mrspicasso’s art room

SLO. SGM. SGO. Whatever your state calls them, they can be more than overwhelming. When our school began the task of writing ours more than a year ago, I was completely frustrated. Although I had taught for more than 18 years, I felt as though I was starting completely over. The language I was hearing seemed foreign. In order to complete my Student Learning Objective (SLO) correctly, I felt as though I needed more training, so I went to as many sessions as I could find and joined our SLO committee this year. This does not make me an expert, by any means. However, I have begun to navigate this uncharted territory and want to pass on my knowledge. This has always been the goal of this blog.

I am from the state of Ohio, so my SLO aligns with our state fine arts standards. The example I will be sharing is mine alone and represents the requirements put forth by my state. Please read your SLO template & checklist carefully to be sure you cover everything that is asked of you! I ask that you only use my SLO as a guideline and not copy it in its entirety. I love helping other art teachers, but this took a lot of work!

Now that the disclaimer is out of the way, let's dive in. We will look at my first grade SLO section by section.

Baseline and Trend Data Notes:Your district will put forth guideline for completing your pre-assessments. The information gathered from these assessments will be used to write this section of the SLO. In addition, any information that you have gathered in your years of teaching will be helpful. This is called Perception Data and is very valuable. In order to be considered "trend" data, there has to be 3 years worth of assessment scores. Because many of us are just beginning this process, that data may not be available. Including a chart detailing your students' scores may not be required, but it is very useful. Be sure not to leave any gaps between the percentages (For example, putting 0-30% and then skipping to 40-50% would leave a gap). Be sure to list your students' strengths as well as their weaknesses. I am on our SLO committee and many teachers forgot to add this. Contextual factors (factors that my affect student learning) may be added in this section as well.

For example:

Pre-Assessment data: Pre-Test Results (Score Ranges) # of students & contextual factors 20 30% 6 (2 IEP, 1 504, 2 ADHD)

Example: Student Learning Objective (SLO) Template

Teacher Name: Denise Pannell Content Area and Course(s): Art Grade Level(s): 1 Academic Year: 2014-15

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

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mrspicasso's art room