Georgia Department of Education
Phase II District Student Learning Objective (SLO) Form
SLO GENERAL INFORMATION
A. District Name
_______ Public Schools
B. State Funded Course
Number
C. State Funded Course
Title
D. Grade(s)
40.0520000
Chemistry II
9-12
E. Pre-Assessment
Commercially Developed
F. Pre-Assessment
Window
Locally/Regionally Developed
The pre-assessment should be administered during the first (1st) two (2)
weeks of course. (Chemistry II is a high school course which may be
offered as a semester course or year-long course. The type of course
offering depends on the scheduling of the system and/or school.)
G. Post-Assessment
Commercially Developed
Locally/Regionally Developed
H. Post-Test Window
The post-assessment should be administered the last two weeks of April
2013.
I. Collaboratively
Developed
List SLO Development & Assessment team members and roles:
_____ Chemistry II teacher
_____ Chemistry II teacher
_____ Secondary Education Instructional Specialist
_____ Professional Development Instructional Specialist
_____ District K-12 Science Instructional Specialist
_____ GaDOE Evaluation Specialist
J. Developed by
GADOE Trained
Assessment Team
Yes
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
March 5, 2012 ● Page 1 of 4
No
Georgia Department of Education
Phase II District Student Learning Objective (SLO) Form
SLO CONTEXT & STATEMENT
Note: Chemistry II is unique in that it does not currently have Georgia Department of
Education identified standards. The Chemistry II SLO Assessment Team identified
specific content that provides the foundation for the course curriculum. This content was
used to guide the design of the SLO and the assessment for the course.
The foundation content includes four categories: Acid/Base, Oxidation Reduction,
Thermochemistry, and Organic. Chemistry I Acid/Base content provides the foundation
for the corresponding content category which is expanded in Chemistry II. The other
noted categories for Chemistry II are Oxidation Reduction, Thermochemistry and
Organic; all are introduced in Chemistry II.
1. Selected
Standards
I. Acid/Bases
a. Calculate pH.
b. Calculate pOH.
c. Differentiate between a Bronsted Lowry Acid/Base.
d. Identify the conjugate acid/base pair.
e. Name or recall acids/bases from examples.
f. Analyze data resulting from titration.
g. Determine the effect of dilution on either an acid or base solution.
II. Redox
a. Differentiate between OA, RA, O, R.
b. Balance redox using half reactions.
c. Identify the oxidation number for a variety of ions.
III. Thermochemistry
a. Manipulate specific heat formula.
b. Classify processes as either exothermic or endothermic.
c. Describe and calculate how calorimeters are used to measure heat flow.
d. Use Hess Law to determine enthalpy.
e. Calculate entropy (ΔS) and Gibbs Free Energy (ΔG) and predict the spontaneity of the
reaction.
IV. Organic
a. Name, recognize, draw alkanes.
2. Pre and Post
Assessment
Pre and Post-Assessments:
The Chemistry II Public Domain Assessment will be administered as both the pre and
post assessments. It is created to identify individual academic growth on the identified
Chemistry II content categories and objectives. This teacher-made assessment consists of
37 multiple-choice questions and three (3) short response questions. The 40 questions are
scored on a 100 point scale. Student growth will be measured by the successes identified
from the pre-assessment to the post-assessment.
Indicate level of
proficiency.
The proficiency criteria are as follows:
a. Exceeds 90% - 100%
b. Meets
70% - 89%
c. Does Not Meet 0% - 69%
3. Baseline Data or
Chemistry II is offered as an extension of Chemistry I, with an emphasis on organic
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
March 5, 2012 ● Page 2 of 4
Georgia Department of Education
Phase II District Student Learning Objective (SLO) Form
SLO CONTEXT & STATEMENT
Historical
Data/Trends
chemistry content. . Chemistry II is not a required course for graduation and all students
do not enroll in this course during their high school years. For some students, this course
serves as a preparatory course for AP Chemistry.
