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).
1. Classroom Context
1a. Name
1d. Class/
Course Title
1g. Typical
Class Size
Felicia F. Monroe
Foods and Nutrition
25
1b. School
1e. Grade
Level
1h. Class
Frequency
Harris High School
9-12
Daily for one
semester (90 days)
1c. District
1f. Total # of
Students
1i. Typical
Class Duration
Harris School
District
75
50 minutes
2. SLO Goal
2a. Goal Statement
Students will apply the concepts and the competencies of nutrition, eating habits, and safe
food preparation techniques to overall health and wellness throughout the life cycle at
individual, family and societal levels.
2b. PA Standards
11.3.9.B, 11.3.9.D, 11.3.9. E, 11.3.9.F
2c. Rationale
Throughout the life cycle students will be able to analyze their nutritional needs, food
selection, and safe food preparation techniques in order to make healthier decisions for
individuals, family and society.
3. Performance Indicators (PI)

3a. PI Targets: All
Student Group


PI Target #1: .Food Safety and Sanitation Quiz
Student correctly answers 85% or more of the questions.
PI Target #2 : Nutrition Reflection Prompt
Student responses meet proficient in all criteria.
PI Target #3: Kitchen Competency Task
Students demonstrate competency on all criteria.
3b. PI Targets: Focused
Student Group
(optional)
3c. PI Linked
(optional)
3d. PI Weighting
(optional)
PI
#1
#2
#3
#4
#5
Weight
4. Performance Measures (PM)
X
4a.
Name
4c.
Purpose
PM #1 Food Safety and Sanitation Quiz
PM #2 Nutrition Reflection Task
PM #3 Kitchen Competency Task
PM #1 Food Safety and Sanitation Quiz:
Measures foundational knowledge.
PM #2 Nutrition Reflection Task: Summative
assessment to evaluate application of content
learning.
PM #3 Kitchen Competency Task: Confirms
foundational knowledge of standards.
4e.
Administration
Frequency
4g. Resources/
Equipment
4i. Administration
& Scoring
Personnel
PM #1 Food Safety and Sanitation
Quiz:
Within the first two weeks.
PM #2 Nutrition Reflection Task:
During the last week.
PM #3 Kitchen Competency Task:
At least once during the semester.
PM #1 Food Safety and Sanitation
Quiz:
pen or pencil and paper
PM #2 Nutrition Reflection Task:
recipes, food nutritional
labels/information, computer and
network access
PM #3 Kitchen Competency
Task: food labs and equipment
PM #1 Food Safety and Sanitation
Quiz:
A certified family and consumer
science instructor should
administer and score.
PM #2 Nutrition Reflection Task:
A certified family and consumer
science instructor should
administer and score.
PM #3 Kitchen Competency
Task:
A certified family and consumer
science instructor should
administer and score.
4b.
Type
4d.
Metric
District-designed Measures and
Examinations
____ Nationally Recognized Standardized Tests
____Industry Certification Examinations
Student Projects
____Student Portfolios
____ Other:___________________________
Growth (change in student performance
across two or more points in time)
Mastery (attainment of a defined level of
achievement)
Growth and Mastery
Gifted IEP
4f. Adaptations/
Accommodations
4h. Scoring Tools
4j. Performance
Reporting
IEP
Other
Handicapped
ELL
Accessible
counters/ sinks
and appliances
PM #1 Food Safety and Sanitation
Quiz:
Scoring key, rubric for short
constructed response items
PM #2 Nutrition Reflection Task:
Rubric
PM #3 Kitchen Competency Task:
Observation Checklist
PM #1: .Food Safety and
Sanitation Quiz
Summary list of students who
met the performance indicator.
PM #2 : Nutrition Reflection
Prompt
Summary list of students who
met the performance indicator.
PM #3: Kitchen Competency Task
Summary list of students who
met the performance indicator.
5. Teacher Expectations
5a. Level
Failing
0% to 69% of
students will meet the
PI targets.
