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Utah Model SLO Template Educator Name

School Name

District Name

Date

Directions: The Utah Model SLO Template is recommended to be used statewide by educators using SLOs as an indication of student
growth for educator evaluation. Adjustments to this template must be approved by the Utah State Office of Education (Board Rule).
The Utah Model SLO Template is available at http://schools.utah.gov. The model should be used in tandem with the Utah SLO
Development Guide to ensure information about Learning Goals, Assessments, and Targets are appropriately addressed.

Course/Grade Level Information

Course Name Ceramics
Brief Course Description Students learn technics in hand building and wheel thrown.
and Number of Students
Grade Level(s) 9-12

Process, Implementation Timeline, and Sign-Offs

Names and current job positions of those Christa Green CTE and Art Teacher
developing this SLO
Administrator/Supervisor Name and Steve Hren Principle
Title
Administrator/Supervisor sign-off of
Steve Hren
initial SLO
Date final SLO is due to determine
educator effectiveness rating

Section 1: Establish a Learning Goal:

A Learning Goal describes what students will be able to do at the end of the course or grade based on course or grade-level Utah Core
content standards and curriculum.
Students will be able to center the clay on the wheel, drill a hole, open the clay, pull the walls up, set the top, trim the bottom, and take the
pot off of the wheel. The next phase is trimming the foot rim into the pot. There is bisque firing (1 st firing), glazing, and the glaze fire (2nd
firing).

Section 2: Document Assessment(s) and Scoring:

Assessment(s) and Scoring: Assessments are standards-based, of high quality, and designed to best measure the knowledge and skills
found in the SLO Learning Goal. Assessments should be accompanied by clear criteria or scoring rubrics to describe the level at which
students have learned.
Identify what proficiency looks like to That the students obtain the goal listed above.
meet the Learning Goal.
Describe the Assessment(s) (such as With the finished wheel thrown pot you can see how well each phase was done through feeling
performance tasks and their the pot and looking at the craftsmanship. Students start at full points possible and points are
corresponding scoring rubric(s) that deducted for each phase that are not done up to expectation.
measure the level of students
understanding of the Learning Goal1.
Describe how often you will collect data Projects are turned in when they have completed the finishing stage of
to monitor student progress toward the glazing. Walking around the classroom to see if any student needs help with
Learning Goal. Note any formative
assessments that you will use.
their project. A good check point is if the students project has blown up in the
kiln during the first firing. I then talk to the student and explain the
possibilities of why it blow up.

1 Assessments and scoring rubrics need to be rated as high quality using the Utah
Assessment Review Tool.

Utah Model SLO Template (Short Form Version): Updated 7-13-15

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Utah Model SLO Template Educator Name

School Name

District Name

Date

Assessment(s) and Scoring: Assessments are standards-based, of high quality, and designed to best measure the knowledge and skills
found in the SLO Learning Goal. Assessments should be accompanied by clear criteria or scoring rubrics to describe the level at which
students have learned.
Explain how you will use this I will demonstrate how to throw on the wheel. I let the student get a feel for
information to differentiate instruction the clay; so that I can identify what they were doing right and wrong and they
for all students toward the Learning
Goal (e.g., gifted and talented, ELL,
understand what I am talking about. I will assist with placement of hands and
special education). pressure for centering and pulling up walls.
Section 3: Establish Targets:
Targets: Identify the expected student learning outcomes by the end of the instructional period for the whole class as well as for different
subgroups, as appropriate. Targets are used to effectively project levels of proficiency toward the Learning Goal.
Identify the baseline data and past STARTING Points 90% are low 10% high
performance (e.g., courses, grades, test
scores, etc.) of students to categorize
student levels as their starting points
prior to instruction and learning.
Using students starting points, identify EXPECTED Growth 90%
the number or percentage of students
expected at each Target level based on
available data about their
performance(s). Include any appropriate
subgroups.
Describe the high, average, and low PROFICIENCY Levels
expected levels of growth and 90% was a good level
proficiency required for students placed
within the expected targeted groups.

Mid-Instructional Period Target adaptations:

Revised SLO Targets: At a conference with administrator/supervisor discuss any changes that might be needed.
If SLO Targets are adjusted at mid- REVISED Targets 100%
instructional period, list revised
outcomes for end of instructional period
Learning Goal.

Final Target Outcomes:

Actual Outcomes for Targets: Record the actual outcomes at the end of the instructional period as assessed using the identified
assessment(s) and scoring rubrics for the whole class as well as for different subgroups, as appropriate.
Record the actual number or ACTUAL Outcomes
percentage of students who achieved 100% of students were able to throw a pot on the wheel.
the Targets set in the section above at
the beginning of the instructional period.
Include any appropriate subgroups as
noted above.
Provide any comments you wish to include about actual Target outcomes and proficiency/growth levels for student learning.

Section 4: Establish Educator Ratings: Use the table below to document the educator rating based on the established Learning Goal,
Assessment(s), and Targets.

Utah Model SLO Template (Short Form Version): Updated 7-13-15

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Utah Model SLO Template Educator Name

School Name

District Name

Date

Educator Ratings: Educator rating results are based on the final SLO Target outcomes.
Does Not Meet Partially Meets Meets Exceeds
Based on the students starting Based on the students starting Based on the students Based on the students starting points,
points, students performed points, students partially starting points, students students performed better than
worse than expected. performed as expected. performed as expected. expected.
Administrator/Supervisor comments.

Date Administrator/ Supervisor Signature

Date Educator Signature (the signature does not necessarily indicate agreement with the rating)

Utah Model SLO Template (Short Form Version): Updated 7-13-15