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).
Context
Goal
Measures
Indicators
Expectations
1. Classroom Context
1a. Name
1d. Class/
Course Title
1g. Typical
Class Size
Emma Deiner
Algebra I
25
1b. School
1e. Grade
Level
1h. Class
Frequency
Harris HS
9-10
5 sessions per week for one year
equaling a total of 180 sessions
1c. District
1f. Total # of
Students
1i. Typical Class
Duration
Harris SD
50
45
2. SLO Goal
2a. Goal Statement
2b. PA Standards
2c. Rationale
Through a focus on the use of operations with real numbers and expression, students will
demonstrate an overall understanding of algebraic concepts and procedures through solving a
variety of algebraic problems.
Pennsylvania Core Standards – Mathematics
CC.2.1.HS.F.1: Apply and extend the properties of exponents to solve problems with rational
exponents
CC.2.1.HS.F.2: Apply properties of rational and irrational numbers to solve real-world or
mathematical problems
CC.2.2.HS.D.1: Interpret the structure of expressions to represent a quantity in terms of its
context.
CC.2.2.HS.D.2: Write expression in equivalent forms to solve problems.
CC.2.2.HS.D.3: Extend the knowledge of arithmetic operations and apply to polynomials.
CC.2.2.HS.D.5: Use polynomial identities to solve problems.
CC.2.2.HS.D.6: Extend the knowledge of rational functions to rewrite in equivalent forms.
CC.2.2.HS.D.9: Use reasoning to solve equations and justify the solution method.
This goal bridges the gap between arithmetic and algebra while laying the groundwork for
solving problems involving a variety of algebraic concepts found in subsequent courses.
3. Performance Measures (PM)
PM #1
Classroom Diagnostic Tools – Algebra I
3a.
Name
PM #2
Alg. 1 End-of-Year Constructed Response
Assessment
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)
Growth and Mastery
PM #1
Classroom Diagnostic Tools – Algebra I
Measures student understanding of the Alg. I
Standards and Assessment Anchors/Eligible
Content for Alg. I using multiple choice items.
3c.
Purpose
PM #2
Alg. I End-of-Year Constructed Response
Assessment
Measures student understanding of the Alg. I
Standards and Assessment Anchors/Eligible
Content for Alg. I using constructed response
items.
3e.
Administration
Frequency
PM #1
Classroom Diagnostic Tools – Algebra I
First Administration: September
Final Administration: May
3f.
Adaptations/
PM #2
Accommodations
Alg. I End-of-Year Constructed
Response Assessment
May
IEP
Gifted IEP
ELL
Other
UDL accommodations
PM #1
Classroom Diagnostic Tools –
Algebra I
Automatically scored by the computer
PM #1
Classroom Diagnostic Tools – Algebra I
Computer, Log In information
3g. Resources/
Equipment
PM #2
Alg. I End of Year Constructed
Response Assessment
No unique resources or equipment
required
3h.
Scoring Tools
PM #2
Alg. I End of Year Constructed
Response Assessment
Keystone Reference: Algebra I
General Description of Scoring
Guidelines
http://static.pdesas.org/Content/Docu
ments/Keystone%20Scoring%20Guid
elines%20-%20Algebra%20I.pdf
3i.
Administration
& Scoring
Personnel
PM #1
Classroom Diagnostic Tools – Algebra I
Assigned education professional will
administer the assessment, computer
scores
PM #2
Alg. I Constructed Response End-ofYear Assessment
Certified math professional will
administer and score the assessment.
3j.
Performance
Reporting
PM #1
Classroom Diagnostic Tools –
Algebra I
Summary list of students who meet
the performance indicators
PM #2
Alg I End-of-Year Constructed
Response Assessment
Summary list of students who meet
the performance indicators.
4. Performance Indicators (PI)
4a. PI Targets: All
Student Group

The following criteria assigns students to the “All Student Group”:
[First Administration: Overall scale score is 1037 or higher (Grade 8 Bottom of Green)]
Note: Each student must participate in all assessments (September and May CDT
administrations and end-of-year constructed-response assessment) to be included in the
SLO results.
