CONTENT SPECIFIC SGO SAMPLES CAREER and TECHNICAL EDUCATION

1 CONTENT SPECIFIC SGO SAMPLES CAREER and TECHNICAL EDUCATION Page 2 Indiana Department of Education - RISE Evaluation and Development System Student Learning Objectives Handbook Version 2.0 (http://www.riseindiana.org/sites/default/files/files/student%20learning%20objectives%20han dbook%202%200%20final(4).pdf) High School Special Education Life Skills Classroom Pages 3-6 Ohio Department of Education Student Learning Objective Samples (http://www.ode.state.oh.us/gd/gd.aspx?page=3&topicrelationid=1925&contentid=136917& Content=141503) Financial Literacy High School Pages 7-12 Rhode Island Department of Education Student Learning Objectives (http://www.ride.ri.gov/teachersadministrators/educatorevaluation/studentlearningobjectives. aspx) Culinary Arts 2 Grade 11 Electricity/Robotics/Pre-Engineering Grades 12 Page 13 Hawaii Department of Education Student Learning Objectives http://hawaiidoereform.org/literatureretrieve.aspx?id=124069 CTE Industrial Engineering Grade 9

Indiana Department of Education - RISE Evaluation and Development System Student Learning Objectives Handbook Version 2.0 (http://www.riseindiana.org/sites/default/files/files/student%20learning%20objectives%20han dbook%202%200%20final(4).pdf) High School Special Education Life Skills 2

Ohio Department of Education Student Learning Objective Samples (http://www.ode.state.oh.us/gd/gd.aspx?page=3&topicrelationid=1925&contentid=136917& Content=141503) Grades 9-12 Financial Literacy Student Learning Objective (SLO) Template Teacher Name: Content Area and Course(s): Financial Literacy Grade Level(s): 9-12 Academic Year: Baseline and Trend Data What information is being used to inform the creation of the objective and establish the amount of growth that should take place within the time period? Students have no experience taking courses in personal finance. However, I administered a 25- question district-created survey of personal financial literacy to determine students background knowledge and experiences in managing their finances. Results of the survey suggest that approximately 30 percent of students hold occasional or part-time jobs and are responsible for managing the money that they earn. A majority of students (76 percent) intend to attend college, but listed limited financial options for financing college. Students indicated they understood the basics of income and sales taxes, and insurance. However, many students seem to lack background knowledge on planning and money management, consumerism, investing, and credit and debit. The survey was scored out of 50 points, with 50 being that students indicate the completely understand, know, and can explain topics of the course, and 0 points being that students have no background experience or knowledge of concepts of the course. The distribution of survey results were the following: Survey Score Range Number of Students Receiving that Score 0-10 4 11-20 20 21-30 23 31-40 17 41-50 1 This survey was administered for the first time this year, so we do not have trend data from prior years. However, trend data from unit tests and end-of-course examinations from the past three years are as follows: 3

4 These data suggest that historically students do well on the first two units, financial responsibility/ decision making, income and careers, and consumerism. Even though students this year and in past years indicate a lack of background knowledge in these areas, new learning can be situated fairly easily within a student s real-world experience. Students struggle most on units on investing and credit/debit. These units contain terminology that is new to many students, which may require additional time or instruction in order for students to fully grasp the terms and new concepts. Student Population Which students will be included in this SLO? Include course, grade level, and number of students. This SLO will apply to the 65 students taking this course in the first semester. Students across the three classes range in terms of their strengths, challenges, and abilities. The students are in grades 9-12. Fifteen students are taking advanced classes, including advanced math. These students may grasp concepts more quickly than their peers and require lesson extension. Six students have IEPs (disabilities include Asperger s syndrome, hearing impairment, emotional disturbance, dyslexia, aphasia, and multiple disorders) and an additional four students have 504 plans for ADHD. Interval of Instruction What is the duration of the course that the SLO will cover? Include beginning and end dates. The course s duration is one semester. The SLO will cover January 2013 to May 2013. Standards and Content What content will the SLO target? To what related standards is the SLO aligned? The SLO will target the Financial Literacy Academic Content Standards, which are comprised of 27 content statements. These content statements are organized into 7 topics: Financial responsibility/decision making Income and careers Planning and money management

