Student Learning Objective Template
Lexington School District One
Teacher Name: / Rhonda WoodsSchool District/School Name: / Pelion High School/Pelion High School
Principal/Evaluator: / Clark Cooper
Content Area for SLO: / Type/Approach of SLO:
XIndividualTeam / ___ Class
__X_ Course / __X_ Tiered
___ Targeted
___ Individual
Grade Level: 10-11 / SLO Team Members (if applicable):
Rhonda Woods & Dan Zmroczek
School Year: 2015
SLO Objective Statement: By the end of the 2015, 1st semester, 8-20 students enrolled in the Culinary Arts I courses at either Pelion High School (Rhonda Woods) or Lexington Technology Center (Dan Zmroczek) will increase their pretest scores by 10-30 points as evident on the posttest. The objective will be adequately broad enough to cover all standards, but will be measurable. Students will demonstrate growth in understanding of the Culinary Arts I standards based on evidence of 100 multiple choice questions from the Culinary Arts I Examview final exam used for the pretest and posttest, including customer service, workplace guidelines, foodservice tools and equipment, food safety and sanitation procedures, workplace safety, menu management, nutrition, food production techniques and careers.
Assessment Window Dates: / Pre-Assessment Date:
August 2015 / Post-Assessment Date:
December 2015
SLO Interval of Instruction: / Beginning Instruction Date:
August 17, 2015 / Ending Instruction Date:
December 18, 2015
I. Rationale:
●Provide a basis for the work to be accomplished.
●Why was this focus for an SLO selected?
●What background work has been done in this area?
●How does this target align with the school or district goals?
●What is the expected outcome?
●Is the objective broad enough to capture the major content but focused enough to be measureable?
●Provide details related to assessment analysis and how that relates to the student population within the SLO. / The learning content is aligned with the South Carolina State and District Standards for Culinary Arts I. The concepts, topics and technical skills established within the culinary arts standards will give students the background knowledge needed to ensure success in the culinary arts I course. Objective pretest and posttest assessments will be used to help determine student growth over the duration of the course. Students will be expected to demonstrate growth in their understanding of the content and their ability to apply culinary arts practices. The objective will be adequately broad enough to cover all standards, but will be measurable. Students will demonstrate growth in understanding of the Culinary Arts I standards based on evidence of 100 multiple choice questions from the Culinary Arts I examview final exam used for the pretest and posttest.
II. Baseline and Trend Data:
●Describe the data used to identify assessment and growth targets.
●Explain how this data helped you identify the growth targets for your students.
●Baseline data: Information about students’ level of performance prior to the start of the interval of instruction.
●How was the assessment done? When? Baseline data are used to establish SLO growth targets. / The Pre-assessment will determine a baseline knowledge of content. Growth targets will be established through an investigation of previous culinary arts, foods & nutrition or other foodservice courses (if available). These will serve to inform the teacher of test-taking abilities of the students and proficiency in foodservice content. A pre-test will be given during the first week of of the course. Students will be initially groups into 3 tiers based on their pretest assessment score. After analyzing previous foodservice scores (when available) and standardized test scores, some students may be moved up or down to a different tier based on trend data. This is reflected in the attached record sheet with the data to justify the movement to a different tier.
III. Growth Targets:
●The growth targets set for this SLO must be rigorous for all students, yet attainable.
●Connect the baseline data that you collected at the beginning of the learning interval to your target data.
●Be sure to tier your growth targets so that you are able to demonstrate growth for students that perform at various levels.
●Considering all available data with baseline and trending data, what targets are you expecting your students to reach based upon their starting points?
●Explain how these targets were determined. / Based on initial recommendations from the district, teachers may adjust growth targets based on their baseline data. Adjustments to the growth targets may be made during the preliminary or mid-term conference if the teacher has evidence to support this decision. Approval will be pending the administrator’s approval.
Pretest Baseline Score
Pretest Baseline Scores / Target Score on posttest
30-40 / 70 or increase by 30 points
41-50 / 80 or increase by 30 points
51-60 / 90 or increase by 30 points
IV.Student Population:
●Provide an in-depth description of the student population included in the SLO.
