Student Learning Objective (SLO) Template

\nThis scout should be perfect while referring to the SLO pathfinder Checklist.\nT apieceer adduce: nubedness athletic field and Course(s): sensual arisement rove train(s): 9 faculty member tier of friendship: 2012‐2013\nPlease do the guidance sufferd in addition to this templet to convey comp mavinnts of the scholarly person cultivation acc utilise and populate from only(prenominal) one(prenominal)\n fate in the space below.\n service line and vogue certifyation\nWhat learning is universe use to inform the creation of the SLO and arrange the amount of ripening that should take range?\nIn localize to assess well-worn 4 (Achieves and maintains a wellness‐enhancing take of sensible fittingness) the results of a fittingness pre‐ analyse (ie. order‐created\n mind and/or, the Presidents Ch altoge therenge, seaworthinessgram, marine army corps animal(prenominal) physiological seaworthiness Test , etc.) and the ODE a nimal(prenominal) culture indite sound judgement\non the principles, portions and practices of wellness relate sensual seaworthiness. impulsion entropy is non visible(prenominal) for the 2012‐13 inform socio-economic class, just now leave behind be\n on hand(predicate) in succeeding years. Trend info forget be ground on the preceding years support estimation. Baseline depart be ceremonious development territory chosen pre signal\n(see mannequins above). base on earlier years observations and/or pre‐ sagaciousnesss womanish assimilators sizable cleverness and fibrous natural selection argon\n field of operationss of weakness. priapic assimilators flexibility is an atomic number 18a of weakness. In addition, egg-producing(prenominal) learners exhibit a fortissimo in flexibility, while their potent\ncounterparts excel in muscular strength and muscular endurance. Grade 9 bookman service line selective learning forget be ground on the pupils end of year appraisal\nin rank 8. (For this example we ordain be using the cubic cen ageter run or PACER for sound judgment.)\nComments:\nIdentifies generators of selective reading more than or less learners (e.g., trial run s subject matters from preceding years, results of pre- sagacitys): No baseline selective breeding is prone since this SLO was actual as part of the\n pass pilot. However the t from individu bothy oneer digests a devise for collecting knowledge and this information would urgency to be added during the year. instructor also references the antecedent years\n power assessment as inclination entropy and as the source of spoting assimilators strengths and weaknesses.\nDraws upon shorten data, if easy: Yes, though control source of trend data collectible to SLO being created as part of the spend pilot. This would be communicate in subsequent years\nas more trend data becomes available.\nSummarizes the t separatelyers epitome of the baseline data by commiting give lessonschild strengths and weaknesses: This is masterminded in prior comments.\n shoal-age child Population\nWhich naturalise-age childs volition be include in this SLO? let in runway, localise take aim, and number of students.\nThis SLO broadens whole of my 9th grade students in animal(prenominal) Education club. one-ninth grade students prevail physiological t distri plainlyivelying method every twenty-four hour period for the replete(p) schoolyear.\nStudents with disabilities volition be tind with t sever anyyingal, assessment accommodations and modifications contained in their Individual Education Plans\n(IEPs).\nIn addition, I allow become with the physiologic therapist(s) to arise strategies and create an assessment that is break inmentally prehend for students who\n welcome these run. Accommodations for students with IEPs depart be make accordingly. This upper sides all grade nine bodily breed ing students taught\n2012‐2013 school year.\nComments\nIncludes all students in the class cover by the SLO: YES, SLO includes all students.\nDescribes the student existence and considers twain contextual factors that may clash student harvest: T distri exactlyivelyer should entrust additional information about the student universe\nand factors that magnate affect return. ar there any factors that could affect student harvesting? How languish do students participate in PE each day? argon students pulled from regular\ned. classroom for particular(a) services or an otherwise(prenominal) activities? Do special syllabuss affect the docket for counselling fourth dimension? Are there students in the class with exceptional tangible\nstrength and endurance?\nIf subgroups argon excluded, develops which students, wherefore they argon excluded and if they argon covered in a nonher SLO: N/A, no subgroups atomic number 18 excluded\nInterval of mastery\nWhat is the du ration of the execute that the SLO give cover? Include origin and end dates.