5 Consumerism Investing Credit/debt Risk management and insurance The curriculum of the course I teach is divided into 7 units that align with the topics mentioned above. By the time students graduate the course, they should be able to read, analyze, manage, and talk about personal financial conditions that impact their financial well-being. Assessment(s) What assessment(s) will be used to measure student growth for this objective? Students will be assessed using a district-created end-of-course exam created by curriculum experts. The assessment is comprised of 30 multiple choice questions (2 points each, worth 60 points) and five short-answers (worth 8 points each) that require students to explain their understanding of concepts and provide financial guidance to someone based upon a written scenario. The test will be administered during the first week of May 2013. All students will have 2 class periods (90 minutes total) to complete the exam, except for those students with IEPs and Grades 9-12 Financial Literacy 504 plans who require extended time (students with aphasia, dysgraphia, and ADHD). One student with ADHD and one student with emotional disturbance have short breaks listed as a testing accommodation; these students will be able to take 2 fiveminute breaks during testing administration. Growth Target(s) Considering all available data and content requirements, what growth target(s) can students be expected to reach? Rationale for Targeted Student Growth within the Interval of Instruction What is your rationale for setting the above target(s) for student growth within the interval of instruction? Results of the 2008 Survey of Personal Financial Literacy Among High School Students demonstrated a need for greater focus on personal financial literacy in high school. The survey was distributed to nearly 7,000 high school seniors in 2008, and the mean score of high school seniors was 47.5 percent. Results of a district-created student survey administered in September suggests that students have some experience monitoring their own finances, but are not fully aware of their financial options and the economic factors that impact them. This SLO targets not only areas of student weakness but areas of student strength to ensure that students leave the course with a comprehensive understanding of financial literacy topics and how they relate to one another.

This SLO aligns not only with the state s new focus on improving students financial literacy but also with our district s goal of ensuring that all students graduate college- and career-ready. Part of being college- and career-ready is being able to independently manage your finances and make financial decisions. By attaining the above growth targets, students will demonstrate that they are reasonably aware of the fundamentals of personal finance and will leave the class able to perform basic financial tasks on their own. Students who lack prior knowledge will be expected to demonstrate the most growth in order to meet course-level expectations and to ensure they are prepared to manage their finances effectively. I am using the results of the survey to inform my growth target. Students who already have strong background knowledge in this area will be expected to exceed basic expectations for the course (passing the end-of-course exam). One student who demonstrated strong background knowledge will complete a capstone activity in order to demonstrate developmentally appropriate growth in the subject. If students master content quickly during the course, then I will make sure to accelerate or extend instruction and, if needed, assign the capstone activity to more students so that they can fully demonstrate how much they have grown. 6

Rhode Island Department of Education Student Learning Objectives (http://www.ride.ri.gov/teachersadministrators/educatorevaluation/studentlearningobjectives. aspx) Culinary Arts 2 Grades 10-11 STUDENT LEARNING OBJECTIVE Content Area: Culinary Arts II Grade Level: 10-11 Objective Statement: Students will develop of culinary knowledge and practical skills needed to be career-ready for entry-level culinary-prep positions including sanitation and safety, knife skills, use of large and small equipment, varied food preparation, nutritional values, receiving and storage, management and employability skills, and customer service. Rationale: Our department goal is to increase the number of students who are career-ready upon program completion and increase the number of students who achieve certification. The topics addressed by the objective statement represent the prerequisite knowledge and skills that will be expected of students when they apply for their first culinary job. Aligned Standards: ACF Standard 2: Sanitation and Safety ACF Standard 3: Human Relations Skills ACF Standard 4: Business and Math Skills ACF Standard 5: Food Preparation ACF Standard 6: Garde Manager ACF Standard 7: Basic Baking ACF Standard 8: Purchasing, Receiving, Inventory and Storage ACF Standard 9: Nutrition Students: All 32 students in Culinary Arts II Interval of Instruction: SY2012-2013 Baseline Data: 1. The national average for the written portion of the NOCTI is 69.5. The national average for the performance portion of the NOCTI is 86.8. Prior students of mine have averaged 73 on the written part and 85 on the performance portion. 2. All students in Culinary Arts II have taken and passed Culinary Arts I, which concluded with the NOCTI Level I assessment. I have reviewed the scores for all 32 of my current students and sorted them into three tiers: Group 1: 13 students excel at both written and performance portions 7

