Salt Lake City School District Student Learning Objectives (SLOs) Writing Template

Transcription

1 This SLCSD SLO Writing Template is to be used by educators writing SLOs as a measure of student growth for educator evaluation. Course/Grade Level Information Course name Exploring Computer Science This course an introduction to computer science designed to give students an opportunity to explore careers in computer Brief course description science. The course is designed to cover the concepts of computing rather than focusing merely on the learning of specific software or tools. Approximate number of students Grade level(s) 9-12 Length of course (semester or year; if other, please describe) Semester Date submitted for district review 04/25/2016 Process, Implementation Timeline, and Sign-Offs Names and current job positions of those developing this SLO of team lead Administrator name and title Administrator sign-off of initial SLO Date final SLO is due to determine educator effectiveness rating Jonathan Ware: East High School - Teacher jon.ware@slcschools.org These will be filled out when you meet with your administrator to start your approved SLO. Section 1: Establish a Learning Goal The Learning Goal is the big idea that describes what students will be able to do at the end of the course or grade based on course or grade-level Utah Core content standards and curriculum. It includes an explanation of the importance of the Learning Goal for students lives. 1. What is/are the learning goal(s) for students? What will they know and do as a result of your class? Computer literacy is a foundational element of success in today s technology-driven world. The intended goal of Exploring Computer Science is for students to leave the class feeling more empowered in their understanding of how a computer works and how to operate a computer. Students will demonstrate their ability to use a computer through assessment and as they use a computer in daily classroom instruction. 2. What is the time span for teaching this learning goal? Semester SLCSD SLO Writing Template/Evaluation Rubric

2 3. What deep or essential understandings do you want students to demonstrate through this learning goal? How are they measurable? Computer literacy as a whole is the essential understanding for this course. Students will come to me at varying levels of computer literacy and by the end of the course they will all have increased their individual literacy. This is measurable through the progression of student projects in the course as well as through the pretest and summative test that I give. 4. Why is this learning goal essential and meaningful for students? All students will be using computers in their life now and in the future. 5. Which Utah Core Standards for content and literacy are associated with the learning goal? Reference the specific standards. Standard 06 Objective 01: Students will demonstrate and understanding of basic system features and functions Standard 70 Objective 01: Student will gain skills and use common features and commands used by key software applications RUBRIC: An application of acceptable quality will appropriately identify and thoroughly describe an important and meaningful Learning Goal, with: the big idea and the Standard(s) clearly aligned to and measured by the Learning Goal, a clear explanation of the critical nature of the Learning Goal for all students in the specific grade/ course, a clear description of how the Learning Goal allows students to demonstrate deep understanding of the Core content standards within the identified time span, and specific and appropriate instruction and instructional strategies described to teach the Learning Goal. Section 2: Document Assessment(s) and Scoring Assessment(s) and Scoring: Assessments are standards-based, of high quality, and designed to best measure the knowledge and skills found in the SLO Learning Goal. Assessments should be accompanied by clear criteria or scoring rubrics to describe the level at which students have learned. Describes appropriate instruction and instructional strategies that will support student learning. Identify what proficiency looks like to meet the Learning Goal. Describe how often you will collect data to monitor student progress toward the Learning Goal. Indicate any formative assessments that you will use. Explain the specific instructional strategies you will use over time to support student learning. Explain how you will differentiate instruction for all students, including 1. Describe proficiency in this course: what students who have mastered the learning goal and show proficiency be able to demonstrate by the end of the instructional period identified in Section 1? Students will be able to perform basic computer functions with ease. They will not stumble around looking for the right way to perform the specific function, they will be able to perform the specific function instinctively from repeated practice and usage. 2. Describe the formative assessments you will use to guide Tier 1 instruction to help all students make progress towards the Learning Goal. Explain how often you will monitor growth and assess to determine students needs. At the start of the semester I will conduct a performance assessment with each student asking them to perform computer functions including: Create a folder, rename a folder, resize Desktop icons, Copy and paste text using keyboard shortcuts, and undo using keyboard shortcuts. Formative assessments will be conducted on a daily basis as the instructor asks students to demonstrate or explain the key concepts presented. Students will be scored using a rubric. The student will score in the lowest tier if they are unable to complete the task, the middle tier if they are able to perform the tasks in any way, and in the highest tier if they are able to perform the task in a more efficient manner (using the keyboard, quickly completing the task without stumbling, etc.). This same assessment will be given three times: as a pre-test, midway through semester, at the end of the semester. The first SLCSD SLO Writing Template/Evaluation Rubric

