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This video is the second in a series of five videos created to support the understanding of SLOs. The Goal Statement – PA Standards - Rationale video addresses … Developing a quality goal Ensuring the goal is aligned to the standards Producing a rationale for the selected goal The document(s) that support this video are located on the WPAIUCC SLO Moodle (http://bit.ly/slopa) 2

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A Goal Statement is a narrative statement that is… o Reflective of the “big ideas” of the course/grade/subject. o Based on several topics or concepts. o Fostering student success now and for the future. o Derived from the most important learning. o Extends beyond students’ current course/grade/subject. A Goal Statement is NOT… o A list of specific learning objectives. o Based on one or two lessons. o Limited to one course/grade/subject. 3

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Demonstrate understanding of numeric relationships by analyzing and generalizing those relationships using words, graphs, tables, equations and inequalities using technology. (Algebra) The student will demonstrate, through their written works, that audiences differ and that readers’ needs/expectations must be taken into account as one writes. (Language Arts) The student will understand that investigations are conducted to explore new phenomena, check previous results, and to test and compare theories. (Science) Readers will comprehend text by intentionally interacting with it. (Language Arts) Number sentences are able to be modeled by concrete objects and real world scenarios simultaneously. (Elementary Math) 4

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The standards that most directly apply and connect to the goal. Use hyperlinks [if possible]. Supply a brief description of each standard. Pennsylvania may not have standards for your content. Use the standard system that is approved by your LEA. Should NOT be a laundry list of every standard for the course/grade/subject, but the ones that best align to the goal. 5

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For Algebra Goal… CC.2.1.HS.F.3CC.2.1.HS.F.3: Apply quantitative reasoning to choose and interpret units and scales in formulas, graphs and data displays. CC.2.2.HS.D.7CC.2.2.HS.D.7: Create and graph equations/inequalities to describe relationships. CC.2.4.HS.B.2CC.2.4.HS.B.2: Summarize, represent, and interpret data on two categorical and quantitative variables. CC B.2CC B.2: Understand the connections between proportional relationships, lines, and linear equations. Mathematical Practice: o 4 - Use appropriate tool strategically. 4 o 5 - Model with mathematics. 5 6

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Narrative providing reasons why the Goal and Standards Statements address the essential learning for the class. There was a reason the Goal Statement was selected and/or developed, state that reason. 7

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Problem solvers must be able to model and generalize using multiple representations and strategies. (Algebra) Quality writing includes accounting for the audience. This is a critical consideration that one conveys information in an engaging and understandable way. (Language Arts) Investigations are done in a multitude of arenas. As scientists, we approach investigations in a methodical manner; with purpose to arrive at truths. (Science) 8

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(Algebra) 9

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If you need more information regarding SLOs, please contact your IU representative listed below. IU 1: JoBeth McKee IU 3: Paul Cindric IU 4: Cathleen Cubelic, Anthony Conti IU 5: Kirk Shimshock, Linda Lorei, and Jim Gallagher IU 7: Natalie Smith IU 27: Lori Ceremuga, Marsha Hughes and Cristine Wagner-Deitch IU 28: Lynne Snyder 10

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