Illinois State Board of Education

Visual Arts Joint SLO 2018-2019

General Information
Academic Year 2018-2019

Educator Name Sue Ellen Jacobs

Tenure Status ____x______ Tenured ___x_______ On Cycle ___________ Off Cycle

_________ Non-Tenured

Off-Cycle Collaboration __________ Instructional Coach __________ Peer

Course/Subject/Grade Visual Arts Joint SLO

Level 5th Grade, , WHS Art Exploration

Individual/Group Goal To engage our students in an interaction between text and drawing contributing to higher level creative
development and focusing on making the process visible throughout units. The goal is for 80% of the students to
move up one step on the writing rubric.

Interval of Instruction: The Art Exploration students will be working on skill development for each unit in their sketchbooks and
eg. teach skill once per documenting the development in the Studio Habits of Mind Slide Decks throughout the semester. 5th grade will be
day, once per week, working on the skill every few weeks throughout the duration of the school year.
every other week, etc

Timeline
Initial Approval Date September,10 2018

Midpoint Meeting
Check-In Date
Midpoint Meeting ​Check-In Notes:
☐  Describe the learning goal.
☐  Identify the content standards
associated with the learning goal.
Include the text of the content
standards.
☐  Describe the student population.
Element 1: Learning Goal
Students will be able to transfer a visual thought into writing.
Students will create a visual journal using a variety of content showing visual and verbal
thinking in a variety of forms: drawings, sketches, collages, photographs, graphics and
personally meaningful symbols as well as written words. Each student’s “Artist Book” will
become an important part of their visual journey, as they describe and support depictions,
become graphic devices and aid speculation of personal themes and help them articulate their
own art making experiences and growth.
English Language Arts Standards
CCSS.ELA-LITERACY.W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS.ELA-LITERACY.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content.
Illinois Arts Learning Standards
Responding
Understanding and evaluating how the arts convey meaning.
Anchor Standard #7. Perceive and analyze artistic work.
Anchor Standard #8. Interpret intent and meaning in artistic work.
Anchor Standard #9. Apply criteria to evaluate artistic work.
One WHS Art Exploration Class, One fifth grade class which include a broad range of students

☐  Summarize the instructional strategies
used to teach the learning goal.
Discussion Questions
● What “big idea” is supported by the learning goal?
● How does the learning goal support students’ development of critical thinking, problem solving, and analytical skills?
☐  Describe the assessment and
evaluation procedures that measure
students’ understanding of the learning
goal.
including students with special needs, students on IEP’s, average students, and gifted and
talented students. There will be students from different socioeconomic levels (free and
reduced lunch) and ELL students.
Art Exploration Demographics:
23 students
11 Males, 12 Females
9 Freshman, 4 Sophomores, 2 Juniors, 8 Seniors
3 ell students, 2 with no english language
One student with limited hearing.
Students will be given weekly/bi-weekly sketchbook prompts such as but not limited to
photographs, art prints, video clips, quotes, and articles.
Students will be given 5-10 minutes to write about the prompt in their “Artist Books.”
Teachers’ model observing, responding and writing in their own sketchbooks while ​working
alongside the students setting an example of the creative process building a "community"
atmosphere in the classroom.
Element 2: Assessment
Not every sketchbook entry will be read or assessed. Students will choose what entries
will be included in the final evaluations. Once a unit, the teacher and student will confer
discussing the quality and progression of the student’s “Artist Book” and evidence will be
used to create their unit Studio Habits of Mind slide decks assessments.
 ☐  Describe how the assessment and
evaluation procedures will be
differentiated to meet the needs of all
students described in the student
population.
A baseline for each student will be established from the first “Artist Book” entry using a
Quick Write Rubric. A summative assessment of each student will be completed using
sketchbook entries throughout the semester, teacher-student dialogue, and evidence of
writing response progression in their unit portfolios.

Discussion Questions
● How often will you collect data to monitor student progress toward this learning goal?
● How will you use this assessment information to monitor student progress and inform your instruction?

Element 3: Growth Targets

☐  Identify students’ baseline data. Pre-Quick Write will be given to formulate the baseline data. Using a rubric all data will be
collected. . The students will respond to works of art and their own artmaking. The baseline
data in a reflection assessment based off the Quick write rubric: scoring 1(beginner) 2(emerging)
3(proficient) and 4 (Advanced) in the areas of Focus, Organization, Support and Elaboration.

☐  Using student's baseline data identify 80% of the population will be able to advance one step on the Writing Rubric in response to
appropriate growth targets for your their own art making.
student population.

Discussion Questions
 ● Explain how the growth targets demonstrate ambitious, yet realistic targets, for all students described in the student population.

Element 4: Outcome

☐  Document the number or percentage 21 out of 23 students moved one or more steps on the writing rubric post assessment for
of students who achieved their artists reflection in the artists book writing assignments in the final assessment.
identified growth targets.

Required for Evaluator

☐  Explain how the number or percentage
of students who met their identified
growth targets translates into an
appropriate teacher rating.
 Element 5: Teacher Rating

Unsatisfactory Needs Improvement Proficient Excellent

Less than 25% of Students Met the 25% - 50% of Students Met the 51% - 74% of Students Met the 75% - 100% of Students Met the
Indicated Growth Target(s). Indicated Growth Target(s). Indicated Growth Target(s). Indicated Growth Target(s).

☐  ☐  ☐  ☐ 

Date: Evaluator Signature:

Date: Teacher Signature: