Making Sense of SLOs

1. Making Sense of SLOs

2. Goal Statements-Standards-Rationale • This video is the second in a series of five videos created to support the understanding of SLOs. The Goal Statement – PA Standards - Rationale video addresses … • Developing a quality goal • Ensuring the goal is aligned to the standards • Producing a rationale for the selected goal • The document(s) that support this video are located on the WPAIUCC SLO Moodle (http://bit.ly/slopa)

3. Goal Statement • A Goal Statement is a narrative statement that is… • Reflective of the “big ideas” of the course/grade/subject. • Based on several topics or concepts. • Fostering student success now and for the future. • Derived from the most important learning. • Extends beyond students’ current course/grade/subject. • A Goal Statement is NOT… • A list of specific learning objectives. • Based on one or two lessons. • Limited to one course/grade/subject.

4. Goal Statement Examples • Demonstrate understanding of numeric relationships by analyzing and generalizing those relationships using words, graphs, tables, equations and inequalities using technology. (Algebra) • The student will demonstrate, through their written works, that audiences differ and that readers’ needs/expectations must be taken into account as one writes. (Language Arts) • The student will understand that investigations are conducted to explore new phenomena, check previous results, and to test and compare theories. (Science) • Readers will comprehend text by intentionally interacting with it. (Language Arts) • Number sentences are able to be modeled by concrete objects and real world scenarios simultaneously. (Elementary Math)

5. Standards • The standards that most directly apply and connect to the goal. • Use hyperlinks [if possible]. • Supply a brief description of each standard. • Pennsylvania may not have standards for your content. Use the standard system that is approved by your LEA. • Should NOT be a laundry list of every standard for the course/grade/subject, but the ones that best align to the goal.

6. Standards Example For Algebra Goal… CC.2.1.HS.F.3: Apply quantitative reasoning to choose and interpret units and scales in formulas, graphs and data displays. CC.2.2.HS.D.7: Create and graph equations/inequalities to describe relationships. CC.2.4.HS.B.2: Summarize, represent, and interpret data on two categorical and quantitative variables. CC.2.2.8.B.2: Understand the connections between proportional relationships, lines, and linear equations. Mathematical Practice: • 4 - Use appropriate tool strategically. • 5 - Model with mathematics.

7. Rationale Statement • Narrative providing reasons why the Goal and Standards Statements address the essential learning for the class. • There was a reason the Goal Statement was selected and/or developed, state that reason.

8. Rationale Statement Examples • Problem solvers must be able to model and generalize using multiple representations and strategies. (Algebra) • Quality writing includes accounting for the audience. This is a critical consideration that one conveys information in an engaging and understandable way. (Language Arts) • Investigations are done in a multitude of arenas. As scientists, we approach investigations in a methodical manner; with purpose to arrive at truths. (Science)

9. Putting It Together (Algebra)

10. SLO Contacts If you need more information regarding SLOs, please contact your IU representative listed below. IU 1: JoBeth McKee IU 3: Paul Cindric IU 4: Cathleen Cubelic, Anthony Conti IU 5: Kirk Shimshock, Linda Lorei, and Jim Gallagher IU 7: Natalie Smith IU 27: Lori Ceremuga, Marsha Hughes and Cristine Wagner-Deitch IU 28: Lynne Snyder