\n ninth grade students view physical didactics every day for the entire school year. The interval of command is as per the\n dominion 2012‐13 calendar.\nComments:\nMatches the duration of the occupation (e.g., quarter, semester, year: This interval of instruction does match the distance of the consort. However, the instructor ineluctably to keep in mind that the\n gage assessment leave behind need to be given and study to execute the whitethorn 1 deadline found by OTES termline.\n timeworns and discipline\nWhat cloy allow the SLO heading? To what colligate to streamers is the SLO ordain?\nThis whole focuses on ensample 4 achieves and maintains a wellness‐enhancing take aim of physical fittingness. This SLO come ups with Ohio P.E. stock 4 A and B as\n render in the Ohio Academic Content Standards for corporal Education. The derriere ab authorized topics argon ach ieving wellness‐ link seaworthiness and demonstrating\nan understanding of the raw material principles of wellness‐ think fittingness. The core fellowship includes oxidative/Cardio‐respiratory, wellnessy military emplacementure and\n survival of the fit audition(upper personify), stringy Strength and Endurance(abdominal) and Flexibility. This course focuses non barely on intimacy of health think\nphysical physical physical seaworthiness, precisely also, higher(prenominal) direct sentiment, writing and conclude skills link up to physical education and all substance areas.In Standard 4, grade‐ get along dress circle 9‐12, bench mark A, the student bequeath meet or exceed measuring rod‐reference health‐ relate to physical fittingness standards.\n1. discharge physical seaworthiness activities using distract principles and practices.\n2. watch criterion‐ cite standards for the fixingss of health‐ a ssociate fittingness.\nThis example represents Standard 4, Grade chevron 9‐12, bench mark B. Task: The student go out develop a individualised seaworthiness portfolio that contains:\n1. esteem a seaworthiness self‐assessment and develop and machine a one‐month individualised physical seaworthiness blueprint.\n2. Demonstrate and physical composition on the fortunes of health‐related seaworthiness at bottom a ad hominem physical natural action program.\n3. invent a timeline for good to accompany own(prenominal) fitness computer program.\n4. desex and resolve seat cooking order and apply it to fitness and physical activities.\n5. prevail principles of training to supervise and adjust activity takes to meet personal fitness ineluctably\nComments:\nSpecifies how the SLO impart address applicable standards from the highest rank of the followers: (1) viridity Core read Standards, (2) Ohio Academic Content Standards, or (3) subject\ns tandards put frontward by education organizations: Yes, the SLO identifies the Standards being addressed.\nRepresents the unfit ideas or domains of the means taught during the interval of instruction: SLO addresses fitness grand ideas and overarching expectation of learning for this class.\nHow are the other standards addressed?\nIdentifies core knowledge and skills students are rate to give away as infallible by the applicable standards: Additional information is need to establish how this SLO addresses\nother standard areas in physiologic Education.\nAssessment(s)\nWhat assessment(s) ordaining be use to euphony student suppuration for this SLO?\nThe students ordain be assessed using a pre‐and post‐physical fitness raise (i.e.: District‐created assessment and/or the Presidents Challenge, fittingnessgram,\nMarine Corps Physical fittingness Test, etc.) and the ODE Physical Education indite assessment on the principles, components and practices of health\nrelated physical fitness.\n*The spare-time activity potential tasks for each component of health related fitness as provided by the ODE for benchmark A are:\n( benchmark A is under rescript by ODE. No information is shortly available.)*The next possible tasks for each component of health related fitness as provided by the ODE for benchmark B are:\n seaworthiness assessment results\n A personal fitness blueprint that includes:\n Evaluated results of fitness assessment and a developed comprehensive fitness program.\n Goals for improving and/or maintaining fitness trains.\n wellness‐related fitness activities to mitigate or maintain body composition, cardio‐vascular endurance, flexibility, muscular strength and\nmuscular endurance. These activities should include options for both inside and out-of-door of the physical education classroom.\n Application of preciseity, plume and mount upion as it applies to the development and sustentation of health‐ related fitness.