Student Learning Objectives Sample Clauses

Student Learning Objectives. For teachers in subject areas that do not have a state assessment, their growth score will be base on Student Learning Objectives. A Student Learning Objective (“SLO”) is an academic goal for a teacher’s students that is set at the start of a course. It represents the most important learning for the year (or, semester, where applicable). It must be specific and measurable, based on available prior student learning data, and aligned to Common Core, State, or national standards, as well as any other school and District priorities. The SLO process to be used in the District shall consist of a pre-test administered at the beginning of the class (in the first 5 weeks) and a final examination that will be administered at the end of the class. After the pre-test is administered and scored, a class average using those currently on the class roster will be calculated. 20% Gap Closing shall be considered the minimal amount of growth to be considered effective. The minimal growth score to be effective shall be calculated as follows: (100 – Pre-Test class average) x 20% = Gap Closing to be effective After the final examination is administered and scored, a class average using those currently on the class roster will de determined. Once the class average on the post- test is determined, the average Gap Closing percentile for the class shall be determined as follows: % Gap Closed = (Final Exam average – Pre-Test Average) / (100-Pre-Test average) For 3rd and 8th grade assessments, scores will be converted as follows. In the event that an assessment is scored on a ▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇▇ (▇-▇), ▇▇▇▇▇▇ will be converted as follows and will be plugged into the equation above. ELA or Math Score Final Exam Score 1 50% 2 65% 3 85% 4 100% The following scale will be used to determine points achieved by teacher for that class based on his/her growth percentile. If multiple classes are used for that teacher’s SLO score, average the scores by the number of classes involved. Highly effective 20% or greater 20 Highly effective 19% 19 Highly effective 18% 18 effective 17% 17 effective 16% 16 effective 15% 15 effective 14% 14 effective 13% 13 effective 12% 12 developing 11% 11 developing 10% 10 developing 9% 9 developing 8% 8 developing 7% 7 developing 6% 6 developing 5% 5 developing 4% 4 developing 3% 3 ineffective 2% 2 ineffective 1% 1 ineffective 0 or negative 0

Student Learning Objectives. This measure is based on measurable evidence from the individual teacher’s SLO’s. The SLO’s are 20% of the final evaluation score and will be completed within a reasonable time after the school has received the assessment data. For teachers with IGM data, the IGM will be 11% of the final evaluation score, and the SLO will be 9%.

Student Learning Objectives. Must develop a minimum of two additional specific learning objectives (up to 3) you hope to achieve from this experience. 2. 3.

Student Learning Objectives. A Student Learning Objective (“SLO”) is an academic goal for a teacher’s students that is set at the start of a course. It represents the most important learning for the year (or, semester or quarter, where applicable). It must be specific and measurable, based on available prior student learning data, and aligned to Common Core, State, or national standards, as well as any other District priorities. All SLOs shall include the following elements: Student population; Learning content; Interval of instructional time; Evidence; Baseline; Target and HEDI criteria; and Rationale. The SLO process to be used shall consist of baseline data collected (and/or a pre-test may be administered) at the beginning of the class and a summative assessment that will be administered at the end of the course. From this baseline data, teachers, in collaboration with principals, will set individual target scores on the end of year summative assessment for all students. The teacher’s SLO score will be determined by the percentage of students meeting their individual end of year targets. After the final examination is administered and scored, the percentage of students meeting the target shall be determined. The following will be used to determine points achieved by a teacher:

Student Learning Objectives. At the end of the course students will become better writers and reporters and (for the purposes of the PALS project) learn something about sustainability and its importance. City Responsibilities: The city will make its relevant officials available to students for interviews and be accessible on site for visits, etc. PALS Responsibilities: Assisting with student travel to and from Frederick for those without transportation and reimbursing trip expenses for those that do. Tentative Timeline: Note: A PALS representative will speak to Marlene’s class as early as the second week (the class meets once/week, Tuesdays from 4 p.m. 6:45 p.m., Knight 2107) to provide an overview of the projects. City Project: All PALS Projects (as selected by students) Course Title (Number): Advanced Video Storytelling (JOUR 368v/668v) Faculty: ▇▇▇▇▇▇▇ ▇▇▇▇▇ Semester: Fall, 2014 Class size: 7 - 10 Grad/Undergrad: Undergraduate (possibly Graduate in JOUR 668v) Course overview: The class will learn advanced storytelling, shooting, editing and reporting techniques for multiplatform video. The team will grow the award-winning ViewFinder brand and produce themed projects. Each team member will research, setup and create character-driven, natural sound packages representing a variety of voices and perspectives on the topics. Students will practice and refine their skills with assignments to help them learn how to shoot, produce, promote, brand and edit a show. Additionally, the ViewFinder team will collaborate with other capstone classes and units. Each student will have a leadership role with an aspect of the productions, such as updating the ViewFinder website, editing the show teases or anchoring the productions. The final ViewFinder projects will be shared at a public screening with invited guests. Wherever possible, the class environment will reach for professional journalism standards and practices, with the goal of preparing students for the next steps in their careers. This class will require a substantial amount of time management skills and should be very rewarding. PALS component: The students will research, shoot, write, edit and produce video stories from Frederick or themes related to Frederick. The students will work as student journalists to find compelling aspects related to the PALS theme that work as video stories. Course deliverables: As outlined above, students will research and work to produce video stories.

Student Learning Objectives. (A) The educator will present a minimum of two (2) Student Learning or Student Outcome Objectives by a yearly mutually agreed upon date established and bargained by EPEA and the Superintendent of Schools, or her designee. The Administrator will respond to the educator’s proposed Student Learning or Student Outcome Objectives within five (5) school days. (B) An educator’s Student Learning Objectives will be determined as either part of a district-wide or school-wide effort, department effort, grade level effort, discipline/content area effort or on an individual basis. Final determination will be made by the Administrator in charge, in consultation with the educator.

Student Learning Objectives. Student Learning Objectives will be submitted by all teachers of record no later than October fifteenth (10/15). SLO’s are to be formed collaboratively with administration, grade level, and/or subject like colleagues. ▇▇▇’s may be revisited and adjusted at the mutual consent of the administrator and the teacher. Time will be dedicated to this endeavor by the district at the start of each school year, no later than October 1.