STUDENT LEARNING OBJECTIVE (SLO) PROCESS TEMPLATE
SLO is a process to document a measure of educator effectiveness based on student achievement of content standards. SLOs are a
part of Pennsylvania’s multiple-measure, comprehensive system of Educator Effectiveness authorized by Act 82 (HB 1901).
DRAFT
Context Goal Indicators Expecta(ons Measures 1. Classroom Context
1a. Name
1d. Class/
Course Title
1g. Typical
Class Size
Chemistry
1b. School
1e. Grade
Level
1h. Class
Frequency
Truman HS
1c. District
1f. Total # of
Students
1i. Typical
Class Duration
9-12
Daily
BTSD
45 minutes
2. SLO Goal
2a. Goal Statement
2b. PA Standards
2c. Rationale
Students will understand that chemistry deals with the identification of the substances of
which matter is composed; the investigation of their properties and the ways in which they
interact, combine, change, and are measured; and the use of these processes to form new
substances.
3.2.10.A1 Compare and contrast scientific theories and beliefs.
3.2.10.A2 Know that science uses both direct and indirect observation means to study the
world and the universe.
3.2.10.A3 Integrate new information into existing theories and explain implied results.
3.2.10.A4 Describe chemical reactions in terms of atomic rearrangement and/or electron
transfer. Predict the amounts of products and reactants in a chemical reaction using mole
relationships. Explain the difference between endothermic and exothermic reactions. Identify
the factors that affect the rates of reactions.
3.2.10.A5 Describe the historical development of models of the atom and how they
contributed to modern atomic theory. This SLO covers all standards and anchors relevant to the Keystone Exam. These concepts
form the basis of classical chemistry and are often applied in engineering and other related
disciplines.
3. Performance Measures (PM)
3a.
Name
3c.
Purpose
PM #1: Pre-assessment & Post-assessment
PM #2: Atomic Structure Performance
Measure
PM #3: Chemical Bonding Performance
Measure
PM #4: Stoichiometry Performance Measure
PM #5:
PM #1: To measure student proficiency and
growth on chemical concepts.
PM #2: To understand and evaluate atomic
structure.
PM #3: To understand and evaluate chemical
bonding.
PM #4: To understand and evaluate
stoichiometry.
PM #5:
3b.
Type
District-designed Measures and Examinations
Nationally Recognized Standardized Tests
Industry Certification Examinations
Student Projects
Student Portfolios
Other:___________________________
3d.
Metric
Growth (change in student performance
across two or more points in time)
Mastery (attainment of a defined level of
achievement) (summative-Final ex or
quarterly)
Growth and Mastery(pre-test & post-test)
Growth OR Mastery
3e.
Administration
Frequency
3g.
Resources/
Equipment
3i.
Administration
& Scoring
Personnel
PM #1 Beginning of Year / End of Year
PM #2: After quarterly #1
PM #3: After quarterly #2
PM #4: After quarterly #3
PM #5:
PM #1: Access to textbook and online
resources.
PM #2: Access to textbook and online
resources.
PM #3: Access to textbook and online
resources.
PM #4: Access to textbook and online
resources.
PM #5:
PM #1: Evaluation team
PM #2: Evaluation team
PM #3: Evaluation team
PM #4: Evaluation team
PM #5:
3f.
Adaptations/
Accommodations
IEP
Gifted IEP
ELL
Other
3h.
Scoring Tools
PM #1: Rubric 1
PM #2: Rubric 2
PM #3: Rubric 3
PM #4: Rubric 4
PM #5:
3j.
Performance
Reporting
PM #1: Summary report of students
who met the performance indicator
possibly a spreadsheet.
PM #2: Summary report of students
who met the performance indicator
possibly a spreadsheet.
PM #3: Summary report of students
who met the performance indicator
possibly a spreadsheet.
PM #4: Summary report of students
who met the performance indicator
possibly a spreadsheet.
PM #5:
4. Performance Indicators (PI)
4a.
PI Targets:
All Student Group
4b.
PI Targets:
Focused Student Group
(optional)
4c.
PI Linked
(optional)
PI Target #1:
PI Target #2:
PI Target #3: Fill your bucket with data points—want to reach your 80% for disting.
PI Target #4:
PI Target #5:
PI Target #1
PI Target #2:
PI Target #3:
PI Target #4:
PI Target #5:
PI
Weight
#1
4d.
#2
PI Weighting
#3
(optional)
#4
#5
5. Elective Rating Sill in discussion.
5a. Level
Failing
0% to ___ % of
students will meet the
PI targets.
Needs Improvement
___% to ___% of
students will meet the
PI targets.
Proficient
___% to ___% of
students will meet the
PI targets.
Distinguished
_80__% to 100% of
students will meet the
PI targets.
Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______
5b. Rating
Distinguished (3)
Proficient (2)
Needs Improvement (1)
Failing (0)
Notes/Explanation
Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______