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Student Learning Objectives (SLO) Resources for Physical Education

Student Learning Objectives (SLO) Resources for Physical Education . Primary Measures of the EES. Classroom Observations Core Professionalism Tripod Student Survey Working Portfolio (non-classroom only). Hawaii Growth Model Student Learning Objectives. Student Growth and Learning.

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Student Learning Objectives (SLO) Resources for Physical Education

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  1. Student Learning Objectives (SLO) Resources for Physical Education

  2. Primary Measures of the EES • Classroom Observations • Core Professionalism • Tripod Student Survey • Working Portfolio (non-classroom only) • Hawaii Growth Model • Student Learning Objectives • Student Growth and Learning • Teacher Practice • Educator Effectiveness Data • Improved Student Outcomes

  3. SLO Process Hawaii Department of Education

  4. Student Learning Objective Cycle Step 6: Monitor and Evaluate the Results Step 6: Monitor and Evaluate the Results Step 6: Monitor and Evaluate the Results Step 6: Monitor and Evaluate the Results Data Team Cycles

  5. Student Learning Objectives (SLO) Student Learning Objectives are teacher designed content-driven goals set at the beginning of a course that specifically measures student learning through an interval of time (i.e. one school year or one semester). It supports the achievement and growth of all students that aligns to daily instruction and progress monitoringwith specific prioritized goals.

  6. General Navigation SLOs should be at a minimum of a DOK level 2; if there are DOK level 3 targets for the course or grade level, those should be selected. This includes learning goal, big idea and benchmark.

  7. Depth Of Knowledge Norm Webb

  8. Parts of the Whole!

  9. A Learning Goal has 5 Sub-Components

  10. Standards/Benchmarksshow growth overtime!

  11. Benchmarks in Physical Education The benchmark should align with the learning goal. Although you still teach to, and assess, all of the benchmarks in your course, some of them lend themselves to growth over time and some don’t. Example: 9-12.4.1: Set goals to improve personal fitness level based on various sources of information. This benchmark is an important skill for a high school student to know. However, once they have completed setting their goals, they have met the benchmark and growth overtime cannot be shown.

  12. Benchmarks in Physical Education Example: 9-12.2.1: Apply concepts, principles, tactics and strategies to acquire, assess, and improve movement skills. This benchmark can be assessed over the course of the semester and applied to any unit you are teaching to show growth over time.

  13. Benchmarks continued… Similarly in grades 6-8 there is a benchmark that reads 6-8.4.2: Set goals for improving the components of personal health related fitness. Again this is limited. However, when combined with: 6-8.3.2: Participate in moderate to vigorous physical activities to meet personal goals These 2 can be combined and incorporated in all units and used to show growth over time

  14. What Is a Learning Goal?

  15. A Learning Goal is: A description of what students will be able to do at the end of the course or grade. The learning goal should reflect/restate the benchmark (s). It is critical that you choose a benchmark that enables you to show growth over time See benchmark reference sheets See resources entitled Learning Goals and Big Ideas.

  16. What are Big Ideas Big ideas are generalizations or overall umbrellas that you can organize facts under when you prepare lessons. See resources sheet entitled Learning Goals and Big Ideas Please note these are just some big ideas for your use. Please feel free to create your own.

  17. Rationale Why are these goals important for these particular students?

  18. “Assessments, scoring & criteria”for Physical Education Assessments and scoring criteria can be created by the individual teacher to reflect content. Instructional maps for each benchmark are available on the standards toolkit website Standardstoolkit.k12.hi.us/‎

  19. “Instructional Strategies”Resources for Physical Education Whole-Part-Whole Part-Whole Peer modeling Scaffolding Small group Large group

  20. Success for ALLStudents: Multi-tiered System of Supports • Tier 3: Intensive, Individualized Interventions • Individual students • Assessment Based • High Intensity • Intense, durable procedures • Tier 2: Targeted Group Interventions • Some students (at risk) • High efficiency (e.g. target skill instructions with progress monitoring) • Tier 1: Core, Instructional Interventions • All Students, All Settings • Preventive, proactive support (e.g. school-wide behavior support, high quality core instruction, differentiate instruction, universal screening)

  21. Multi-Tiered System of Instruction and Intervention Tier 3 INTENSIVE 1-5% • Few students • Small group or individual • Increased intensity and duration • Specialized, intensive interventions for high-risk behavior • Progress monitoring weekly or more Tier 2 TARGETED 10-15% • Some students • Small group • Targeted skill instruction • Positive behavior group interventions • Progress monitoring every other week Tier 1 UNIVERSAL 80-90% • All Students • High quality core instruction • School-wide and classroom discipline rules in place • Differentiated instruction • All students screened and monitored 3x year Academics Behavioral

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