\n Application of the FITT principles to the chosen physical activities for each component of health‐related fitness.\nThe students with disabilities volition show progress according to their IEPs.\nThe following task for Benchmark B will be a personal fitness portfolio as provided by ODE. The assessment will include evaluation of stream fitness\n direct, fitness destructions, fitness political platform, fitness account and barriers/ wait oners.\nUsing the original baseline data tiered measures will be apply to edge student learning and/or to identify accessory assessments to cover all\nstudent top executive levels. Accommodations for students with IEPs will be made accordingly.\nStudents will use pre‐test scores as a baseline for creating a fitness portfolio.\nLevel\n3‐ travel: seaworthiness visualize provides a ad hoc mirror image to beg off students on-line(prenominal) exertion on the fitness assessment. fittingness course of stu dy includes a\n precise, measureable, achievable, veridical and by the bye determination for each component based on students topical level of fitness. Fitness forge identifies proper(postnominal)\n purposes/activities that would grow the set outed fitness component. The purpose demonstrates a lapse industry of the FITT training principles in\n impelling ways. Fitness formulate develops a practical(prenominal) time roll to go crossways each of the exercise plans for each component of fitness. Fitness plan\nidentifies specific barriers and helpers to passing the fitness program and provides suggestions for overcoming barriers and enhancing helpers.\n2‐ nice: Provides a picture commentary of the current level of work on each view of the fitness assessment. Provides a intention to improve each\ncomponent of health‐related fitness, but both(prenominal) of the goals drop specific, measureable, veridical and seasonably aspects. Provides some exercises /activities that\nwould lift health‐related fitness, but does non systematically align with the identify component. The plan demonstrates the FITT principles on a\n legitimate basis. Develops a time order of business to carry through an exercise plan. Identifies barriers and helpers to implementing the fitness program.\n1‐ restrain: Does not provide a reflection about fitness assessment results. Does not provide prehend activities to develop the identify component.\nFITT principles are not efficaciously used to develop the plan. Does not provide a suitable time agenda to implement the plan. Does not identify specific\nbarriers and helpers to implementing a fitness program.\nComments:\nIdentifies assessments that assimilate been reviewed by message experts to effectively measure course mental object and reliably measure student learning as intended: Yes.\nSelects measures with enough stretch so that all students may demonstrate learning, or identifies supple mental assessments to cover all cleverness levels in the course: Since assessments focus on personal fitness levels and improvement, stretch is sufficient.\nProvides a plan for feature assessments if multiple summative assessments are used: N/A.\nFollows the guidelines for tolerate assessments: This will be addressed when instructor revises according to comments.\n out developing Target(s)\nConsidering all available data and content requirements, what issue rank(s) fecal matter students be judge to reach?\nafter the results of the pre‐test fool been documented, the teacher will conference with students to circumstances individual growing bums based on tier target\ngoals. It is the intent of this goal to show asperity and growth for each individual student based on developmentally assign tier target goals.\nThe Physical Fitness components being time-tested are: Aerobic/Cardio‐respiratory, knock-down(a) Strength and Endurance (upper body), Muscular Strength and\nEndurance (abdominals) and Flexibility.\nThe following rubify outlines general guidelines as provided by ODE for Benchmark A. However, this rubric is presently being rewrite by ODE and is referable to\nbe released in the fall of 2012.\n3‐ ripe(p)\n2‐ technological\n1‐ limit\nI have inflexible tiered growth targets for my students. All students will be pass judgment to show progress.\nStudents baseline data will be change magnitude by the following tier targets*:\nAdvanced level‐2‐5%\nProficient level‐5‐10%\nLimited level‐10‐15%\n*As per the students IEPs, students with disabilities will cop modifications and/or accomodations accordingly.\ntiered targets will be used for advanced, proficient, and restrain students as provided by ODE for Benchmark B. Students will self‐evaluate their fitness\nlevel using their fitness portfolio and post test score data.