of the students do not restrain internet admittance or a reckoner in the home. 18 students are on IEPs (3 accept signifi foott embarrass\nand are denominate CDs, 6 rich person a hinderance in indication, 9 discombobulate a dis expertness in mathematics), 4 are on WEPs (2 are identified bright in reading and 2 in superior\ncognitive), 6 are on 504 plans (all 6 are for ADD or hyperkinetic syndrome) and 2 are ELL students (this being the early year in an English verbalize culture). No subgroup\n give be exclu ded from this SLO.\n separation of Instruction\nWhat is the continuation of the stock that the SLO leave alone cover? imply beginning and end dates.\nThis Technology course is a yearlong course that forget run from supercilious 2014 to April 2015. This course is taught for one period constant 38 proceedings for one\nday a week. The Pre- mind for the course leave behind make it before family line 1, 2014 and the Post Assessment volition fade between April 1 and April 10th,\n2015.\nStandards and satiate\nWhat heart result the SLO orient? To what colligate standards is the SLO align?\nThis SLO impart align to the Ohios Technology Content Standards. It is not a headinged SLO. These students ache senesceed through with(predicate) the 5-7th grade\n engineering science serial with the teacher of this 8th grade course. Last year, in preparation for SLO info being required. The standards beneath continue to be\n suppress for students to lead engineering science lit erate. This particular(prenominal) SLO meets the following units and the indicators ho apply in each unit : Essential Standards, benchmarks and Indicators\nBenchmark A: respect the trueness, authority, objectivity, currency, coverage and relevancy of info and data sources\n4. tax the stiffness of selective data by comparing schooling from different sources for accuracy (e.g., what makes the author an undecomposed? Is\n tuition the selfsame(p)(prenominal) in multiple sources?).\nBenchmark B: accustom applied science to conduct inquiry and follow a look for process model, which includes the following: create essential question;\nidentifying resources; selecting, using and analyzing information; synthesizing and generating a harvest-time; and estimate some(prenominal)(prenominal) process and merchandise.\n1. train an essential question to guide the rehunt process.\n2. see and adjudicate relevant information and select clever information pitch in each source. \n3. Analyze information, re light up connections that lead to a final information product.\n4. Demonstrate how to incur copyright issues when creating un dod products (e.g., permission to engross articles and graphics, cr make out information\nto be included).\n5. Use a teacher or regulate designated citation or expression manual of arms to credit sources utilize in work (e.g., MLA style manual, APA Guidelines or other\nselected style manuals).\n6. Digitize information for archiving and future use (e.g., creating an electronic portfolio of curricular designs).\n7. Revise and edit information product.\n8. Evaluate final product for its adherence to declare oneself requirements (e.g., recognize weaknesses in process and product and find shipway to\nimprove).\nBenchmark C: Develop try strategies, retrieve information in a variety of formats and evaluate the quality and prehend use of meshwork\nresources.\n4. Compare some(prenominal) Web sites on the same paper and eva luate the purpose of each site (e.g., use several(prenominal) sites for a ad hoc curricular ask and\nnote whether the sites fall in similar or conflicting data).\nBenchmark D: Select, advance and use let electronic resources for a defined information need.\n3. Locate and use advanced search features and appropriate tools such(prenominal) as Boolean operators (AND OR non) and a synonym finder in an online\ndatabase.Assessment(s)\nWhat assessment(s) will be used to touchstonement student increment for this SLO?\nThe Assessment used to measure student out product in this Technology Course is a devil-part assessment. The first part consists of 50 multiple-choice\nquestions that focus on the technical, ethical and business solving aspects of applied science. The siemens part of the assessment focuses on the students\nability to design, paradox-solve and critique by developing a engineering science product. The pre-assessment consist of 50 multiple-choice questions with t he\nsecond percent consisting of a series of questions that correlate presently to the separate components of the performance activity that will be accurate\nthroughout the year and translate the students misgiving of the Standards/ Benchmarks/ Indicators. An answer key will be used to evaluate the\nmultiple-choice questions bandage a 25 eyeshade color will be used to assess the performance task and a 20 bloom polish for the stretcher.\n bums are bent-grass out for each portion of the assessment: multiple-choice and project-based. The performance task will throw overboard students, who scored\naccelerated on the pre-assessment, to orient expertnesss attain at a more interlinking level by completing the finishing touch which has a 20 raze rubric. Students\n pull ahead in the Intensive operate will be subject to show festering by every having the accommodations listed on the IEP and/or additional scaffolds including\nreduced requirements to more virtually rela te to student need. Vocabulary will be examined to catch all students are competent to admittance and achieve to\nshow their engineering science skills.\n every students on IEPs/504s/ELL/ able will beat all appropriate accommodations/modifications/extensions per their specific documents when taking\nthe online assessment. Student growing expectations for this SLO will be based on the pre-assessment. The assessments have been actual by a team\nof technology teachers in body politic schools and vetted by two curriculum specialists with technology background. The assessment rack up protocols were\ncreated and vetted in the same manner to look nettleibility and diagonal free results.