3 students struggling with the learning or those who excel (e.g., gifted and talented, ELL, special education). two administrations are formative to prepare for the summative. 3. Describe the instructional strategies you will use to teach this content to all students. The course is very hands on/experiential. Any time they are on the computer creating content they have an opportunity to practice these skills. During group projects, independent projects, labs, etc. As the teacher it is my responsibility to present information and then consistently remind students in my demonstrations and in one-on-one instructional conversations how to perform basic computer tasks relating to the material they are working on. 4. How will you adjust instruction for students who struggle to meet the incremental learning goals? Students will all enter the course at a different level. The pre-test that I give them at the start of the year will help me determine where they stand in terms of computer literacy. There are many opportunities for one-on-one instruction in the course which allows me to address individual needs of students. 5. How will you adjust instruction for students who exceed the incremental learning goals? As with struggling students the pre-test will inform me which students are coming into the class at a higher level of computer literacy. Through one-on-one instruction I can give higher level students additional instruction to increase their literacy and the efficiency of their student workflow. RUBRIC: An application of acceptable quality will appropriately identify and clearly describe: the instructional plan for the learning goal and how instruction will be differentiated for all learners based on information from assessments. progress-monitoring measures that will be used to inform and adjust instruction. Describe the Assessment(s) (such as performance tasks and their corresponding scoring rubrics) that measure the level of students understanding of the Learning Goal. Attach assessments and rubrics as appropriate. 1. What summative assessment(s) will you use to measure the growth students made toward the Learning Goal? The students will be given the same assessment as they were given at the beginning of the semester. In addition to my summative assessment students will be given the state level CTE exam (Exploring Computer Science 802). 2. What specific criteria or rubric will you use to determine the level at which students achieved the Learning Goal? See attached rubric RUBRIC: An application of acceptable quality will appropriately identify and clearly describe: high quality Assessments(s), with evidence to support how the appropriateness and quality of the Assessment(s) have been established, scoring rubrics that appropriately differentiate student performance, including information to support that these rubrics are valid. Section 3: Establish Targets Targets: Identify the expected student learning outcomes by the end of the instructional period for all students. Targets are used to effectively project levels of proficiency toward the Learning Goal. SLCSD SLO Writing Template/Evaluation Rubric

4 STARTING Points Things to think about: Not all students learn and grow at the same rates and in the same time intervals. Knowing your students and where they are in relationship to their past experiences and pre-requisite knowledge and skills will help you identify appropriate rates of student growth toward the Evaluate the past performance and current baseline data (e.g., previous grades, preassessments, etc.) of students to determine their starting points and identify learning strengths and needs relative to the Learning Goal. Using students starting points, identify specific target levels based on available data about students performance and the number or percentage of students at each target. Describe the expected levels of growth and proficiency for students in each target level during the course. Identify the past performance Starting Points: 1. How will you identify the students learning needs in relation to the Learning Goal the first six weeks you have students? What evidence will support this? The pre-test they are given in the first week will be my main point of evidence in determining past performance. In class oneon-one opportunities with the students will inform the data from the pre-test. 2. What instructional challenges does this group of students present (linguistic, academic, etc.)? How will this knowledge change your instructional practice? This may be based on your previous experience or on the baseline data established when you begin the course. In general students in this age range are very proficient in computing when it comes to mobile devices (cell phones, tablets, etc.) but their abilities to work on a desktop computer are low. RUBRIC: An application of acceptable quality will clearly and thoroughly explain: how the data are used to define teacher performance, and include appropriate baseline data/information used to establish and adjust instruction to support expected student performance. TARGETS and PROFICIENCY LEVELS Identify the desired performance Starting Points: 1. Based on what you know or project about this group of students, where do you expect this class to be in relation to the Learning Goal by the end of the instructional timeframe? (For example: what % or # of your students at the end of the instructional time frame will be above proficiency, at proficiency, nearing proficiency, needing significantly more time or support to reach proficiency? Please adapt this thinking as appropriate for your course.) Based on the testing that I have done on students this year there is a well-defined bell curve of most students being average in their proficiency. Based on this data I expect the entire bell to shift. The average students (80% of the class) will begin at below proficiency and end at or near proficiency. Low students (15%) will end either nearing proficiency or needing more time, depending on their start level. High students (5%) who scored at proficiency or above proficiency will all end above proficiency at the end of the instructional time frame. 2. What are ambitious, but realistic expectations for the growth students will show during the instructional time-span? Identify this for each group of students. Ambitiously speaking the whole bell curve will shift even more to the right. Low students will jump to proficient, average students will jump to above proficiency, and high students will be above proficiency as well. RUBRIC: An application of acceptable quality will clearly and thoroughly explain: rigorous expectations that are realistic and attainable for each group of students using the documented high quality assessments. The following sections are completed during the school year as the SLO is implemented. SLCSD SLO Writing Template/Evaluation Rubric

5 Mid-Instructional Period Target Adaptations: Adapted SLO Targets: At a conference with the administrator, discuss any changes that might be needed. If SLO Targets are adjusted, list revised outcomes for end of REVISED Targets instructional period Learning Goal. Date: Final Target Outcomes Actual Outcomes for Targets: Record the actual outcomes at the end of the instructional period as assessed using the identified assessment(s) and scoring rubrics for all students. Record the actual number or percentage of students who achieved ACTUAL Outcomes the targets set at the beginning of the instructional period. Provide any comments you wish to include about actual Target outcomes and proficiency/growth levels for student learning. Final Section: Establish Educator Ratings Educator Ratings: Educator ratings are based on the final SLO Target results in relation to the amount of learning similar students would be expected to achieve in the length of the course. Use the table below to document the educator rating based on the established Learning Goal, Assessment(s), and Targets. Not Effective Students did not demonstrate an appropriate amount of growth toward achieving the Teacher did not provide instruction tailored to meet the needs of individual learners. Administrator comments: [Type here] Emerging Effective / Minimally Effective Students demonstrated a minimal amount of growth toward mastering the objective of the Teacher provided instruction appropriate for most students, but did not tailor instruction to meet the needs of individual learners. Effective Students demonstrated a sufficient amount of growth toward mastering the objective of the Teacher addressed students learning needs to help them accomplish appropriate targets. Highly Effective Students demonstrated an exceptional amount of growth toward mastering the objective of the Teacher addressed students learning needs to help them accomplish ambitious targets. Administrator Signature Date Educator Signature (the signature does not necessarily indicate agreement with the rating) Date SLCSD SLO Writing Template/Evaluation Rubric