Student Learning Objectives (SLO)Resources for

Physical Education

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Primary Measures of the EES

Improved Student Outcomes

Teacher Practice

Student Growth

and Learning

• Classroom Observations

• Core Professionalism

• Tripod Student Survey

• Working Portfolio (non-classroom only)

Educator Effectiveness Data

• Hawaii Growth Model

• Student Learning Objectives

Hawaii Department of Education 4

SLO Process1.

Identify the

learning goal

2. Develop or select

assessment(s)

3. Establish targets

based on data

4. Plan instruction

5. Receive initial

approval

6. Impleme

nt the SLO

7. Revise targets if necessary

8. Analyze assessment

results

9. Rating of SLO

10. Determin

e next steps

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

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 monitoring with specific prioritized goals.

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Student Learning Objectives (SLO)

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.

Depth Of

Knowledge

Norm Webb

Parts of the Whole!

Learning GoalAssessments,

Scoring & Criteria

Expected Targets Instructional Strategies

SLO Components

Learning

GoalLearning Goal

Big Idea

Standards

Rationale

Interval of

Instruction

A Learning Goal has 5 Sub-Components

Standards/Benchmarksshow growth overtime!

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.

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.

Benchmarks in Physical Education

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

Benchmarks continued…

What Is a Learning Goal?

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.

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 IdeasPlease note these are just some big

ideas for your use. Please feel free to create your own.

What are Big Ideas

Why are these goals important for these particular students?

Rationale

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/

“Assessments, scoring & criteria”

for Physical Education

Whole-Part-Whole Part-Whole Peer modeling Scaffolding Small group Large group

“Instructional Strategies”Resources for Physical Education

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)

Tier 2: Targeted Group Interventions• Some students (at risk)• High efficiency (e.g. target skill instructions

with progress monitoring)

Tier 3: Intensive, Individualized Interventions • Individual students• Assessment Based• High Intensity• Intense, durable procedures

Success for ALL Students: Multi-tiered System of Supports

Multi-Tiered System of Instruction and Intervention

BehavioralAcademics

• Few students• Small group or individual• Increased intensity and duration• Specialized, intensive interventions for high-risk behavior• Progress monitoring weekly or more

Tier 3 INTENSIVE1-5%

Tier 2 TARGETED 10-15%

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

• Some students• Small group• Targeted skill instruction• Positive behavior group

interventions• Progress monitoring every other

week

Instructional Strategies (Marzano et al., 2001)

Recommendations for Classroom Practice

Identifying Similarities and Differences

• Use the process of comparing, classifying, and using metaphors and analogies.

Summarizing and Note Taking

• Provide teacher-prepared notes using a variety of formats, and graphic organizers.

• Teach students a variety of summarizing strategies.• Engage students in reciprocal teaching.

Reinforcing Effort and Providing Recognition

• Teach students the relationship between effort and achievement.

• Provide recognition aligned to performance and behaviors.

Homework and Practice • Establish and communicate homework policy.• Design assignments that support academic learning.• Provide timely feedback.

Nonlinguistic representations

• Provide students with a variety of activities such as creating graphic organizers, making physical models, generating mental pictures, drawing pictures and pictographs, engaging in kinesthetic activity.

Instructional Strategies(Marzano, et al., 2001)

Recommendations for Classroom Practices

Cooperative learning

• Use a variety of small groupings (e.g. think-pair share, turn and talk, numbered heads together, jigsaw).

• Combine cooperative learning with other classroom structures.

Setting objectives and providing feedback

• Set and communicate objectives that are specific and flexible.

• Include feedback elements of both positive interdependence and individual accountability.

Generating and testing hypotheses

• Engage students in a variety of structured tasks such as problem solving, experimental inquiry, and investigation.

• Ask students to explain their hypotheses and their conclusions.

Cues, Questions and Advanced Organizers

• Use explicit cues.• Ask inferential and analytical questions.• Use stories, pictures, and other introductory materials

that set the stage for learning.• Have students skim materials before the lesson.• Use graphic organizers.