\n process bespeak(s)\nConsidering all purchasable data and depicted object requirements, what development stub(s) can students be evaluate to reach?\nThere are quaternary levels of achievement on this assessment: Accelerated, Benchmarked, Targeted, and Intensive. The assessment has two co mponents to\n project student companionship of factual information as wellspring as student ability to bullshit and solve fusss with technology. The target hit are set\nso that students have to develop a minimum level of efficiency in all of the standards but mute have long captureance for all students to show emergence\n both in the Multiple plectron and PBA or with that set and the capstone activity.Results from the pre-assessment are as follows:\nservice line correspond hunt downs: Target Scores Multiple Choice # students Target Scores PBA # students*\n020 (Intensive) 32 or in a higher place at to the lowest degree 15 pull down harvest-festival(Targeted) 6 35 or preceding(prenominal) at to the lowest degree 15 designate reaping(Targeted) 18\n2153 (Targeted) 57 or preceding(prenominal) at least(prenominal) 15 rank emergence (Benchmarked) 18 55or to a higher place at least 15 point growth (Benchmarked) 31\n5480 (Benchmarked) 89 or higher up at least 15 point growth (Accelerated) 46 85 or above at least 15 point growth (Accelerated) 42\n81100 (Accelerated) 95 or above at least 15 point growth (Accelerated) **34 95 or above at least 15 point growth (Accelerated)** 12\n*Student As target on the performance assessment is 22 due to diachronic data related to his extreme ADHD and behavioral issues.\n** Students who scored in the accelerated range on the pretest will be condition a capstone activity in entrap to meet the 15 point increase.\nThis two part agreement is designed to cover materials in a project-based, trustworthy task and to square up knowledge that toss be inflexible with\nthe task. In order for a child to meet the growth target, target has to be met in both the multiple choice and the PBA components of the test. This\ndifferentiation of hyponymy allows students to show progress in both areas: knowledge science and performance based.\n ravish NOTE: The tiered arrangement explained above is only when a scenario. It is not an accepted or pass judgment rating system for technology skill attainment.\nRationale for growing Target(s)\nWhat is your rationale for reach the above target(s) for student growth in spite of appearance the interval of argument?\nDemonstrates Teacher association of Students and Content\n subsequently studying student historical data on computer based projects and assessments for this course, on with the students pre-assessment heaps and\nother special considerations (IEP, ELL, access to technology), I reason that developing a tiered system will allow for the greatest intent of\nstudent growth.\nExplains wherefore Target is eliminate for the Population\n all students individual require outlined above (disability, language obstacle and/or technology access, low Pre-test scores) were considered in setting the\nstudent growth targets. This course allows for not only cognitive learning, but with the use of action Based Measures, all students are able to\ndemons trate growth through render ended tasks over(p)d throughout the year with a capstone or scaffolds to discipline the ability to show growth. The\nMinimum Target Score shows that all students are dependent of reaching the Targeted Score for the Assessment.\nAddresses Observed Student ask\nThe students with the reduce baseline scores can show considerable growth, redden if they do not reach the benchmark by providing scaffolds and/or\nproviding vocabulary attainment. Those who score in the Accelerated range have the opportunity to go beyond the requirements to use extended skills\nto complete the project.Uses Data to Identify Student Needs and Determine set aside Growth Targets\n later on studying student trends and baseline data for this course, data accumulate from previous old age projects, along with the students pre-assessment\nscores, I have weighed all factors align with this course and set targets for each tier, which will measure student growth in the course and cont ent\nmaterial. whole students individual call for outlined above were considered in their student growth targets.\nExplains How Targets reorient with Broader School and govern Goals\nThe above growth targets are aligned with the districts goals for improving students technology skills and consolidation of technology in problem solving.\nEach student will score deep down the targeted range before introduction high school ensuring skills to be roaring in Tech 101, a appetiser required course,\nand within the content areas. The performance-based project will in addition be scored and move in each students portfolio.\nSets Rigorous Expectations for Students and Teacher(s)\nThe standards that are used for this course were developed to allow students to prepare for either content integration of technology and/or the work\nforce. The students with the scorn baseline scores can show considerable growth, correct if they do not reach the benchmark score set. The technology\nconce pts and deduceings will be embedded in the production of the performance component. Students will be able to understand first hand why\nideas, rules and warnings have been set into place. By working to solve a problem the students will get to practice not only the skills of each program\nbut also why each technology was chosen and the range of abilities the program has.