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

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1 Directions: The SLCSD Model SLO Template is to be used by educators using SLOs as a measure of student growth for educator evaluation. Adjustments to this template must be approved by the Utah State Office of Education (Board Rule). This model should be used in tandem with the SLCSD SLO Development Guide to ensure information about Learning Goals, Assessments, and Targets are appropriately addressed. Additional documents and guidance are available at Course/Grade Level Information Course name Brief course description Computer Technology Computer literacy is a foundational element of success in today s technology-driven world. This semester-length course is intended for students to learn concepts associated with key application software, basic computing fundamentals, and ethics and appropriate behavior while using technology as a tool in the classroom and in life. Successful completion of this course satisfies the Computer Technology graduation requirement. Approximate number of students Typical enrollment per section: East High: 33 Highland High: 34 Horizonte Varied sites: 5-35 Grade level(s) 9-12 Length of course (semester or year; if other, One semester please describe) Date submitted for district review February 23, 2015 Process, Implementation Timeline, and Sign-Offs Names and current job positions of those Toni Simmons: Highland High School; Teacher (SLO Team Leader) developing this SLO Connie Clements: East High School; Teacher of team lead Administrator name and title Administrator sign-off of initial SLO Date final SLO is due to determine educator effectiveness rating James Morse: Horizonte Instruction and Training Center; Teacher Lorna Parkinson: Highland High School; Teacher 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. It also describes appropriate instruction and instructional strategies that will support student learning. Computer literacy is a foundational element of success in today s technology-driven world. The Computer Technology course is intended for students to learn concepts associated with key application software and basic computing fundamentals as a tool in the classroom and in life. Students will demonstrate these skills and knowledge using document processing, spreadsheet, and electronic presentations software, including the creation of a cross-curricular project during the semester in which they are enrolled in the Computer Technology course. Utah Core Standards addressed Computer Technology I USOE Standards: SLCSD SLO Template

2 Standard 2: Students will understand and effectively use the common application functions with word processing, spreadsheets, and presentation software. Standard 5: Students will use their document processing, spreadsheet, and/or electronic presentation skills to complete a cross curricular project during the semester in which they are enrolled in the Computer Technology course. 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. Identify what proficiency looks like to meet the Learning Goal. 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. Describe how often you will collect data to monitor student progress toward the Learning Goal. Indicate any formative assessments that you will use. Students will use appropriate software tools to effectively create spreadsheets, electronic presentations, and word processing documents using a report style and/or other layouts. To achieve integration within general education classes, students will use their word processing, spreadsheet, and/or electronic presentation skills to complete a cross-curricular project for another class in their current schedule. (Scoring rubrics attached at end.) Daily, students will participate in guided learning activities and apply skills and knowledge in computer-based projects and written assessments. Examples: 1. Watch teacher demonstration and duplicate actions 2. Open base files and apply skills to enhance documents 3. Create original projects from templates or blank documents 4. Written quizzes and reviews focusing on terminology and concepts Explain how you will use this information to differentiate instruction for all students toward the Learning Goal (e.g., gifted and talented, ELL, special education). 1. A significant differentiation would relate to the student s ability to create and type content in documents. According to the abilities of highly-skilled, basic, ELL, Special Ed, 504 s, along with varying keyboarding speeds, the teacher can provide source material which students can copy. For example with a prepared PowerPoint storyboard, some would have simpler language and less-content to type. The teacher distributes copy to all, but while doing so, matches the simpler content to those whose language or typing competencies call for it. The amount and nature of additional content is flexible, according to students opinions and abilities. As needed, the teacher can provide a base file with content which students will modify according to project requirements. 2. The teacher will also respond to different needs by providing visual and written instructions and promote peer-coaching. 3. According to pre-tests and ongoing targets, teachers can exempt students from some of the basic learning activities and participate in higher-level activities. SLCSD SLO Template