PI Target #1 Classroom Diagnostic Tools – Algebra I
Final administration: Overall score is no less than the Alg. 1 Bottom of Green (1134).

PI Target #2 Algebra I End-of-Year Constructed Response Assessment
Student will achieve a minimum score of 12 points out of 16 based upon the Keystone
Reference: Algebra I General Description of Scoring Guidelines
The following criteria assigns student to the “Focused Student Group”;
[First Administration: overall scale score is 1036 or lower (in the red, based on Grade 8
cut score)]

4b. PI Targets: Focused
Student Group
(optional)
Final Administration: Overall scale score shows growth of a minimum of one standard
error above the first administration score.

4c. PI Linked
(optional)
PI Target #1 Classroom Diagnostic Tools – Algebra I
PI Target #2 Alg. I End of Year Constructed Response Assessment
Student will achieve a minimum score of 8 points out of 16 based upon the Keystone
Reference: Algebra I General Description of Scoring Guidelines
4d. PI Weighting
(optional)
PI
#1
#2
#3
#4
#5
Weight
5. Elective Rating
5a. Level
Failing
0% to 59% of
students will meet the
PI targets.
Needs Improvement
60% to 79% of
students will meet the
PI targets.
Proficient
80% to 92% of students
will meet the PI targets.
Distinguished
93% 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______
PERFORMANCE MEASURE
TASK FRAMEWORK TEMPLATE
This template is used to organize performance tasks used in the SLO process.
Performance Measure
a.
Performance
Measure Name
Classroom Diagnostic Tools – Algebra I
SLO Alignment
b.
Class/Course Title
d.
PA Standards
e.
Performance
Measure Purpose
Grade(s)/
9-10
Level
Pennsylvania Core Standards – Mathematics: CC.2.1.HS.F.1, CC.2.1.HS.F.2,
CC.2.2.HS.D.1, CC.2.2.HS.D.2, CC.2.2.HS.D.3, CC.2.2.HS.D.5, CC.2.2.HS.D.6,
CC.2.2.HS.D.9
Measures student understanding of the PA Core Algebra I Standards and Assessment
Anchors/Eligible Content for Algebra I using multiple-choice items.
Algebra I
c.
1. Administration (Teacher)
1a.
Administration
Frequency
1b.
Unique Task
Adaptations/
Accommodations
1c.
Resources/
Equipment
3 times per year
The CDT is administered online. Prior to administration, teachers must become familiar
with the CDT User Guide. As part of administration, a student test ticket or login ticket must
be established. Accommodations will be identified for individual students based on an IEP
or specified district policies. Accommodations need to be identified prior to creating a
student ticket. Available accommodations include audio for struggling readers or ELLs,
audio for visually impaired students, and color contrast tools. The CDT is an untimed
assessment; students who need extra breaks can complete the assessment over multiple
administrations rather than at one time. ELLs can have access to translation dictionaries or
may request a word, phrase, or test item be read aloud. All students will have access to tools
within the assessment system including a magnifier, highlighter, cross-off tool, and line
guide.
Note: The CDT User Guide can be found on eDIRECT. Go to https://pa.drcedirect.com. In
the left-hand column, select Documents (under General Information). From the
Administration dropdown, select 2013/2014 Classroom Diagnostic Tools; from the
Document Type dropdown, select Manuals. Then click Show Documents.
Each student will need access to a computer with the PA Online Assessments Software
installed. Each student will need a Test Ticket, which includes a username and password.
Each student should be provided a pencil and scratch/grid paper. They may use personal or
school-provided calculators or those available in the online system. Scientific and/or
graphing calculators are recommended, but not required.
2. Process (Student)
2a.
Task Scenarios
2b.
Process Steps
2c.
2d.
Requirements
Products
The CDT is an untimed assessment; students who need extra breaks can complete the
assessment over multiple administrations rather than at one time. Generally speaking,
students need approximately one hour to complete the Algebra I CDT. Scratch/grid paper, a
pencil, and a calculator (if desired) should be available in addition to online tools.
