Salt Lake City School District
Student Learning Objectives (SLOs) Template
Directions: The SLCSD Model SLO Template is to be used by educators using SLOs as a measure of student growth for educator evaluation.
Adjustments to this template must be approved by the Utah State Office of Education (Board Rule).
This model should be used in tandem with the SLCSD SLO Development Guide to ensure information about Learning Goals, Assessments, and
Targets are appropriately addressed. Additional documents and guidance are available at http://www.slcschools.org/departments/humanresources/Educator-Collaborative-Assessment-Program.php.
Course/Grade Level Information
Course name
Brief course description
Approximate number of students
Grade level(s)
Length of course (semester or year; if other,
please describe)
Date submitted for district review
Basic Digital Photography
This course is part of a sequence of courses that prepares individuals to use artistic
techniques combined with a commercial perspective to effectively communicate ideas and
information to business and consumer audiences via the use of digital photography.
Instruction includes training in specialized camera and equipment operation, software
usage, maintenance, applications to commercial and industrial needs, and photography
business operations.
35
9-12
Process, Implementation Timeline, and Sign-Offs
Calleen J. Lester, Photography teacher, Highland High School
Names and current job positions of those
developing this SLO
Email of team lead
Administrator name and title
Chris Jensen, Principal, Highland High School
Logan Hall, Educator Evaluation Liaison, Human Resources
Administrator sign-off of initial SLO
Date final SLO is due to determine
educator effectiveness rating
Section 1: Establish a Learning Goal
The Learning Goal is the big idea that 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. It includes an explanation of the importance of the Learning
Goal for students’ lives. It also describes appropriate instruction and instructional strategies that will support student learning.
Students will understand how to operate a digital camera as a tool to create and recognize their artistic vision. This will include a variety of
techniques as demonstrated through specific and scaffolded learning tasks.
Utah Core Standards addressed
Standard 04: Students will demonstrate the appropriate use of the camera controls on
a digital camera.
Objective 0402: Exposure Modes (Auto, Shutter Priority, Aperture Priority, Programmed
Exposure, Manual, and Continuous).
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.
Students will be able to use each of the following exposure modes to determine which
Identify what proficiency looks like to
exposure mode is optimal for a variety of unique photography situations, including but not
meet the Learning Goal.
limited to Auto, Shutter Priority, Aperture Priority, Programmed Exposure, Manual, and
Continuous modes.
Auto mode is used to allow the camera to choose all settings. Shutter priority mode is
used to create two unique photographs: one demonstrating a slow shutter speed in which
the object or objects in motion are blurry while the rest of the photograph shows either a
broad or shallow depth of field; another demonstrating a fast shutter speed in which the
SLCSD SLO Template 2.2.15
1
Salt Lake City School District
Student Learning Objectives (SLOs) Template
object or objects in motion are in sharp focus and frozen in action while the rest of the
photograph shows either a broad or shallow depth of field. Aperture Priority mode is
used to create two unique photographs; one demonstrating a shallow depth of field in
which the background of the photograph is blurry because a small f-stop setting and a
larger aperture opening was used to create the photograph; another demonstrating a broad
depth of field in which the foreground and background of the photograph in focus because
a large f-stop setting and a smaller aperture opening was used to create the photograph.
Programmed Exposure mode is used to create a photograph of the student’s choice,
allowing him or her to set the shutter speed and/or aperture setting while still retaining the
option to take photographs like they did in Auto mode. Manual mode is used to create a
photograph in which students choose the best shutter speed and aperture settings for the
desired photograph. Continuous mode is used to create a series of action photographs
taken quickly in sequence as multiple photographs per second while holding the shutter
release button down for the duration of photographing the sequence.
Describe the Assessment(s) (such as
performance tasks and their corresponding
scoring rubrics) that measure the level of
students’ understanding of the Learning
Goal. Attach assessments and rubrics as
appropriate.
All mode assessment (used to evaluate all areas below):
1. Does the photograph demonstrate a clear focal point in the composition?
2. Does the photograph demonstrate good exposure (not too light or too dark)?
3. Does the photograph demonstrate crisp quality (not too grainy)?
Auto mode assessment:
1. Does the photograph demonstrate all of the “all mode” assessments?
Shutter priority mode assessment:
1. Does the slow shutter speed photograph demonstrate the object or objects in motion
blurry while the rest of the photograph shows either a broad or shallow depth of field (10
points)? Does the photograph demonstrate all of the “all mode” assessments listed above
(30 points)?
2. Does the fast shutter speed photograph demonstrate the object or objects in motion in
sharp focus and frozen in action while the rest of the photograph shows either a broad or
shallow depth of field (10 points)?
Does the photograph demonstrate all of the “all mode” assessments (30 points)?
Aperture priority mode assessment:
1. Does the shallow depth of field photograph demonstrate the background of the
photograph blurry because a small f-stop setting and a larger aperture opening was used
to create the photograph?
2. Does the photograph demonstrate all of the “all mode” assessments?
3. Does the broad depth of field photograph demonstrate the foreground and background
of the photograph in focus because a large f-stop setting and a smaller aperture opening
was used to create the photograph?
4. Does the photograph demonstrate all of the “all mode” assessments?
Programmed Exposure mode assessment:
1. Does the photograph demonstrate students setting the shutter speed and/or aperture
setting while still retaining the option to take photographs like they did in Auto mode?
2. Does the photograph demonstrate all of the “all mode” assessments?
Manual mode assessment:
1. Does the photograph demonstrate students choosing the best shutter speed and aperture
settings for the desired photograph?
2. Does the photograph demonstrate all of the “all mode” assessments?
Continuous mode assessment:
1. Does the photograph demonstrate creating a series of action photographs taken quickly
in sequence as multiple photographs per second while holding the shutter release button
down for the duration of photographing the sequence?
