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It defines classroom context, including class size, frequency, and duration, then formulates an SLO goal with aligned PA standards and a visual arts rationale. 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SLOs are apart of Pennsylvania’s multiple-measure, comprehensive system of Educator Effectiveness authorized by Act 82 (HB 1901) . |  |  |  |  |  |  |  |  |  |\n| |  |  |  |  |  |  |  |  |  |  |\n|  | 1. Classroom Context  |  |  |  |  |  |  |  |  |  |\n|  | 1a. Name |  | Joanne E. Parker |  | 1b. School | Harris Elementary School |  |  | 1c. District | Harris School District |\n|  | 1d. Class/ Course Title |  | Art |  | 1e. Grade Level | 3 |  |  | 1f. Total \\# of Students | 180 |\n|  | 1g. Typical Class Size |  | 30 |  | 1h. Class Frequency | 1 every 6 days |  |  | 1i. Typical\u003Cbr>Class Duration | 40 minutes |\n|  |  |  |  |  |  |  |  |  |  | |\n|  | 2. SLO Goal \u003Cbr>|  |  |  |  |  |  |  |  |  |\n|  | 2a. Goal Statement |  |  | The goal of Grade 3 Art SLO includes: (a) demonstrating skills, techniques, elements and principles ofthe arts learned, studied, refined, and practiced; (b) using tools and resources as well as experiences and skills to create art; and (c) expressing experiences and ideas throughout time and across cultures. |  |  |  |  |  |  |\n|  | 2b. PA Standards |  |  | 9.1.3.A: Know and use the elements and principles of each art form to create works in the arts and humanities.\u003Cbr>9.1.3.C: Recognize and use fundamental vocabulary within each ofthe art forms.\u003Cbr>9.4.3.D: Recognize that choices made by artists regarding subject matter and themes communicate ideas through works in the arts and humanities. |  |  |  |  |  |  |\n|  | 2c. Rationale |  |  | The elements and principles of art are the foundation of visual communication. Analogous to grammar, the elements and principles are key to communicating ideas artistic messages, mood, and feeling. |  |  |  |  |  |  |\n| |  |  |  |  |  |  |  |  |  |  |\n|  | 3. Performance Measures (PM) |  |  |  |  |  |  |  |  |  |\n|  | 3a. Name | PM \\#1: Paper Weaving\u003Cbr>PM \\#2: Abstract Still-Life Watercolor Painting\u003Cbr>PM \\#3: Clay Cupcake |  |  |  |  | 3b. Type | \u003Cbr>District-designed Measures and Examinations Nationally Recognized Standardized Tests Industry Certification Examinations\u003Cbr>Student Projects\u003Cbr>Student Portfolios\u003Cbr>Other:  |  |  |\n|  | 3c.\u003Cbr>Purpose | 􀁸 PM\\#1: See Paper Weaving Performance Task Framework\u003Cbr>􀁸 PM \\#2: See Abstract Still-Life Watercolor Painting Performance Task Framework\u003Cbr>􀁸 PM \\#3: See Clay Cupcake Performance Task Framework |  |  |  |  | 3d.\u003Cbr>Metric | |  |  |\n|  |  |  |  |  |  |  |  |  |  |  |\n\n\n|  |  |  |  |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- |\n|  | 3e.\u003Cbr>Administration Frequency | 􀁸 PM \\#1: Paper Weaving 2nd – 9 week grading period\u003Cbr>􀁸 PM \\#2: Abstract Still-Life Watercolor Painting\u003Cbr>3rd – 9 week grading period\u003Cbr>􀁸 PM \\#3: Clay Cupcake 4th – 9 week grading period |  |  | 3f.\u003Cbr>Adaptations/ Accommodations |  |  IEP\u003Cbr> ELL | |\n|  |  |  |  |  |  |  | Accommodations will be afforded according to IEP, ELL, and 504 plans. |  |\n|  | 3g. Resources/ Equipment | 􀁸 PM \\#1: Paper Weaving Construction paper, glue, scissors\u003Cbr>􀁸 PM \\#2: Abstract Still-Life Watercolor Painting\u003Cbr>Multi-purpose paper, watercolor paint\u003Cbr>􀁸 PM \\#3: Clay Cupcake\u003Cbr>Clay, glaze or paint, Model Magic |  |  | 3h.\u003Cbr>Scoring Tools |  | 􀁸 PM \\#1: Paper Weaving Rubric\u003Cbr>􀁸 PM \\#2: Abstract Still-Life Watercolor Painting Rubric\u003Cbr>􀁸 PM \\#3: Clay Cupcake Rubric |  |\n|  | 3i.\u003Cbr>Administration & Scoring Personnel | 􀁸 PM \\#1: Paper Weaving Certified art teacher can administer and score all performance tasks.\u003Cbr>􀁸 PM \\#2: Abstract Still-Life Watercolor Painting\u003Cbr>Certified art teacher can administer and score all performance tasks.\u003Cbr>􀁸 PM \\#3: Clay Cupcake\u003Cbr>Certified art teacher can administer and score all performance tasks. |  |  | 3j.\u003Cbr>Performance Reporting |  | 􀁸 PM \\#1: Paper Weav","cbCaiqZ8r7XDhcUW","https://ap.wps.com/l/cbCaiqZ8r7XDhcUW","pdf",457989,9,"English","# Student Learning Objective (SLO) Process Template\n## 1. Classroom Context\n## 2. SLO Goal\n## 3. Performance Measures (PM)\n## 4. Performance Indicators (PI)\n## 5. Elective Rating\n## Performance Measure Task Framework Template","[{\"question\":\"What is the purpose of the SLO process template in this document?\",\"answer\":\"It documents a measure of educator effectiveness based on student achievement of content standards through defined goals, performance measures, and performance indicators.\"},{\"question\":\"Which performance measures are used for the Grade 3 Art SLO?\",\"answer\":\"The template lists three performance measures: Paper Weaving, Abstract Still-Life Watercolor Painting, and Clay Cupcake, each with a referenced task framework.\"},{\"question\":\"How are students rated against the PI targets?\",\"answer\":\"The template sets proficiency thresholds for meeting PI targets and maps them to elective rating levels: Failing (0–69%), Needs Improvement (70–84%), Proficient (85–94%), and Distinguished (95–100%).\"}]","Art Grade 3 Model - May 2014 - FINAL | PDF",1788443393]