#  1. 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.

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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

 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

 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

 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

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.2.2.8.B.2CC.2.2.8.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

 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

 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

(Algebra) 9

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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