Student Learning Objective (SLO) Template
10/2/13
This template should be completed while referring to the SLO Template Checklist.
Teacher Name: ___________________________________ School ___________________________________
Content Area and Course(s):______Instrumental Sight Reading_________ Grade Level(s):_________ Academic Year: ___13-14__________
Please use the guidance provided in addition to this template to develop components of the student learning objective and populate each component in the
space below.
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?
Baseline data will be collected using a graduated sequence of sight-reading samples performed as a pre-test. Sight-reading in this SLO is defined as a
student performing on his/her instrument a selection that they have not seen previously. Students will be assessed using the attached rubric. These
sight-reading samples and rubric were created through consensus of the district instrumental music staff and are reviewed and modified every 2 years
by the Akron Public Schools Instrumental Music Assessment Team. A copy of the sight-reading sample and assessment rubric are attached to this SLO.
The pre-test was administered on ____________.
All Students were assessed: _____ Yes _____ No.
Trend data – This is the first year for this SLO. At present there is no trend data available, however from my past experience with this group:
Growth will be determined by the rubric score on post-test compared to the growth target.
Analysis of the baseline data shows:
Strengths:
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Weaknesses:
Comments: Baseline data is information gathered before a program begins. Pre-assessment results can provide baseline data.
Trend data is information collected over time to inform decisions and/or look at patterns.
Provide details about pre-assessment – structure of test (multiple choice, task, short response, performance).
Who created assessment? When was pre-assessment administered? Were all students assessed? What were the results of the pre-assessment? Include both
Numerical and Narrative details.
What information is being used to inform the creation of the SLO and establish the amount of growth that should take place within the time period?
What content attainment does the SLO measure?
□ Identifies sources of information about students (e.g., test scores from prior years, results of pre-assessments)
□ Draws upon trend data, if available. Is performance data available from prior years? If so, what does it tell you about past student performance?
□ Summarizes the teacher’s analysis of the baseline data by identifying student strengths and weaknesses. Summarize student strengths/weaknesses.
Student Population
Which students will be included in this SLO? Include course, grade level, and number of students.
Instrumental music students in:
Course ________________ Grade(s) __________________ Total number of students________________
Describe your student population:
Sample: Students in this course range from beginners to experienced players, some with IEPs and some with private lessons, will be included in this
SLO.
Number of Level 1 students _______ Number of Level 1 students with IEP ______ Number of Level 1 students with (_____) _____
Number of Level 2 students _______
Number of Level 2 students with IEP ______ Number of Level 2 students with (_____) _____
Number of Level 3 students _______
Number of Level 3 students with IEP ______ Number of Level 3 students with (_____) _____
Number of Level 4 students _______
Number of Level 4 students with IEP ______ Number of Level 4 students with (_____) _____
Number of Level 5 students _______
Number of Level 5 students with IEP ______ Number of Level 5 students with (_____) _____
Number of Level 6 students _______
Number of Level 6 students with IEP ______ Number of Level 6 students with (_____) _____
Number of Level 7 students _______
Number of Level 7 students with IEP ______ Number of Level 7 students with (_____) _____
_____ No subgroups and/or individual students are excluded from this SLO
_____ Yes subgroups and/or individual student(s) are excluded from this SLO (reason):
Comments: Student Population - provide details
Which students will be included in this SLO? Include course, grade level, and number of students.
How many students are in each class (if multiple classes/sections are used)?
□ Identifies the class or subgroup of students covered by the SLO
□ Describes the student population and considers any contextual factors that may impact student growth such as ELL, IEP, etc.
□ If subgroups are excluded, explain which students, why they are excluded and if they are covered in another SLO.
If no subgroups are excluded, state “No subgroups excluded” to communicate this detail to your approval committee.
Interval of Instruction
What is the duration of the course that the SLO will cover? Include beginning and end dates.
Students meet in class from August 2013 through June 2014.
Instruction occurs:
____ one day per week, _____ two days per week, ____three days per week, ____ four days per week, ____ Daily, _____ Other
For:
_____ 30 minutes periods, ____ 40 minute periods, _____ 50 minute periods, _____ Other please be specific _______
Other factors that affect contact time:
Samples: Classes that meet on Mondays and/or Fridays generally meet for less days during a grading period because of holidays or days off per
teacher's contract.
Students without a lunch period scheduled eat lunch during this class period reducing contact time
Students are shared with another subject during the class period reducing the contact time
Comments: Interval of Instruction – be specific
What is the duration of the course that the SLO will cover? Include beginning and end dates such as August 2013 – May 2014.
How frequently does the course meet and for how long? (40 minutes, 5 days a week)
□ Matches the length of the course (e.g., quarter, semester, year)
Standards and Content
What content will the SLO target? To what related standards is the SLO aligned?
The targeted content area is performance.
Content knowledge and skills being assessed can be located on the attached, standardized grading rubric that was developed by the Akron Public
School's Instrumental Music Assessment Team.
This SLO is related to The State of Ohio Music Standards. The specific standards are:
For Grades 6,7,8
Progress Point A: Analyze, practice a musical selection independently or collaboratively with technical accuracy and expression.
Grade 6:
1PR Independently or collaboratively, perform with good posture and breath control a varied repertoire of music representing diverse cultures with
appropriate dynamics and tempo.
5PR Read, write perform and compose rhythm patterns and simple melodies in 2/4, ¾, 4/4 and 6/8 meter.
Grade 7:
1PR Independently or collaboratively, perform a varied repertoire of music, representing diverse genres and cultures and showing expression and
technical accuracy at a level that includes modest ranges and changes of tempo, key and meter
2PR Perform accurately, independently or collaboratively, with good posture producing an appropriate tone quality.
4PR Read, write and perform rhythmic (including dotted rhythms) and melodic patterns in a variety of meters.
Grade 8:
1PR Perform a varied repertoire of music, independently or collaboratively representing diverse genres and cultures and showing expression and
technical accuracy at a level that includes more advanced ranges and changes of tempo, key and meter.
2PR Perform, independently or collaboratively, with good posture, producing an appropriate tone quality
5PR Read, write and perform rhythmic (including dotted rhythms) and melodic patterns in a variety of meters
For High School:
Progress Point A: Develop vocal and/or instrumental solo and/or ensemble performance skills to include performance through traditional classical and
other notations (e.g. chord symbols in jazz)
HS I:
3PR Demonstrate sight-reading abilities at a beginning level of complexity at least to the level found in the literature chosen for performance.
4PRDemonstrate technical accuracy, appropriate tone quality, articulation, intonation and expression for the works being performed with good
posture and breath control.
HS II:
Demonstrate sight-reading abilities at a developing level of complexity equal to or above the level of complexity found in the literature chosen for
performance.
HS III:
3PR Demonstrate sight-reading abilities at an intermediate level of complexity
HS IV:
3PR Demonstrate sight-reading abilities at a Mastery level of complexity
Stretch is provided for all students by the graduated difficulty levels embedded into the sight-reading samples.
Comments: Standards and Content – focus on what is crucial for the students to be successful next year or in the next level course.
What specific content will the SLO target? To what related standards is the SLO aligned?
Provide stretch from lowest to highest achievers.
Summarize the main foci of these standards.
Write out the selected standards to communicate information to your approval committee.
□ Specifies how the SLO will address applicable standards from the highest ranking of the following: (1) Common Core State Standards, (2) Ohio Academic
Content Standards, or (3) national standards put forth by education organizations
□ Represents the big ideas or domains of the content taught during the interval of instruction
□ Identifies core knowledge and skills students are expected to attain as required by the applicable standards (if the SLO is targeted)
Assessment(s)
What assessment(s) will be used to measure student growth for this SLO?
Students will perform sight-reading samples pre-test and post-test that were developed by the Akron Public Schools Instrumental Music Assessment
Team. Each student will perform sight-reading sample from a list of seven samples that have a graduated level of difficulty. Student scores are
derived from the standardized assessment rubric. The post-test sample score will be compared to the pre-test score to show growth. Each level pretest and post-test sample is equivalent in scope and difficulty. Students reaching the mastery level on the pre-test will be given the next level as their
stretch.
Describe assessment administration:
Sample: This pre-test was individually administered on September 15, 2013 during 1 class period.