Group 2: 14 students excel at the performance portion but struggle more with the written component Group 3: 5 students passed both portions but need remediation in Culinary I basics. Based on hands-on tasks and new material assigned in the first two weeks of class I believe these groups are appropriate. While Culinary II focuses on different, more complex curriculum, Culinary I fundamentals are critical to success in Culinary II and so I believe this baseline data will help me as I craft supports and challenges for all students throughout the year. Target(s): 1. NOCTI Level 2 Assessment: The group of 32 students will average 77 on the written portion and 89 on the performance portion. i. Group 1 students will all score a minimum of 80 on the written portion and a minimum of 90 on the performance portion ii. Group 2 students will all score a minimum of 75 on the written portion and a minimum of 90 on the performance portion. iii. Group 3 students will all score a minimum of 70 on the written portion and a minimum of 80 on the performance portion. 2. Portfolio: All students will complete an online portfolio with a minimum of 26 entries which demonstrate proficiency in tasks across all 13 units. Rationale for Target(s): According to NOCTI the criterion-referenced cut-scores that demonstrate minimal competency for the Culinary II assessment are: Written section: 55.2 Performance section: 75.6 These are the scores that indicate to employers that the candidate is sufficiently competent to begin work at an entry-level culinary-prep position. In order for our students to be highly competitive in the current job market it is essential for them to have superior skills so as to secure selective internships and entry-level positions that allow for growth. This year we have at least two chefs-in-residence from local restaurants who have agreed to visit monthly and work with our more advanced students. These master-classes will challenge the higher-skilled students and allow me time to work with the Group 3 students to develop their basic skills. Through this differentiated instruction I believe students can reach their targets, even though they are more rigorous than previous years. Evidence Source(s): 1. Final Exam: At the end of the year all students will take the NOCTI Culinary Arts Cook Level 2 assessment. The NOCTI is a standardized industry assessment that consists of two sections. Section 1 is a three-hour multiple choice test with 207 items that range from sanitation and safety, to bakery products, and customer service, to name a few. Section 2 is a three-hour set of 5 performance tasks in which students will apply their knowledge by demonstrating knife skills, use of tools, and ability to prepare a variety of foods. 8

2. Portfolio: Throughout each of the 13 units students will have opportunities to submit documented work for their online portfolio. Students will take digital pictures and video of performance tasks, upload them to their portfolio, and then complete accompanying written reflections detailing the choices they made and their effects, as well as changes they will make when performing the same task in the future. Students must include at least 2 portfolio entries per unit that detail a successful performance task as determined by a rubric and scored by me and/or chefs-in-residence. Guidance for appropriate or required performance tasks will be given at the start of each unit. Administration: 1. A. The written portion of the NOCTI is an online assessment. Students will take test in the computer lab with me during the exam period the last two weeks of school. 1. B. The performance portion of the NOCTI is administered by me in class during the exam period. 2. Online portfolios will be monitored throughout the year at the culmination of each unit. Students may repeat any prior performance task if they wish to improve their portfolio but all portfolios must be updated and complete by the last day of class. Scoring: 1. A. The written portion of the NOCTI is scored automatically while students take the test online. 1. B. The individual performance tasks will be rated by me and all double-scored with one of the two chefs-in-residence. We will input the performance task scores into the NOCTI site, which will then determine a final score. 2. In order to submit a portfolio entry students must have earned a 3 or 4 on the rubric, scored by me and/or chefs-in-residence. For a portfolio to be complete it must include at least 26 submissions: 2 submissions of performance tasks related to each of the 13 units. 9