3 4. The option to prepare for Microsoft Office Certification is offered by some teachers as enrichment for exceptional students. These students can add GMetrix training and testing activities to their classroom experience, and the teacher can serve as proctor to administer the official Certiport tests free-of-charge. 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. Evaluate the past performance and STARTING Points current baseline data (e.g., previous courses or grades, pre-assessments, etc.) of students to determine their starting points and identify learning strengths and needs relative to the Learning Goal. Using students starting points, identify TARGETS and PROFICIENCY LEVELS 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. 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 REVISED Targets outcomes for end of 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 ACTUAL Outcomes of students who achieved 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 rating results are based on the final SLO Target results. Use the table below to document the educator rating based on the established Learning Goal, Assessment(s), and Targets. Does Not Meet Based on the students starting points, students performed worse than expected. Administrator comments. Partially Meets Based on the students starting points, students partially performed as expected. Meets Based on the students starting points, students performed as expected. Exceeds Based on the students starting points, students performed better than expected. SLCSD SLO Template

4 Administrator Signature Date Educator Signature (the signature does not necessarily indicate agreement with the rating) Date Spreadsheet with Chart Create a spreadsheet with a title, (subtitle), and column headings. Insert data that is relevant and complete. Create and copy formula(s). Format the spreadsheet: Alignment Borders Shading Number Category Column Widths, Row Heights Use readable fonts and sizes. Create a chart representing a selection of data. (Chart may be embedded or on a new sheet) Format the chart: Fonts Plot size Legend, Data labels Alignment Colors, patterns, weights And more... Include documentation: Locate it at the chart s baseline Or, insert a footer indicating that the source is documented on another page. (Provide that Use printed Page Setup page.) to prepare for printing (Fit Print to spreadsheet 1 sheet; centered; and chart footer) sheet. Staple printout to this sheet. (Only one sheet printed for embedded chart.) SLCSD SLO Template

5 Report (Essay) Introductory paragraph Additional paragraphs developing important subtopics Concluding paragraph Word wrap Report style components for MLA or APA: Header and page numbers (+2) Heading entries (+1) Title (+1) Line spacing (+1) First-line indent (+1) Hanging indent (+1) (Alternate style: Cover page) Documentation (consistent with APA, MLA or other style) Textual citations or Footnotes/Endnotes (+3) References Page (+5) (Use the References tab in Word to manage sources and create citations.) Correct spelling and grammar Readable font face and size repeated throughout full document Something else? (In-line graphics, table, imported chart, concordant fonts, bullets, tabs, manual hyphenation...) SLCSD SLO Template

6 Word Processing (Not a report) Body of Project: (Content) Design and Layout Principles Contrast (+1) Repetition (+3) Alignment (+2) Proximity (+3) Word wrap (+3) Documentation Teacher? Textbook? Internet? Novel? If this is not your original work, you must give credit to your sources. Correct spelling and grammar Readable font face and size Font changes for emphasis For example: Use a second font face to contrast the main font. Apply style changes (bold, italics) Add font effects (small caps, etc.) Change character spacing (expanded or condensed) Formatting of your choice to enhance the visual appeal of project (Alignment, Indentation, Linebreaks, Tabs, Line spacing, Borders, Shading, Page numbering, Bullets...) Something else? (Clip art, drawings, borders, shading, exceptional content, table, imported chart, hyphenation, columns, table of contents, and more.) SLCSD SLO Template

7 PowerPoint Create at least twelve slides. Title slide Slides that present topic References slide Signature slide (Created by... ) Blank slide at end Choose a design (theme/color scheme/background) that complements the topic. Keep text concise. (Basic rule: No more than six or seven words across and six or seven lines down.) Insert at least three artistically similar graphics matching the slide messages. Apply appropriate animation. Make adjustments for good design. Font size ( 36 pt. and 24 pt.) (+1) Contrast (+1) Repetition (+3) Alignment (+4) Proximity (+1) Apply transitions to all slides. Proofread and spell check. Make corrections to grammar and spelling as needed. Print slides as HANDOUTS with six slides per sheet; staple to this rubric. Something else? (Objects, hyperlinks, media clip, master slide, sound, loop.) SLCSD SLO Template

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