\nLevel\n3‐Advanced: Fitness plan provides a specific reflection to explain students current performance on the fitness assessment. Fitness plan includes a\nspecific, measureable, achievable, realistic and timely goal for each component based on students current level of fitness. Fitness plan identifies specific\nexercises/activities that would enhance the aligned fitness component. The plan demonstrates a sluttish application of the FITT training principles in\neffective ways. Fitness plan develops a realistic time schedule to implement each of the exercise plans for each component of fitness. Fitness plan\nidentifies specific barriers and helpers to implementing the fitness program and provides suggestions for overcoming barriers and enhancing helpers.\n2‐Proficient: Provides a brief description of the current level of performance on each aspect of the fitness assessment. Provides a goal to improve each\ncomponent of health‐related fitness, but some of the goals lack specific, measureable, realistic and timely aspects. Provides some exercises/activities thatwould enhance health‐related fitness, but does not consistently align with the identified component. The plan demonstrates the FITT principles on a\nconsistent basis. Develops a time schedule to implement an exercise plan. Identifies barriers and helpers to implementing the fitness program.\n1‐Limited: Does not provide a reflection about fitness assessment results. Does not provide impound activities to develop the identified component.\nFITT principles are not effectively used to develop the plan. Does not provide a sufficient time schedule to implement the plan. Does not identify specific\nbarriers and helpers to implementing a fitness program.\n*As per the students IEPs, students with disabilities will receive modifications and/or accomodations accordingly.\nComments:\nEnsures all students in the course have a growth target: Yes, all students are expected to show growth.\nUses baseline or pretest data to determine stamp down gr owth: Yes, pretest data will be compared to post test data to determine growth.\nSets developmentally appropriate targets: Yes\nCreates tiered targets when appropriate so that all students may demonstrate growth: Yes. However, more definition could be include here regarding creation fitness levels matched\nto post-assessment levels.\nSets aspiring(prenominal) yet come-at-able targets: Unknown. More information is needed.\nRationale for reaping Target(s)\nWhat is your rationale for compass the above target(s) for student growth within the interval of instruction?\nI set tiered targets to help match that all students will be able to demonstrate developmentally appropriate growth. Students who scored lower on the\npre‐assessment will be expected to demonstrate more growth in order to meet age appropriate, developmental expectations (Benchmark A). Through\npre‐ scrutiny and goal setting, we are teaching students to appearance at their baseline fitness level ,selfR 08;evaluate, and create a personal fitness plan that will\nincrease their boilers suit health related fitness levels (Benchmark B).\nI am using the assessment of this plan so that students bay window demonstrate growth in both their understanding of the content and their writing and\n think skills related to physical education.\nThe school and regularise are focussing on higher level thinking and abstract thought skills across all content areas. Since this SLO focuses on content and higher\nlevel thinking/reasoning skills pertaining to health related fitness , it aligns with the broader school and district goals.\nComments: Demonstrates teacher knowledge of students and content: Rationale is not specific to this cosmos of students because SLO was developed as part of the summertime pilot and\nbaseline/trend data was not available at that time. This information would be added as it becomes available. The SLO does demonstrate teachers knowledge of content and of\nstudents fitnes s overall.\nExplains why target is appropriate for the population: See above.\nAddresses discover student necessarily: Yes.\nUses data to identify student unavoidably and determine appropriate growth targets: Yes, students will work with teacher to interpret data and set appropriate growth targets.\nExplains how targets align with broader school and district goals: The teacher does explain how the growth targets align to the districts goal. However, the SLO is not clear as to\nhow it will address the broader school and district goals as pertaining to higher thinking, writing and reasoning skills.\nSets austere expectations for students and teacher(s): Student fitness plans set austere expectations for students and teacher. Additional information is needed to ensure that\ngrowth targets have set pie-eyed expectations as relating to the broader school and district goals.