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New York State Student Learning Objective Template

All SLOs MUST include the following basic components:

These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO.
(Full class rosters of all students must be provided for all included course sections.)
Population

Learning What is being taught over the instructional period covered? Common Core/National/State standards? Will this goal apply to all standards applicable to
a course or just to specific priority standards?
Content
New York State Career Development and Occupational Studies (CDOS) Learning Standards with a focus on:

Standard 2: Integrated Learning – Students will demonstrate how academic knowledge and occupational skills are applied in the workplace and other
settings.

 Demonstrate the integration and application of academic and occupational skills in students’ school learning, work, and personal lives

Standard 3a: Universal Foundation Skills – Students will demonstrate mastery of the foundation skills and competencies essential for success in the
workplace.

1. Basic Skills – include the ability to read, write, speak, listen as well as perform arithmetical and mathematical functions.

2. Thinking skills – include the ability to problem solve and apply knowledge.

3. Personal qualities – Competence to self-manage and the ability to plan, organize and take independent action.

Standard 3b: Natural and Agricultural Science

1. Basic agriculture foundation development – demonstrate a solid base of knowledge and skills in natural and agricultural sciences

6. Interpersonal dynamics – demonstrate the interpersonal skills and abilities needed to function within a sophisticated and sometimes
complicated agricultural environment.

The American Veterinary Medical Association dictates the curriculum that aligns directly to our first and second year curriculum. Professional
Requirements, Safety and Health, Anatomy and Physiology, Hair Analysis, Hair and Scalp Disorders and Diseases, Chemistry as Applied to Cosmetology,
Shampoos, Rises, Conditioners and Treatments, Hair Cutting and Shaping, Hair Styling, Chemical Restructuring, Hair Coloring and Lightening, Nail Care
and Procedures, Skin Care and Procedures.

Instruction and lessons are developed to improve student achievement and to meet the rigor set by industry and the assessment that has been used for
the pre and post assessment. The topics that will be addressed but not limited to are: Safety and Personal Hygiene, Animal Care Management and
restraint, Grooming, Genetic/ Reproduction, Business Management, Animal First Aid, Clinical/Nursing skills, Dog and Cat Care and Management, Health
and Disease, Nutrition and Leadership and Job Skills

NYS P-12 Common Core Learning Standards for Literacy in History, Social Studies, Science and Technical Subjects

Reading standards for literacy in science and technical subjects 11-12

RST 3: Follow precisely a complex multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze
the specific results based on explanations in the text.

RST 7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. quantitative data, video multimedia inn
order to address a question or solve a problem.

Writing standards for literacy in history, social studies, science and technical subjects 11-12

WHST 9: Draw evidence from informational text to support analysis, reflection and research

ISTE NETS and Performance Indicators for Students

NETS:

What is the instructional period covered (if not a year, rationale for semester, quarter, etc.)?
Interval of
September 2012 – June 2013
Instructional
Time
What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the course.

1. State approved industry state assessment for Animal Care NOCTI was given as a pre-test October 2012.

2. State approved industry state assessment for Animal Care NOCTI post test will be given in May 2013.

Evidence Offers accommodations as legally required and appropriate? Yes. Students with IEPs and 504 plans will be followed as applicable.

*District will use scoring method process ensuring teachers will not have a vested interest in outcomes.
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?

See attached roster
Baseline

What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?

Target(s) Growth: Students will meet or exceed the numeric growth goal based on the score achieved on the Pre-Test for the Industry Exiting Exam, NOCTI
Achievement: Students will meet or exceed the cut score established by the state accepted industry assessment

How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing),
and “well-above” (highly effective)?

HEDI Scoring HIGHLY
EFFECTIVE DEVELOPING INEFFECTIVE
EFFECTIVE
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

Rationale Describe the reasoning behind the choices regarding learning content, evidence, and target and how they will be used together to prepare students for
future growth and development in subsequent grades/courses, as well as college and career readiness.

The focus of Animal Care is developing the knowledge and skills associated with careers within the field of Animal Science. Concepts include but are not
limited to: Animal health, animal husbandry, grooming and nutrition. With this knowledge students will be successful in their post assessment and
these topics will further provide the fundamental foundations for success for the second year summative Animal Care Technology assessment. I am
confident that if students meet the targets set forth in this SLO that they will be fully prepared for the second year of Animal Care. This curriculum will
prepare students for college and career.