Student Learning Objective (SLO) Template
Date:___________
This template should be completed while referring to the SLO Template Checklist.
Last Name: _____________________ First Name: ____________________ Employee # _______________School: ____Stem High School_____
SLO # 1 or 2 (Circle)
Course Name: ___Mathematics_Honors Geometry (Stem HS) ________ Grade Level(s): _____________
Course Code: ___4360____________ Course Sections: _____________, _____________, ____________, _____________, _____________
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?
Students in this course will be receiving baseline data from a DAP pretest written by APS and used throughout the district. APS teachers were
appropriately involved in the creation of items as well as the alignment process to content statements thus supporting a high validity level of the
assessments. Results of the pre-assessment were entered into the SLO scoring template. Student strengths and weaknesses were derived from the preassessment data.
General trend data (if available) for my students for this SLO includes:
Upon analyzing my student baseline (pre-test) data, some strengths and weaknesses include:
__________ of __________ students scored in the____ 0_____ - __________ range.
__________ of __________ students scored in the __________ - __________ range.
__________ of __________ students scored in the __________ - __________ range.
Other pertinent Baseline/Trend Data (optional):
Student Population
Which students will be included in this SLO? Include course, grade level, and number of students.
This is a __________ Grade _Mathematics—Honors Geometry (Stem HS)_________ Course.
All students will be covered by this SLO. A total of ____students are enrolled. There is/are ____course section(s) covered by this SLO.
__________ student(s) was/were absent and did not take the pre-assessment.
__________ student(s) is/are on IEPs
__________ student(s) is/are ELL – of the ELL students __________ has/have been in school in the US less than 1 year
__________ student(s) is/are African-American
__________ student(s) is/are white
__________ student(s) is/are multi-race
__________ student(s) is/are Asian
__________ student(s) is/are Hispanic
__________ student(s) is/are Native American
__________ student(s) is/are Male
__________ student(s) is/are Female
__________ student(s) is/are in _____ grade
__________ student(s) is/are in 7th grade
__________ student(s) is/are in 8th grade
__________ student(s) is/are in 9th grade
__________ student(s) is/are in 10th grade
__________ student(s) is/are in 11th grade
__________ student(s) is/are in 12th grade
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All students are economically disadvantaged.
Students who missed 45 days (excused or unexcused) will not be included.
Other pertinent Student Population information (optional):
Interval of Instruction
What is the duration of the course that the SLO will cover? Include beginning and end dates.
The Akron Public Schools session for this year long course is from ____________________ to ____________________.
The Akron Public Schools session for this semester course is from ____________________ to ____________________.
Students receive a minimum of __________ period of instruction daily/weekly for one semester/year. The SLO assessment for pre-test benchmarking
will be administered the week(s) of ____________ and the post-test benchmarking will be administered the week(s) of _____________.
Strategic monitoring, data, and evidence collection will occur between September/December or ___/___.
Standards and Content
What content will the SLO target? To what related standards is the SLO aligned?
G-GPE.4 Use coordinates to prove simple geometric theorems algebraically.
G-GPE.5 Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems.
G-GPE.6 Find the point on a directed line segment between two given points that partitions the segment in a given ratio.
G-GPE.7 Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.
G-CO.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line,
and distance around a circular arc.
G.CO.5 Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software.
Specify a sequence of transformations that will carry a given figure onto another.
G-CO.8
G.CO.9 Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles
are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints.
G-CO.10 Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180◦; base angles of isosceles triangles are congruent;
the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.
G-CO.11 Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram
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bisect each other, and conversely, rectangles are parallelograms with congruent diagonals.
G-CO.12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic
geometric software, etc.)
G-MG.1 Use geometric shapes, their measures, and their properties to describe objects.
G.C.3 Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.
G-SRT.4 Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the
Pythagorean Theorem proved using triangle similarity.
G-SRT.6 Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute
angles.
G-SRT.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.
Assessment(s)
What assessment(s) will be used to measure student growth for this SLO?
The assessment for this SLO is a district-created DAP. The DAP is a pre-/post-assessment developed by a team of APS teachers and Learning Specialists.
DAP items are aligned directly to Ohio’s New Learning Standards and APS curriculum guides/maps. Each assessment will consist of 28 items that span
the breadth of content taught throughout the semester and give students the opportunity to demonstrate higher order thinking skills.
Growth Target(s)
Considering all available data and content requirements, what growth target(s) can students be expected to reach?
Akron Public Schools will use Effect Size as the measure to determine expected growth for individual students. Effect Size is a popular method in
educational research for measuring the impact of instruction and intervention on students. An effect size of .2 indicates a small effect, .4 medium
effect, and .6 high effect (Cohen, 1988).
Effect Size is calculated by the following: Individual student Post-DAP score minus the individual student Pre-DAP score divided by the mean standard
deviation of all the students who took the specific test series throughout the district.
The Effect Size of .4 will be set as the growth target for individual students on this SLO.
Rationale for Growth Target(s)
What is your rationale for setting the above target(s) for student growth within the interval of instruction?
To come up with a measure of what expected progress should be, we have used two main considerations.
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a.
b.
The average of 800+ meta-analyses based on 240 million students shows an average growth is the equivalent of 0.40.
District trend data gathered over the 2013-14 school year.
It is the mission of Akron Public Schools to "ensure that each student in our diverse population achieves his or her fullest potential in a safe and
affirming learning center characterized by an extensive, student-focused collaboration of all segments of the community, with an emphasis on preparing
students to live and excel in a global environment."
Approval Use Only:
SLO Approval Team: _____________________________________________________________
Date_____________________
Administrator’s Signature: ________________________________________________________
Date_____________________
Teacher’s Signature:_____________________________________________________________
Date_____________________
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