Student completes the assessment online, with access to scratch/grid paper, a pencil, and a
calculator (if desired).
Students respond online to each multiple-choice item until the assessment is completed.
Upon completion, a set of online reports is made available.
3. Scoring (Teacher)
3a.
Scoring Tools
3b.
Scoring Guidelines
3c.
Score/Performance
Reporting
The assessment is autoscored by the computer adaptive testing engine.
Students will receive an overall score and diagnostic category scores that can be accessed
via the Interactive Reports in eDIRECT.
Teachers will compile a summary report using data from the CDT Interactive Reports.
PERFORMANCE MEASURE
TASK FRAMEWORK TEMPLATE
This template is used to organize performance tasks used in the SLO process.
Performance Measure
a.
Performance
Measure Name
Algebra I End-of-Year Constructed Response Assessment
SLO Alignment
b.
Class/Course Title
d.
PA Standards
e.
Performance
Measure Purpose
Grade(s)/
9-10
Level
Pennsylvania Core Standards – Mathematics: CC.2.1.HS.F.1, CC.2.1.HS.F.2,
CC.2.2.HS.D.1, CC.2.2.HS.D.2, CC.2.2.HS.D.3, CC.2.2.HS.D.5, CC.2.2.HS.D.6,
CC.2.2.HS.D.9
Algebra I
c.
End-of-course assessment for Algebra I course
3. Administration (Teacher)
1a.
1b.
1c.
Administration
Frequency
Unique Task
Adaptations/
Accommodations
Resources/
Equipment
1 time at the end of the course
Adaptations will be developed based on an IEP or specified district policies (e.g., ELLs can
have items read aloud and will be allowed access to translation dictionaries
1 copy of the assessment for each student; 1 copy of the scoring guidelines and formula
sheet for each student
4. Process (Student)
2a.
Task Scenarios
2b.
Process Steps
2c.
Requirements
Student completes the 4 constructed-response questions during one class period (minimum
45 minutes suggested). An Algebra I General Scoring Guidelines document is provided to
the student prior to beginning the assessment.
Student completes the assessment with access to the Algebra I General Scoring Guidelines
document and the Algebra I Formula Sheet. Additional support materials, such as a
calculator and scratch/grid paper, may also be provided.
The student completes the assessment to the best of their ability.
2d.
Products
The student turns in the assessment forms and any used scratch/grid paper to the teacher.
5. Scoring (Teacher)
3a.
Scoring Tools
Item-specific rubric with exemplars
1. A1.1.1 Operations with Real Numbers and Expressions
Specific Eligible Content Addressed by this Item:
A1.1.1.5.1 – Add, subtract, and/or multiply polynomial expressions (express answers in simplest form).
A1.1.1.5.2 – Factor algebraic expressions, including a difference of squares and trinomials.
Part A: h2 + 6h OR equivalent
(1 point for correct expression)
Part B: h2 + 8h + 7 OR equivalent
(1 point for correct expression)
Part C:
Answer
1 foot
Explanation (necessary elements of the explanation are shown in
italics)
To do this problem, I factored h2 + 10h + 16 into (h + 2) (h + 8) to
find the width and height of the mural with its border. The new
height is h + 2, which is 2 feet more than the height of the mural.
The new border must add a total of 2 feet, 1 foot on each side.
(1 point for correct answer; 1 point for correct and complete work and explanation)
2. A1.1.2 Linear Functions
Specific Eligible Content Addressed by this Item:
A1.1.2.1.1 – Write, solve, and/or apply a linear equation (including problem situations).
A1.1.2.1.3 – Interpret solutions in the context of the problem situation (linear equations only).
Part A: y = 1.25x + 0.25 OR equivalent
(1 point for correct equation)
Part B:
x-variable: the number of building blocks
y-variable: the height of the stack of building blocks
(1 point for correct description of x-variable)
(1 point for correct description of y-variable)
Part C: 12.75 inches OR equivalent
(1 point for correct answer)
3. A1.2.1 Functions
Specific Eligible Content Addressed by this Item:
A1.2.1.1.1 – Analyze a set of data for the existence of a pattern and represent the pattern algebraically and/or
graphically.