The sight-reading samples and the assessment rubric were developed by the Akron Public Schools Instrumental Music Assessment Team.
Comments: Assessment(s) should cover content, align with standards, and reflect what you taught
What assessment(s) will be used to measure student growth for this SLO?
What are you using for the assessment? (rubric, portfolio, group/individual performance) Multiple choice doesn’t cover cognitive skills.
Who created/reviewed assessment? How and when will the assessment be administered?
□ Identifies assessments that have been reviewed by content experts to effectively measure course content validity and reliably measure student learning as
intended
□ Selects measures with sufficient “stretch” so that all students may demonstrate learning, or identifies supplemental assessments to cover all ability levels in
the course. Describe how the assessment provides stretch for all learners. Is this assessment fair to all students including students with disabilities or ELL? Is
there a
need for expansion assessments for gifted students?
□ Provides a plan for combining assessments if multiple summative assessments are used. Explain how you will combine your scores if you use multiple
assessments. Will one test be weighted more heavily than another? When will the tests be administered? How do you arrive at the final score? Provide
pertinent information.
□ Follows the guidelines for appropriate assessments. Are scoring procedures in place?
Growth Target(s)
Considering all available data and content requirements, what growth target(s) can students be expected to reach?
Student growth will be charted through the SLO scoring template. Based on pre-test assessment scores (which will be collected in September 2013)
tiered targets will be set so that all students may show growth. The data from the pre-test will be ranked in order from lowest to highest; natural
breaks in the scores will determine the tiers.
For example:
Student Name
Sally Smith
Jim Thorne
Pre-test Score
14
28
Growth Target Post-test Score
19
22
31
30
Met Growth Target?
yes
no
The actual data for this SLO can be located on the attached Scoring Template.
The tiers will be designated: Beginning, Emerging, Developing, Proficient, Mastery. Once the tiers are set, all students will have their own
individualized growth target on this SLO. These targets will be set with student specific needs (i.e. IEP, special needs).
Scores ranges for determining this SLO's tier designation are:
_____ Beginning
_____Emerging
_____Developing
_____Proficient
_____Mastery
Comments: Growth Target(s) – Is it developmentally appropriate, rigorous, and attainable?
Considering all available data and content requirements, what growth target(s) can students be expected to reach?
Provide tiered targets (based on pre-test data) because they encompass all learners. Show growth for all learners (not necessarily a passing score).
How do I set a growth target?
1. Rank order of (pre-assessment) scores from lowest to highest
2. Look for ‘break’ in data
3. Set tiers
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All students in the class have a growth target in at least one SLO
Uses baseline or pretest data to determine appropriate growth targets
Sets developmentally appropriate targets. Include special needs, IEPs, etc.
Creates tiered targets when appropriate so that all students may demonstrate growth
Sets ambitious yet attainable targets (within the tiers). (Do not encompass all students in the same tier or percentage)
Rationale for Growth Target(s)
What is your rationale for setting the above target(s) for student growth within the interval of instruction?
The sight-reading samples assess the student’s ability to perform grade level appropriate notes and rhythms and apply commonly used
terms/symbols found in lesson books and standard music scores. By developing fluency in sight-reading, students will enhance their abilities to:
perform musical selections, self-assess and assess ensemble performances, and effectively communicate musical concepts, all of which are state
music standards and district music goals. Data from the pre-test will help drive instruction by identifying student strengths and weaknesses. This will
allow teachers to modify lessons to meet the needs of students on the Beginning, Emerging, Developing, and Proficient Levels and provide
enrichment for those scoring on the Mastery level.
My individual student growth targets were set based on:
Comments: Rationale for Growth Target(s)
What is your rationale for setting the target(s) for student growth within the interval of instruction?
(Identify student strengths and weaknesses in relation to the course content. Why is this content the most important?)
Why have you identified these targets? Align targets to class ability levels.
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Demonstrates teacher knowledge of students and content
Explains why target is appropriate for the population
Addresses observed student needs (strengths/weaknesses)
Uses data to identify student needs and determine appropriate growth targets
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Explains how targets align with broader school and district goals – connect with OIP
Sets rigorous expectations for students and teacher(s) – connect pre-test data + tiered targets = expectations (show connections & accountability)