1. Where are we headed? Writing Measurable Objectives

2. Entrance Ticket To begin… o Please complete …

3. Today, All Student Will… Learn why goals are so important. Learn what the major parts of a measurable objective are. Understand that measurable goals are a part of the OTES evaluation. Be able to write measurable goals for lessons.

4. Today… Using today’s handouts, all teachers will create measurable goals that meet the OTES requirement by the completion of class.

5. Goals Measurable Goals Learn why goals are so important. Learn what the major parts of a measurable objective are. Understand that measurable goals are a part of the OTES evaluation. Be able to write measurable goals for lessons. Using today’s handouts, teachers will create measurable goals that meet the OTES requirement by the completion of class.

6. OTES Connection Instructional Planning: Focus for Learning o Accomplished The teacher establishes challenging and measurable goal(s) for student learning that aligned with the Ohio standards and reflect a range of student learner needs. The teacher demonstrates how the goal(s) fit into the broader unit, course and school goals for content learning and skills. o Skilled The teacher demonstrates a focus for student learning, with appropriate learning objectives that include measurable goal(s) for student learning aligned with the Ohio standards. The teacher demonstrates the importance of the goal and its appropriateness for students

7. Measurable Goal Measurable Goal – A statement in specific and measurable terms that describes what the learning will know or be able to do as a result of engaging in a learning activity. o Has 4 Parts 1.Learner Condition 2.Action Word to describe learner performance 3.Terminal Performance, course Specific Standards & Learning Standards 4.Measurable Acceptable Performance

10. Learner (s) & Conditions Related Action Word to Describe Learner Performance Terminal Performance Objective Course Specific Standards Learning Standards Measurable Acceptable Performance Learners: Your students Conditions:  In a large group  In a small group  Pair-share  One-on-one  Given a tool  Given a topic  Given a model  Given a writing prompt  Given a rubric, worksheet, etc… Please refer to the REVISED BLOOM’s TAXONOMY Grid and the Associated Action Verbs (Some objectives already will have acceptable Action Words in the TPO, Course Specific Standards, Learning Standards) Look in your Program/Content Area’s Course of Study  With _____% accuracy  ______ % of the students will be able to __________  _____% of my students will perform _____% of the task.  With ______ % needing remediation  There are many examples… Examples: Using textbooks & work sheets students will Describe and identifyAccounting conceptsWith 80% accuracy based on textbook generated test The student willExamineControlled substance issuesWith a 90 % passage rate in a pass/fail test Given a client or a mannequin, the student will DemonstrateHair cutting sectioning dividing the hair into 4 or 5 parting sections With a 75 % success rate according to State Board industry standards Given a rubric, Students willDemonstrateFraming a windowWith no critical errors and a score of 25 on the rubric. Students willAnalyze How the opening stanza of _________ poem structures the rhythm and meter of the poem and how the themes introduced by the speaker develop over the course of the text With a 35 % on the first attempt Given a set of manipulatives, all students will ArrangeThe mathematical formulaIn the correct order Given a rubric and a science topic, the student will Design and conductscientific investigations With an 85 % completion within a week’s time. Parts of a Measurable Objective-Formula Sheet

13. Question & Answer Any Questions?

14. Exit Ticket Let’s revisit the quiz from the start of class