A1.2.1.2.1 – Create, interpret, and/or use the equation, graph, or table of a linear function.
Part A: p = 2h + 4 OR equivalent
(1 point for correct equation)
Part B: 30, 25, 20
(1 point for all three correct values)
Part C:
(1 point for correct graph)
Part D: As the number of pies increases, the amount of flour must decrease OR equivalent
(1 point for correct explanation)
4. A1.2.3 Data Analysis
Specific Eligible Content Addressed by this Item:
A1.2.3.2.2 – Analyze data, make predictions, and/or answer questions based on displayed data (box-and-whisker
plots, stem-and-leaf plots, scatter plots, measure of central tendency, or other representations).
Part A: 159
(1 point for correct answer)
Part B: 145
(1 point for correct answer)
Part C:
Points
2
1
Answer
139 AND 151
Response that leads to correct median
OR
Response that leads to correct mean
3b.
Scoring Guidelines
3c.
Score/Performance
Reporting
The assessment is scored by the instructor or other mathematics instructors using the itemspecific rubric and scoring guidelines.
Students will receive their scored assessment which will include a copy of the item-specific
rubric with scoring responses.
The principal will receive a summary of the end-of-course assessment scores of all students
in the class.
Item-specific Scoring Guidelines for Use when Providing Results to Students
You may refer to your Formula Sheet or General Scoring Guidelines at any time while responding to this test.
You may use your calculator.
1. Ms. Pourcho’s art class paints a mural on a wall in the cafeteria. The width of the mural is six feet wider
than the height of the mural, as shown in the diagram below.
h
h+6
A. Write a polynomial expression, in expanded form, that represents the area of the mural.
B. The class adds a border that is 0.5 feet wide around all sides of the mural. Write a polynomial
expression, in simplified form, that represents the total area of the mural and its border.
C. Ms. Perkins, the principal, is so happy with the first mural that she asks the art class to paint
another mural on the wall outside the gym. The mural is the same size as the first mural, but the
border is painted to be a different size. The total area of the new mural and border is given by the
polynomial h2 + 10h + 16, where h is the height of the mural.
Determine the width of the new border. Show all your work. Explain how you did each step.
2. My son likes to play with building blocks that he stacks on top of each other. The diagram below shows
one of these building blocks and also a stack of 4 building blocks.
The height of one building block is 1.5 inches. The height of a stack of 4 building blocks is 5.25 inches.
A. Write an equation using x and y to find the height of a stack of building blocks based on any
number of building blocks.
Equation: ____________________________________________
B. Describe what the x and y variables represent.
x-variable: ___________________________________________
y-variable: ___________________________________________
C. What is the height, in inches, of a stack of 10 building blocks?
Height: ____________ inches
3. Tyler’s family is baking pies.
When they have baked 4 pies, Tyler begins recording the total number of pies baked every hour in the
table below.
Pies Baked
Time in Hours
Pies Baked
0
4
1
6
2
8
3
10
The pattern continues.
A. Write an equation to find the number of pies baked (p) after a given number of hours (h).
B. Tyler also kept track of the remaining flour. The equation shown below can be used to find the
amount of flour remaining, in cups, (f) after the number of pies baked (p).
f = 40 – 2 ½ p
Use the equation to find the missing values for cups of flour remaining in the table below.
Pies Baked (p)
4
6
8
Cups of Flour
Remaining (f)
C. Draw the graph of the line formed by the points in the table from part B.
D. Explain why the slope of the line drawn in Part C must be negative.
4. A group of friends goes bowling. The score of each friend for the first game is listed below.
153 174 102 165 87 189
A. What is the median score of the friends?
B. What is the mean score of the friends?
Two more friends join the group during the game. The addition of their scores to the group has no
effect on the mean score, but the median score decreases by 7 points.
C. What are the scores of the two additional friends?