Needs Improvement
70 % to 84% of
students will meet the
PI targets.
Proficient
85% to 94% of
students will meet the
PI targets.
Distinguished
95% to 100% of
students will meet the
PI targets.
Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______
5b. Elective 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
Performance
Measure Name
a.
Food Safety and Sanitation Quiz
SLO Alignment
Class/Course
Title
PA Standards
Performance
Measure Purpose
b.
d.
e.
Foods and Nutrition
c.
Grade(s)
/ Level
9-12
11.3.9.B, 11.3.9.D, 11.3.9. E, 11.3.9.F
Measures foundational knowledge prior to lab experiences
1. Administration (Teacher)
Administration
Frequency
Unique Task
Adaptations/
Accommodations
Resources/
Equipment
1a.
1b.
1c.
2a.
Task Scenarios
2b.
Process Steps
Within the first two weeks.
District policy and/or I.E.P. will be followed.
Pen or pencil and paper.
2. Process (Student)
Students complete a series of selected and constructed response items to assess
foundational knowledge.
1. Students complete seven multiple choice questions, selecting the best answer.
2. Students complete three True or False questions.
3. Students respond to three short answer questions.
Food Safety and Sanitation Performance Measure (and Answer Key)
Multiple Choice Directions: Select the best answer.
1.
Freezing temperatures _______________________.
A. prevent microorganisms from growing
B. destroy microorganisms
C. destroy enzymes
D. retard the action of bacteria and mold
2.
Food spoilage is caused by_________________.
A. microorganisms
B. food additives
C. contaminants
D. unsatisfactory conditions
3.
Bacteria grow fastest between _______________.
A. 40-140F
B. 140-165F
C. 60-126F
D. None of the above
4.
Food may be thawed safely using any of the following methods except…
A. thawing in the refrigerator
B. thawing in the sink with cold water
C. thawing in the microwave oven
D. thawing on the counter
5.
For which of the following groups does food borne illness (ex. Salmonella, parasites) pose the greatest health risk?
A. School age children
B. Elderly adults
C. Teenagers
D. All groups are at equal
6.
Scrub your hands for a minimum of _____ seconds with soap and warm water before handling food.
A.
5
B.
15
C.
10
D.
20
7. What are the four recommendations for food safety?
A. Cook, Chill, Check, Separate
B. Clean, Separate, Cook, Chill
C. Clean, Cook, Chill, Check
D. None of the above
True/False Directions: Circle T if the statement is True and F if the statement is False.
8.
9.
10.
T/F
T/F
T/F
Raw eggs, meat products, fish and produce can be contaminated with harmful bacteria.
Food contaminated with harmful bacteria has an odor or an off-flavor.
Utensils used for raw food should be washed and rinsed before using them for cooking.
Short Answer Directions: Answer the following questions to the best of your ability.
Use several well-developed paragraphs to draw conclusions about the results of cross-contamination when preparing food.
12. Describe safe handling practices for purchasing, storing, and cooking poultry
13. Compare and contrast the basic functions of two government agencies that regulate food supply.
2c.
2d.
Students must correctly answer at least 85% of the test questions.
Selected and constructed responses.
Requirements
Products
3. Scoring (Teacher)
3a.
Answer Key for selected response items. Rubric for constructed response items.
Scoring Tools
Rubric for Short Constructed Response Items
(adopted from RIA General Rubric for Constructed Responses)
2 points
The response gives evidence of a complete understanding; it is fully developed and clearly communicated.
There are no errors.
1 point
The response gives evidence of a reasonable approach but also indicates gaps in conceptual understanding.
The explanation may be incomplete or contain errors.
0 points
There is no response, or the work is completely incorrect or irrelevant.
Student correctly answers 85% or more of the questions.
3b.
Scoring Guidelines
3c.
Score/Performance
Summary list of students who met the performance indicator.
Reporting
PERFORMANCE MEASURE
TASK FRAMEWORK TEMPLATE
This template is used to organize performance tasks used in the SLO process.