Course related data (e.g., teacher observation, course grades, classroom assessments,
SAT, AP Chemistry, EOCT, and district Benchmark subtest data) show that Chemistry II
students find the following foundational concepts challenging: Acid/Base, Oxidation
Reduction, Thermochemistry, and Organic to include Oxidation Reduction,
Thermochemistry, and Organic.
District Chemistry Subtest trend data (2009 to 2011) support the aforementioned
conclusions indicating that the mean score for district Chemistry students in 2010-2011
was 650 out of 800 showing room for student growth to attain the maximum score.
EOCT Physical Science and Biology data (2009-2011) illustrate that students struggle
with prerequisite skills: approximately 30% of students do not meet standard each year.
While AP Chemistry trend data (2009-2011) has shown significant gains in the
percentage of students scoring at Level 3 or higher, less than 30% of students meet
standard each year indicating a need to address the rigor offered through the AP
Chemistry curriculum and the courses leading to the AP course to include Chemistry II.
Related Coursework Data:
AP Chemistry
 In 2009-2010, 38 students were administered the AP Chemistry assessment.
Only 11% of those students scored at Level 3 or higher.
 In 2010-2011, 28 students were administered the AP Chemistry assessment.
29% of those students scored at Level 3 or higher.
EOCTs in Science:
 In 2008-2009, 67% met or exceeded the Physical Science standards.
 In 2009-2010, 64% met or exceeded the Physical Science standards.
 In 2008-2009, 52% met or exceeded the Biology standards
 In 2009-2010, 67% met or exceeded the Biology standards.
 The Physical Science End of Course Test results for 2011 also identify
that Energy, Force and Motion are areas of need. The district mean scores
for these content areas are below the State and RESA mean scores.
EOCT Content Area Summary Report, Spring 2011
System
RESA
State
Physical Science
Physics: Energy, Force and
8.3
8.4
9.1
Motion
Note: Although Chemistry II standardized test data are not available, the data
provided from related courses that precede or succeed the Chemistry II course
sequence, indicate that the content identified for the SLO is an area of need for
the district.
Districts may use current pre-measure data in lieu or in addition to
historical data.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
March 5, 2012 ● Page 3 of 4
Georgia Department of Education
Phase II District Student Learning Objective (SLO) Form
SLO CONTEXT & STATEMENT
From August 2012 to May 2013, 100% of Chemistry II students will improve their
knowledge of Acids/Bases, Redox, Thermochemistry, and Organic and make
measureable progress toward mastery of physics standard, SP1, as measured by the
Chemistry II Public Domain Post Assessment. Students will increase from their preassessment scores to these post-assessment scores on the Chemistry II Public Domain
Assessment based on the following criteria:
From September 1-15, 2012 to April 1-30, 2013, all students enrolled in
Chemistry II will demonstrate measureable growth from the pre measure score to
their post measure scores as measured by X District’s pre measure and post
measure as follows:
4. SLO Statement
The minimum expectation for individual student growth is based on the formula
which requires students to grow by 70% of their potential growth.
•
•
Pre measure score + [(100- pre score) * .7] = target score
Students who score 10 points above their target score have exceeded
their target.
Example using 40 on a pre-assessment: 40 + (100-40) *.7
40 + (60 * .7)
40 + 42
82 is the target for post-measure
A score of 92 would indicate exceeding target.
Required
5. Strategies for
Attaining
Objective
6. Mid-year Review
Recommended
Suggested Instructional Strategies
 The Standards-Based Classroom Environment (as defined by GaDOE) provides the
foundation for the learning environment.
 Differentiated instruction provides challenges for all students and assists them in
reaching their goals.
 An interactive spreadsheet or other digital program, containing the growth formula,
will be used to set individual student growth goals and monitor student progress
toward the goals. Students and teachers will monitor the content knowledge growth
and student progress throughout the course.
 Informal and formal formative assessments will be utilized throughout the course.
 Teacher-feedback, resulting from the informal, formative assessments, will be
provided to students to guide their learning and content-mastery.
 Students not showing significant growth toward the content goal will receive
additional instruction designed to meet the specific identified needs to be successful
in Chemistry II.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
March 5, 2012 ● Page 4 of 4