2014-15 SLOs
**I used the same SLOs for two different groups- one was a subgroup (written
about below) and the other was a whole class.
Baseline and Trend Data
What information is being used to inform the creation of the SLO and establish the
amount of growth that should take place?
Since trend and prior test scores are not available; (though the students have had art in previous school
years) a teacher created pre-test was administered. Five questions on landscapes were asked of the
group for the pre-test. Results indicated that some students demonstrated knowledge and
understanding on one of the elements of landscapes learned in previous years, and little to no
knowledge on new art concepts/elements of landscapes to be introduced in this lesson (four questions).
AS STATED ABOVE, THE ANSWERS FROM THE PRETEST WILL FORM THE DATA NEEDED FOR GROWTH ON
THE POST TEST. IT IS NOT APPLICABLE TO BASE DATA ON LAST YEAR'S GRADE CARDS IN ART.
Student Population
Which students will be included in this SLO? Include course, grade level, and number
of students.
This SLO covers NINE students (subgroup) in a third/fourth grade art class (the third grade students did
not pass the Reading OAA). Two of the NINE students have 504 Plan. Two of the students receive ESL
services part time, and are mainstreamed for art. The rest of the students (18) in this combined
classroom are excluded from the SLO, although they are doing the same art project, because they are
true fourth graders.
Interval of Instruction
What is the interval of instruction that the SLO will cover? Include beginning and end
dates.
This SLO covers from late October 2014 through December 2014. The class meets once a week for one
hour. (This is one lesson of a year long course) **This equals seven art classes (seven hours) or seven
days of art.
Standards and Content
What content will the SLO target? To what related standards in the SLO aligned?
ART- Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine,
create, realize and refine artworks in conventional and innovative ways (Enduring Understandings)
ART 2PR- Use appropriate visual art vocabulary during the art making process (Producing/Performing)
ART 2PE- Identify the relationships between and among selected elements and principles of art and
design
ART 1RE- Examine and describe how art and design principles are used by artists to create visual effects
ART 5PR- Show increasing attention to the nuances of elements and principles of design when creating
personal works of art
RELATED TO:
READING /LANGUAGE ARTS CONNECTIONS: Acquisition of Vocabulary: determine the meaning of
unknown words using a variety of context clues, including words, sentence and paragraph clues.
READING/LANGUAGE ARTS CONNECTIONS: Retell the plot sequence, write stories that sequence events
and included descriptive details. Also, identifying rhyming words with the same or different spelling
patterns; and phonemic awareness, word recognition, and fluency.
STANDARDS OF CONTENT ARE DERIVED FROM THE OHIO DEPARTMENT OF EDUCATION VISUAL ART
STANDARDS FOR THIRD GRADE, AND READING/LANGUAGE ARTS CONNECTIONS FROM THE ODE
STANDARDS FOR THIRD GRADE.
Assessment(s)
What assessment(s) will be used to measure student growth for this SLO?
The assessments used to measure student growth is a will be utilized through a pre-test, post-test, and
by visual observation of their completed artwork to determine if the student met and achieved the
goals. These goals are Third Grade Art ODE Visual Arts Standards, aligned to a correlating standard from
third grade reading and language arts. Part one: 5 pre-test questions that focus on the elements of
landscape, (both primarily new and one previously introduced concepts) using art vocabulary. Part two
is an extended performance task (drawing and painting- the final project) that demonstrates technical
skill and the key aspects of direct observation. Part three: A rubric and post-test will be used for both
student and teacher assessment to determine if the goals were achieved.
Growth Target(s)
Considering all available data and content requirements, what growth target(s) can
students be expected to reach?
Students will be expected to achieve the following growth targets:
* Increase the number of correct answers between the pre- and post-assessments. (There were few
correct answers to questions on the pre-test, primarily new concepts to the students. Evidence of
learning: the new concepts learned will be proven on the post-test and rubric)
* Since the pre-test indicated that most students did not understand the definitions of the key elements
of landscape (horizon line, foreground, middle ground, background), my goal is that 100% of the
students will be able to define the landscape elements on the post-test, as well as show visual proof of
learning via their artwork.
* Students will use appropriate visual art vocabulary during the art making process, and be able to
demonstrate understanding both orally and visually through their work.
* Students will correctly use art media and new tools (fan brush) correctly in the creation of their art
work- visual proof of learning.
* Proof of learning will be visual as the elements of art will be evident in their art work.
* VOCABULARY WILL BE RETAUGHT UNTIL **ALL SIX STUDENTS TESTED RECEIVE A FIVE OUT OF FIVE ON
THE POST TEST** AND CAN DEMONSTRATE KNOWLEDGE ON HORIZON LINE, FOREGROUND, MIDDLE
GROUND, AND BACKGROUND- ON THE POST TEST, BY ORAL ANSWER, OR VISUALLY BY PROOF IN THEIR
COMPLETED ART WORK.
*GROWTH WILL BE DETERMINED VISUALLY BY SEEING IF THEY WERE SUCCESSFUL IN TRANSLATING THE
VOCABULARY TO SUCCESSFUL ARTWORK.
Rationale for Growth Target(s)
What is your rationale for setting the above target(s) for student growth within the
interval of instruction?
As determined with the pre-assessment, two content areas needed to be focused on- ART VOCABULARY
AND THE VISUAL PROOF OF LEARNING VIA THEIR SUCCESSFULLY COMPLETED ARTWORK. The content
for this lesson is based on essential skills/elements of art (in landscape) that third grade art students will
need to know before they move on to a higher level/grade art class. The visual art curriculum is
sequential and builds upon/repeats skills and knowledge in the arts. Through chosen goals and growth
targets included and repeated in art lessons, students will use these skills and experiences (both hands
on and through verbal and written critique) to aid in other subject areas as well as art (i.e. ART 2PR- Use
appropriate visual art vocabulary during the art making process (Producing/Performing) tied to READING
/LANGUAGE ARTS CONNECTIONS: Acquisition of Vocabulary: determine the meaning of unknown words
using a variety of context clues, including words, sentence and paragraph clues.). Student work will be
assessed with a rubric that focuses on specific skills and visual evidence of application of concepts. The
rating scale on the rubrics is 1-4. Mastery of four specified weak areas of vocabulary should be at 100%,
and growth/mastery should be maintained in other areas. To increase performance, differentiated
instruction will be utilized to address a variety of maturity, learning, and achievement levels: Growth
and success in art education for students align to the district goals 1. Each and every child reaches
her/his full potential (et al.) and 2. Learning environments are student-centered, efficient, and stable.
Students will have visual proof of successful learning via their art work. **I EXPECT THAT MOST OF MY
STUDENTS WILL NOT ANSWER THE QUESTIONS CORRECTLY ON THE FIRST POST TEST, DUE TO THE FACT
THAT THESE ARE PRIMARILY NEW CONCEPTS/ELEMENTS OF ART. VOCABULARY WILL BE RETAUGHT
UNTIL 100% OF STUDENTS CAN DEMONSTRATE KNOWLEDGE OF HORIZON LINE, FOREGROUND, MIDDLE
GROUND, AND BACKGROUND- ON THE POST TEST, BY ORAL ANSWER, OR VISUALLY BY PROOF IN THEIR
COMPLETED ART WORK.