1. STUDENT LEARNING OBJECTIVE
Template
Teacher’s Name: J.E. Parker
School: Harris Elementary
Date: January 14, 2014
District Name: Harris School District
Principal’s Name: Lonnie Highspeed
Section I
-Context-
Guiding Statement: “Let me begin by describing my classroom.”
1.1 Content
Area
1.4 Total
Students
1.7 Instructional
Setting
Art
180
Art Lab
1.2 Course
1.5 Average
Class Size
1.8 Instructional
Interval
Elementary
Art
28
1.3 Grade
Level
1.6 Class
Frequency
3
1 per
week
School Year
Guiding Statement: “Here is a key concept my students needed to fully understand.”
Section II
-Goal-
2.1 Goal Statement
Understand and express experiences and ideas using the principles of the arts
9.1.3.A: Know and use the elements and principles of each art form to create works in the
arts and humanities.
2.2 Content
Standards
9.1.3.C: Recognize and use fundamental vocabulary within each of the art forms.
2.3 Instructional
Strategy
Student created works of visual art used to express the principles of art.
9.4.3.D: Recognize that choices made by artists regarding subject matter and themes
communicate ideas through works in the arts and humanities.
Guiding Statement: “My students need to attain these learning targets to be successful.”
Section III
-Objective-
3.1 Starting Point
(Baseline)
Historical, 70% of students score Proficient or higher on the three performance rubric
listed.
OBJ #1: At least 75% of all students will earn a score of Proficient or higher on the Paper
Weaving rubric.
3.2 Objectives
(Whole Class)
OBJ #2: At least 75% of all students will earn a score of Proficient or higher on the StillLife Painting rubric.
OBJ #3: At least 75% of all students will earn a score of Proficient or higher on the Clay
Cupcake rubric.
3.3 Objectives
(Focused
Students)
3.4 End Point
(Combined)
Template #2-SLO Form-DEMO
1
-NoneFailing
0% to 59% of students
met the learning
objectives
Needs
Improvement
60% to 74% of
students met the
learning objectives
Proficient
75% to 90% of
students met the
learning objectives
Distinguished
91% to 100% of
students met the
learning objectives

2. Guiding Statement: “These assessments are best suited to measure my students’ understand of the standards.”
PM #1: Paper Weaving
4.1 Name
PM #2: Still-Life Painting
PM #3: Clay Cupcake
PM #1: The Paper Weaving performance task is designed to evaluate student’s ability
to identify, apply, and understand the use of color, repetition, and contrast in order to
create a specific artistic message, mood, or feeling. This project-based performance
task will be administered once during the 2nd 9-week grading period. The results
provide one measure of student’s knowledge and skills of the targeted standard.
Section IV
-Performance Measure-
4.2 Purpose
PM #2: The Still-Life Painting performance task is designed to evaluate student’s
ability to identify, apply and understand the use of color, form, shape, line, and space in
order to create a specific artistic message or mood or feeling. This project-based
performance task will be administered once during the 3 rd 9-week grading period. The
results provide one measure of student’s knowledge and skills of the targeted standard.
PM #3: The Clay Cupcake performance task is designed to evaluate student’s ability to
identify, apply and understand the use of color, form, shape, line, and space in order to
create a specific artistic message or mood or feeling. This project-based performance
task will be administered once during the 4th 9-week grading period. The results
provide one measure of student’s knowledge and skills of the targeted standard.
PM #1: Paper Weaving
9.1.3.A; 9.1.3.C; and, 9.4.3D
4.3 Content Standards
PM #2: Still-Life Painting
9.1.3.A; 9.1.3.C; and, 9.4.3D
PM #3: Clay Cupcake
9.1.3.A; 9.1.3.C; and, 9.4.3D
PM #1: Achieve a score of Proficient or higher on the Paper Weaving rubric
4.4 Performance Targets
4.5 Metric
4.6 Administration
4.7 Scoring Tools
PM #2: Achieve a score of Proficient or higher on the Still-Life Painting rubric
PM #3: Achieve a score of Proficient or higher on the Clay Cupcake rubric
Growth (change in student performance across two or more points in time)
Mastery (attainment of a defined level of achievement)
Growth and Mastery
PM #1: Paper Weaving
Certified art teacher can administer
PM #2: Still-Life Painting
Certified art teacher can administer
PM #3: Clay Cupcake
Certified art teacher can administer
PM #1: Paper Weaving Rubric
PM #2: Still-Life Painting Rubric
PM #3: Clay Cupcake Rubric
4.8 Results
N-count
(Total)
Met Target
(Count)
Met Target
(Percent)

PM #1
180
160
88.9%

PM #2
175
170
97.1%

PM #3
175
150
85.7%
530
480
90.6%
Grand Totals
Template #2-SLO Form-DEMO
2

3. Teacher Signature_______________________ Date_______ Evaluator Signature____________________ Date_______
SLO Rating
Distinguished
Proficient
Needs Improvement
Failing
Template #2-SLO Form-DEMO
3
Notes/Explanation
Objective was 75% or higher; overall actual performance 90.6%