●At least six students are to be involved in an SLO.
●Describe any exceptionalities and special needs of this student group. / My 1st/2nd block (double block) Culinary Arts I class has 10 students. There are 2 sophomore females and 1 sophomore male, 2 junior females and 5 junior males. There is 1 black female and 3 white females. There is 1 black male and 5 white males. 1 student has an IEP with extended testing time and use of a calculator. 1 student is an OCP student with an IEP requiring oral testing, extended testing and assignment time and use of a calculator. This student also requires a weekly behavior report. This student has 2 extra textbooks for home and his OCP class.
V.Standards/Content and Interval of Instruction
●Describe the content and content standards that are addressed by the SLO.
●Refer to the state content area standards to complete this section.
●Provide a data-driven explanation for the focus of the SLO.
●Also, describe the instructional period for this SLO. / Culinary Arts prepares students for gainful employment and/or entry into postsecondary education in the food production and service industry. The content provides students the opportunity to acquire marketable skills by examining both the industry and its career opportunities. Laboratory experiences simulate commercial food production and service operations.
State Standards includes:
Customer Services
B1. Identify ways customer service affects the success of the food service business.
Workplace Guidelines
C1. Demonstrate managerial skills.
Food Service Tools and Equipment
D1. Demonstrate the appropriate use of kitchen tools and equipment.
Food Safety and Sanitation Procedures
E1. Identify biological, physical and chemical hazards.
E2.Demonstrate food safety and sanitation practices.
Workplace Safety
F1. Demonstrate safe behaviors in food service facilities.
Menu Management
G1. Explain factors that affect food and menu prices.
Nutrition
H1. Analyze the roles of nutrients in the diet.
Food Production Techniques
I1. Demonstrate a variety of cooking methods.
Careers
J1. Demonstrate skills needed to seek and keep employment.
J2. Investigate food service careers and entrepreneurship opportunities.
Class period begins at 8:05 a.m. and ends at 11:05 AM
VI.Assessment (Pre- and Post-) and Scoring:
●Describe the assessments (pre- and post-) that will be used to determine student growth.
●How do they measure the identified content/skills of the SLO?
●How will they be administered and by whom? Include information on how the assessment(s) will be scored.
●Assessments reviewed and discussed by a school team will verify the appropriateness of the instrument.
●Consider state-, district-, school-, and individual teacher-created assessments. Will these assessment be tied to grades, and if so, how? / Students will demonstrate growth in understanding of the Culinary Arts I standards based on evidence of 100 multiple choice questions from the Foundations of Restaurant Management and Culinary Arts Level One examview final exam used for the pretest and posttest.
The pretest and posttest will be administered to the Culinary Arts I 1st semester class during the first week of school, and then by December 11, 2015 for the 1st semester. The tests will scored in the same manner for standard test grading. Scores for the pretest not be assigned to any grade, as it is formative with the job of the test is to assess what the student already does know and does not know. The scores of the pretest will serve as the baseline for content knowledge, upon which teachers will build their lessons and activities for achieving the SLO and future instruction. Scores for the posttest will not be assigned to any grade, per district policy, and will be used to demonstrate student growth during the process of attaining the SLO. Neither the pretest or posttest will be tied to student grades.
VII.Instructional Strategies :
●Describe the best instructional practices and/or grouping strategies that you will use to teach this content to students.
●Discuss the varying baselines among your students. How will instruction be differentiated based on data?
●Have teachers in appropriate grades/subjects linked their SLOs?
●What interventions will be used if more assistance is needed during the learning process? / The PHS Culinary Arts is a ProStart School, and therefore the curriculum is taught using the Foundations for Restaurant and Culinary Arts Level One and Two Textbooks by the National Restaurant Association Education Foundation, Chapters and lessons for the textbooks are in line with the State Standards for Culinary Art I and II.Assignments for the Culinary Arts I course includes those for both Formative and Summative grading. Students apply reading, math, technical skills and technology in each chapter in order to show understanding and growth for each topic taught. Additionally, some project-based assignments are used to further express knowledge and growth. Formative assessment methods include: performance to demonstrate learning as individuals, partners or teams with quizzes, homework and practice labs. Groupings for practice labs will change periodically based on student performance on each of the standards. Students with stronger skills in certain areas will be teamed with those who need to improve. This method will provide a model for improvement.