Rhode Island Department of Education Student Learning Objectives (http://www.ride.ri.gov/teachersadministrators/educatorevaluation/studentlearningobjectives. aspx) Electricity/Robotics/Pre-Engineering Grade 12 Student Learning Objective Content Area: Elect./Robot./Pre-Engineering Grade Level: 12 Objective Statement: Students will demonstrate an understanding of how to program robots and computers that control manufacturing automation, with an emphasis on the team approach to problem solving in a work environment utilizing state of the art equipment like the Tetrix Robotic System, Scorbot ER-4 Manipulator, and peripherals that include conveyers, sliders, and turntables. Rationale: The learning tasks and skills associated with this Objective Statement must be mastered before moving on to the next level of instruction. As students progress through this curriculum, they will build a foundation of knowledge from which they draw upon when given new tasks in their future careers. The industry requires employees to have all of the problem solving, critical thinking, and team effort skills that are embedded in this objective and the curriculum, and so I will be simultaneously preparing students to be career-ready. Aligned Standards: GSEs ET2.1 (9-12) Students demonstrate an understanding of the attributes of the design process. ET2.2 (9-12) Students demonstrate an understanding of technological products and systems. R-12-2.1(9-12) Students identify the meaning of unfamiliar vocabulary by using various strategies. M (N&O) -12-7 Students make estimates in situations by determining the level of accuracy. PS2 (9-12) Students demonstrate an understanding of energy by describing changing systems. Industry Standards EIA-11M-R Students will develop the abilities to apply the design process. EIA-10- I-L Students will understand troubleshooting, R&D, innovation, and problem-solving CCSS SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. Students: This objective applies to 22 seniors in the Electronics/Robotics/Pre-Engineering Program. 10

11 Interval of Instruction: SY2012-2013 Baseline Data: In looking at historical data, I found that 95% of graduating students who have taken the certification tests within the past 3 years have successfully passed. These same students have averaged a score of 75% on the senior project. After 4 weeks of introductory work with my current students, this group appears to have a strong set of foundational skills. There are two groups of students who have specific areas of weakness, but I do not believe any will require a corresponding target, but will merely need strategic supports throughout the year. Group 1: Four of the students have lower math skills and will need additional explanation, reteaching, or practice. Group 2: Seven of the students struggle reading informational text and require comprehension strategies and vocabulary support. Target(s): A) Certification Tests: The target is for all students 22/22 (100%) is to successfully pass all of the certifications. B) Senior Project: The target is that all teams will score at least 24 points out of a total of 30 possible points (approx. 80%). Rationale for Target(s): A) Certification Tests: 95% of the graduating students who have taken the certification tests within the past years have successfully passed. This group of seniors seems especially motivated and I taught most of them last year, so I have a strong sense of their skills and a good foundation in terms of developing relationships with them and their families. B) Senior Project: I based my projected targets on the senior projects on performance of past students, though I have raised my expectation from 75% mastery to 80% mastery on the rubric. I believe that the small adjustments that I have made to my curriculum and instruction will enable me to boost student achievement on this project, as compared to last year. Evidence Source(s): A) Certification Tests: Seniors are required to take certification tests in various content areas of the curriculum. One of which is the ES-4 Digital Electronics Certification Test. In addition, beginning 2012-2013 students will be given a ES-5 Robotics and Automation Certification Test and a LEAN

certification test which signifies training and knowledge in the evaluation of assembly line and manufacturing efficiency. B) Senior Project: Students will complete a senior project, in which teams of students are presented with a real world problem in manufacturing engineering and the ROV (Remote Operated Vehicle) Industry and are required to program a robot or computer to address the problem. The project will be assessed on a rubric that is aligned to industry standards (4 domains). The rubric also includes a score for working as a member of a team and a score for successfully solving the problem. Administration: A) Certification Tests: The ES-4 Digital Electronics Certification Test is administered by our school certification coordinator. In addition, the ES-5 Robotics/Automation Certification Test and the LEAN certification test will be given beginning in the 2012-2013 school year. 12 B) Senior Project: The Senior Projects will be presented the last month of school. Students will have 3 weeks of class time to work in their groups. Final presentations of their projects will take place the last week of class. Scoring: A) Certification Tests: The certification tests are scored by ISCET and RIMES and results of the certifications are sent to the students as well as the school directly from the nationally headquarters of ISCET and RIMES. B) Senior Project: The project and project rubric were developed in collaboration with another teacher of this same course in another district. The senior projects will be co-scored by me and a colleague of mine with a strong background in this content area.

Hawaii Department of Education Student Learning Objectives http://hawaiidoereform.org/literatureretrieve.aspx?id=124069 13