2. Does the photograph demonstrate all of the “all mode” assessments?
All mode scoring rubric(s):
Give equal points for each of the points successfully demonstrated (demonstrating
proficiency) in each mode assessment.
SLCSD SLO Template 2.2.15
2
Salt Lake City School District
Student Learning Objectives (SLOs) Template
For example, if 10 points are awarded for each of the points successfully demonstrated in
each mode assessment, Auto mode scoring would be worth 30 points; 10 points for each
of the 3 assessments. Shutter priority mode would be worth 80 points; 10 points for each
of the 3 assessments and 10 points for the slow shutter speed demonstrated, 10 points for
each of the 3 assessments and 10 points for the fast shutter speed demonstrated.
Describe how often you will collect data to
monitor student progress toward the
Learning Goal. Indicate any formative
assessments that you will use.
1. Data will be collected weekly.
2. The formative assessment for each of the exposure modes will be a contact sheet with
each of the photographs taken to demonstrate the ability to use each exposure mode to
create a photograph demonstrating each component of each exposure mode. A separate
contact sheet will be created for each exposure mode’s photographs. Each photograph on
each contact sheet will be labelled with its metadata, including exposure mode setting,
shutter speed setting, aperture setting, and a 1 sentence description of the
characteristic(s) of each photograph that demonstrate the exposure mode used.
Explain how you will use this information
to differentiate instruction for all students
toward the Learning Goal (e.g., gifted and
talented, ELL, special education).
Differentiated instruction:
Gifted and talented students:
- Shutter priority mode: Follow the moving objects when taking photographs in addition to
holding the camera steady when taking photographs to create another, more creative set of
shutter priority photographs. Include them on the Shutter priority contact sheet with
associated metadata.
- Aperture priority mode: Create a unique point in the photograph, somewhere other than
the center of the photograph, that is in focus in order to bring attention to that object in the
photograph. Include it on the Aperture priority mode contact sheet with associated
metadata.
- Programmed Exposure mode: Create a well exposed photograph in a dark setting without
using the flash or changing the ISO setting. Include it on the Programmed exposure mode
contact sheet with associated metadata.
- Manual mode: Create a photograph with the sun behind the main subject or object and the
main subject or object well-exposed without using the flash or changing the ISO setting.
Include it on the Manual mode contact sheet with associated metadata.
- Continuous mode: Create a series of action photographs following a moving subject or
object taken quickly in sequence as multiple photographs per second while holding the
shutter release button down for the duration of photographing the sequence
ELL students: Depending on linguistic ability, the instruction will provide support to the
student and offer alternatives as needed.
Special Education students: Individually differentiate based on each student’s unique
needs and abilities.
Section 3: Establish Targets
Targets: Identify the expected student learning outcomes by the end of the instructional period for all students. Targets are used
to effectively project levels of proficiency toward the Learning Goal.
Evaluate the past performance and
STARTING Points
Students will look at a series of photographs and identify all or any metadata they
current baseline data (e.g., previous
recognize, including exposure mode setting, shutter speed setting, aperture setting, and
courses or grades, pre-assessments, etc.) of
write a one (1) sentence description of the characteristic(s) of each photograph that
students to determine their starting points
demonstrate the exposure mode to be learned. This baseline does not affect grade, but give
and identify learning strengths and needs
the instructor an understanding of the starting understanding of each student. This models
relative to the Learning Goal.
the formative and summative checks that will occur through the semester.
Using students’ starting points, identify
specific target levels based on available
data about students’ performance and the
number or percentage of students at each
target. Describe the expected levels of
growth and proficiency for students in
each target level during the course.
SLCSD SLO Template 2.2.15
TARGETS and PROFICIENCY LEVELS
1. Gifted and talented students: Students will demonstrate mastery of understanding and
skills associated with the Exposure modes in both written and photographic formative
assessments at an improvement rate of at least 10 percent.
2. ELL students: Students will demonstrate mastery of understanding and skills associated
with the Exposure modes in photographic formative assessments and limited written
3
Salt Lake City School District
Student Learning Objectives (SLOs) Template
assessments based on ELL abilities to communicate in writing in Standard English at an
improvement rate of at least 10 percent.
3. Special Education students: Students will demonstrate mastery of understanding and
skills associated with the Exposure modes in written and photographic formative
assessments based on each individual student’s needs and abilities at an improvement
rate of at least 10 percent.
All other students: Students will demonstrate mastery of understanding and skills
associated with the Exposure modes in both written and photographic formative
assessments at an improvement rate of at least 10 percent.
Mid-Instructional Period Target Adaptations:
Adapted SLO Targets: At a conference with the administrator, discuss any changes that might be needed.
If SLO Targets are adjusted, list revised
REVISED Targets
outcomes for end of instructional period
Learning Goal.
Date:
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 all students.
Record the actual number or percentage
ACTUAL Outcomes
of students who achieved the targets set at
the beginning of the instructional period.
Provide any comments you wish to include about actual Target outcomes and proficiency/growth levels for student learning.
Final Section: Establish Educator Ratings
Educator Ratings: Educator rating results are based on the final SLO Target results. Use the table below to document the educator rating
based on the established Learning Goal, Assessment(s), and Targets.
Does Not Meet
Based on the students’ starting
points, students performed worse
than expected.
Partially Meets
Based on the students’ starting
points, students partially
performed as expected.
Meets
Based on the students’ starting
points, students performed as
expected.
Exceeds
Based on the students’ starting points,
students performed better than expected.
Administrator comments.
Administrator Signature
Date
Educator Signature (the signature does not necessarily indicate agreement with the rating)
Date
SLCSD SLO Template 2.2.15
4