Alpine School District Template:

Student Learning Objective (SLO)

Educator Name Sophie Seegmiller

School Name Black Ridge Elementary

Date 11/10/2016

Course/Grade Level Information

Course or Subject Name Physical Education
Grade Level First Grade
Number of Students 26

PHASE I: INITIAL PLANNING STAGE

To be completed before the school year begins.

What do we expect students to learn?

A Learning Outcome 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. This is intended to be a broad, overarching learning
outcome.

Students will be able to successfully perform at least 5 of the basic 8 locomotor skills (skipping, running, galloping,
jumping, heal walk, marching, leaping, tippy toe walk. Students will demonstrate use of the locomotor skills with
variety levels, pathways, and with varying tempos in modified game situations while maintaining body control.

Identify the UTAH CORE standard(s) that this learning outcome addresses.

Grade 1; Standard 1, Objective 2b integrated/content

Performed fundamental locomotor (e.g., skip, gallop, run)

Describe the DOK levels appropriate to the learning outcome.

DOK 1-Recall of skill procedure and reproduction of physical process/technique.

DOK 2 - Basic reasoning for when procedures would be used in a game and real-life situations and why is it
important to learn them.

How will we know what students have learned?

Assessments and Scoring: Assessments are standard-based, of high quality, and designed to best measure the
knowledge and skills found in the Student Learning Outcome. Assessments should be accompanied by clear
criteria/scoring rubrics.

Identify the various DOK levels on your assessment/performance task

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Attach baseline assessment plan, formative assessments, and summative assessment as applicable

Teacher observations of skill in a game setting

Describe the Assessment(s):

Summative Assessments: Pre-test and post-test using a checklist

Formative Assessments:

Teacher observation of students in circuit activities

Identify when and how you will collect data. Data should be collected multiple times during the grade or course to
monitor student growth.

Student will be tested at least 3 times during the school year.

As students are observed their proficiency level will be recorded on a checklist.

A= Attempting (tries skill)

D= Developing (describes and or identifies the skill, but is unable to perform using a mature pattern)

P=Proficient (perform skills using mature patterns)

How will we respond to students who are not progressing?

Explain how you will use formative assessment data to differentiate instruction for students who need intervention
in order to meet the learning outcome.

Data from formative assessments will help identify students who need re-teaching and additional practice. Students
will receive correction i the form of visual modeling, small group and/ or one-on-one instruction. This will be
accomplished by setting up small group rotations, allowing the teacher to focus on small groups and individuals.

How will we extend the learning for students who demonstrate high levels of proficiency?
Explain how you will use formative assessment data to differentiate instruction for students who immediately meet
or exceed the learning outcome.

Data from formative assessments will help to identify students who have mastered the learning outcome and who
need to be further challenged. These students will be provided opportunities to extend their skills by practicing
challenge by choice activities. Examples may include skipping backward, creating a sequenced pattern of
locomotor movements, inventing new ways of traveling, or helping to organize an obstacle course using locomotor
movements. This will be accomplished by setting up small group rotations, allowing the teacher to focus on small
groups and individuals.
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PHASE II: BASELINE AND GOALS/TARGETS STAGE

Baseline data and expected targets to be completed by September 30, 2015.
What are the learning targets/goals?
Attach a record of student baseline data. Include initial targets.

Group/Student Baseline Expected target/goal

(Number of groups or students may (Could be multiple sources of
vary) assessments and other data)

Group 1: Della, Oaklee, Assessements of locomotor D=Developing

Jeremiah, Ethan, Scott, Eli
skills skipping, running,
galloping, jumping, heal
walk, march, leap, tippy toe
walk. These will be done in
groups and in a station and
games format.

Group 2:Teu, Sadie, Mccoy, Assessements of locomotor D=Developing

Everett, Estelle, Averie
skills skipping, running,
galloping, jumping, heal
walk, march, leap, tippy toe
walk. These will be done in
groups and in a station and
games format.

Group 3: Gabi, Savannah, Assessements of locomotor D=Developing

Abbi, Cayden, Mckinley
Group 4: Raygen, Cash,
Melissah, Mckenzie, Colt,
Tyson, Gaven, Mariah
skills skipping, running,
galloping, jumping, heal
walk, march, leap, tippy toe
walk. These will be done in
groups and in a station and
games format.

PHASE III: INTERIM REVISIONS STAGE

If needed, revise targets/goals to be completed by mid-year. Revisions should be based on
assessment data and evidence of adequate intervention.

Attach final assessment results. Record whether or not targets/goals were altered.

Group/Student Revised Targets/Goals (if needed)

(Number of groups or
students may vary)

Group 1: Della, Oaklee, Target Goal D=Developing

Jeremiah, Ethan, Scott,
Eli Results of mid year assessment
(Orange Group) Running= P
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Hoping= P
Skipping=P
Heal Walk= D
Leaping=D
Tippy Toes=D
Gallop=P
March=P

Group 2:Teu, Sadie, Target Goal D=Developing

Mccoy, Everett, Estelle,
Averie (Blue Group) Results of mid year assessment
Running=P
Hoping=P
Skipping=D
Heal Walk= P
Leaping=D
Tippy Toes=P
Gallop=D
March=P

Group 3: Gabi, Target Goal D=Developing

Savannah, Abbi,
Cayden, Mckinley Results of mid year assessment
(Yellow Group) Running=P
Hoping=P
Skipping=P
Heal Walk=P
Leaping=D
Tippy Toes=P
Gallop=P
March=P

Group 4: Raygen, Cash, Target Goal D= Developing

Melissah, Mckenzie,
Colt, Tyson, Gaven, Results of mid year assessment
Mariah Running=P
(Green Group) Hoping=P
Skipping=D
Heal Walk= P
Leaping=P
Tippy Toes=P
Gallop=P
March=P

PHASE IV: RESULTS AND REFLECTION STAGE

To be completed at the end of the course or grade.
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Attach final assessment results

Group/Student Final Outcomes

(Number of groups or
students may vary)

Group 1: Della, Oaklee, Running= P

Jeremiah, Ethan, Scott, Hoping= P
Eli Skipping=P
(Orange Group) Heal Walk= D
Leaping=D
Tippy Toes=D
Gallop=P
March=P

Group 2:Teu, Sadie,

Mccoy, Everett, Estelle, Running=P
Averie (Blue Group) Hoping=P
Skipping=D
Heal Walk= P
Leaping=P
Tippy Toes=P
Gallop=P
March=P

Group 3: Gabi, Running=P

Savannah, Abbi, Hoping=P
Cayden, Mckinley Skipping=P
(Yellow Group) Heal Walk=P
Leaping=D
Tippy Toes=P
Gallop=P
March=P

Group 4: Raygen, Cash, Running=P

Melissah, Mckenzie, Hoping=P
Colt, Tyson, Gaven, Skipping=D
Mariah Heal Walk= P
(Green Group) Leaping=P
Tippy Toes=P
Gallop=P
March=P

What have I learned through this process that I will do differently in future years?
I learned a lot from the SLO process. This was the first time I had done one. I collaborated
with other PE instructors. We were able to bounce ideas off of each other at Professional
Development. I really liked the idea of assessing locomotor skills with my first graders. It
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seemed fun and age appropriate for this class. Through this process I learned patience, how to
focus on the students form when they are learning a skill, and how to add creativity to my
assessments. For the final assessment I evaluated my students in a game form that required all
these skills instead of having them in stations. I was introduced to the step express program this
year. It is a great program that has pre and post assessments with eight weeks of lessons
specifically focusing on enhancing muscle strength, endurance, and flexibility. I would like to
use this format in my SLO in the future.