Homework assignments include technical writing of standardized recipes which include parent/guardians/teachers in the evaluation of the recipe product produced. Summative assessment methods include: Chapter Tests and demonstrations of hands-on skill-based knowledge, food production labs, demonstration of safety and sanitation practices and some project assignments. In addition to the FRMCA textbooks, videos and powerpoint presentations are used to extend the content of the chapters. Students are encouraged to read current foodservice-related articles and watch food-related programs. The Culinary Arts Program at LTC is linked with the Culinary Arts Program at PHS. Interventions used for additional assistance with the learning process
per district grading policy, will allow me to intervene and provide additional assistance to areas and skills that students may find difficult, by offering retest opportunities and additional learning before and after school as well as during Panther Time.
VIII. Progress Monitoring:
●How frequently will you progress monitor students’ mastery of standards taught?
●How and with what instruments will you assess students to measure their progress over time toward the learning goal?
●What will you do if students do not show adequate progress toward the learning goal?
●Who will be sharing and discussing the results of this data collection during the instructional period? / Progress will be monitored throughout each class period on a daily/weekly basis. Students will have an opportunity to conduct self-evaluations on a daily/weekly basis so that they can set goals for the coming day/week. The work in Culinary Arts 1 is repetitive work. Students will be given numerous opportunities throughout the course to improve on knowledge and technical skill attainment. By monitoring the progress of the students, I will be able to identify students with persistent specific areas of difficulty. Instruction will be individualized and assignments will be made with emphasis placed on specific areas based on individual needs. Students will be encouraged to to retest and take advantage of times the instructor is available and Panther Time for reteaching and review.
IX.Teacher Professional Growth and Development Plan and Action Research (S.C. Code Ann. Section 59-26-30):
●Describe the learning that the teacher will complete to successfully complete the plan.
●How will this learning occur?
●Will this be compiled as action research to add to the profession?
●
●What reading and reflection will be done during the SLO process?
●What teaching skills and techniques will be improved through the project? / In learning the strengths and weaknesses of the students by analyzing test score data and monitoring the progress of students over the duration of the class, I will be able to analyze the effectiveness of my teaching methods. The SLO will allow me to focus on student learning and analyze instructional strategies as well as the current forms of assessments. The process is reflective and promotes modification of instruction to meet the needs of the students in order to attain mastery. Reflection will reveal what worked and what needs to be changed for future lessons, allowing me to improve instruction, teaching strategies and assessments. Personal growth will improve me as an educator by using instruction tools such as those shared in the Big Thursday meetings, professional development sessions, Collaborative Planning sessions, Advisory Council meetings and departmental meetings
Conference / Date / Signatures
SLO Preliminary Conference
SLO Mid-Course Conference
SLO Summative Conference
Summative Scoring Table
ExemplaryIn addition to meeting the standard… / Proficient / Needs Improvement / Unsatisfactory
The teacher attains a high level of student achievement with all populations of learners. / The work of the teacher results in acceptable, measurable progress based on established standards for a significant number of students. / The work of the teacher results in student growth but does not meet the established standard and/or is not achieved with all populations taught by the teacher. / The work of the teacher does not achieve acceptable student growth.
Almost all studentsmeet their targeted growth, and manyexceed their targets / A significant number of studentsmeet or exceed their targets. / A less than significant numberof students meet or exceed their targets. / Fewer thanof students meet or exceed their targets.
Beginning of the Year Targets:
Performance Level: / Performance Level: / Performance Level: / Performance Level:
ofMeet/Exceed
ofExceed / ofMeet/Exceed / ofMeet/Exceed / < ofMeet/Exceed
End of Year Performance:
ofMeet/Exceed
ofExceed / ofMeet/Exceed / ofMeet/Exceed / < ofMeet/Exceed