Performance Measure
a.
Performance
Measure Name
Nutrition Reflection Task
SLO Alignment
Grade(s)/
Level
b.
Class/Course Title
Foods and Nutrition
d.
PA Standards
11.3.9.B, 11.3.9.D, 11.3.9. E, 11.3.9.F
e.
Performance
Measure Purpose
Summative assessment to evaluate application of content learning.
c.
9-12
1. Administration (Teacher)
1a.
1b.
1c.
2a.
Administration
Frequency
Unique Task
Adaptations/
Accommodations
Resources/
Equipment
Task Scenarios
During the last week.
District policy and/or I.E.P. will be followed.
Recipes, food nutritional labels/information, text, computer and network access for research
as needed.
2. Process (Student)
Student evaluates the nutritional needs of an assigned family of four and chooses recipes for
a full day of meals and snacks to meet these needs.
1. Student evaluates the nutritional needs of the assigned family, analyzing each family
member’s life cycle stage, activity level and health issues.
2. Student chooses foods and recipes from lab kitchen recipes or other reliable sources.
2b.
Process Steps
3. Student analyzes choices for nutritional value and recommended daily nutrition
requirements using food labels and, if necessary, internet or text research.
4. Student justifies menu choices, explaining the ways in which these choices are healthy,
nutritionally sound and meeting the family’s unique nutritional needs.
2c.
Requirements
1. Student is able to distinguish between a healthy and an unhealthy food preparation
technique.
2. Student is able to connect the nutritional needs of individuals at different stages of the life
cycle.
3. Student is able to connect a particular health concern related to food to an appropriate
food choice.
4. Student is able to choose foods which are positive choices for a particular age group.
2d.
Products
1. Menu plan.
2.Analysis of menu choices.
3. Scoring (Teacher)
3a.
Scoring Tools
Rubric
Performance Measurement: Meal Planning Rubric
Proficient
Needs improvement
Below Expectation
3 points
2 points
0 points
Student analysis of family
nutritional needs is partially
complete; however some factors
have been missed. (life cycle stage,
activity level and/or health issues)
Meals and snack choices provide
some variety and meet some but not
all of the daily serving
requirements.
Most but food choices and/or
recipes are prepared and served in a
healthy manner. (Foods are baked,
steamed, raw; low in sodium, sugar,
etc.)
Student analysis and justification of
choices indicates possible gaps in
understanding; some menu choices
may be missing from the analysis or
reasons for some choices may not
be fully developed.
Student analysis of
nutritional needs is missing,
inaccurate or irrelevant.
Criteria
Nutritional
Analysis
Student accurately analyzes the
nutritional needs of each family
member; including life cycle stage,
activity level and health issues.
Meals and snack choices provide a
variety of foods and required daily
Appropriate serving amounts.
Food
All recipes and food choices indicate
Choices
healthy preparation and serving
Justification
techniques. (Foods are baked,
steamed, raw; low in sodium, sugar,
etc.)
Student analysis and justification of
menu choices is fully developed and
shows a clear and accurate
understanding of each family
member’s unique needs. All
nutritional factors are included in the
justification.
3b.
Scoring Guidelines
Student responses meet proficient in all criteria.
3c.
Score/Performance
Reporting
Summary list of students who met the performance indicator.
Meals and snacks chosen
lack variety and/or required
daily serving amounts.
Food choices are limited to
unhealthy preparation and
serving techniques. (Fried,
high in sugar, high in
sodium, etc.)
Student analysis and
justification of choices is
missing, inaccurate or
irrelevant.
PERFORMANCE MEASURE
TASK FRAMEWORK TEMPLATE
This template is used to organize performance tasks used in the SLO process.
Performance Measure
a.
Performance
Measure Name
Kitchen Competency Task
SLO Alignment
b.
Class/Course Title
Foods and Nutrition
d.
PA Standards
11.3.9.B, 11.3.9.D, 11.3.9. E, 11.3.9.F
e.
Performance
Measure Purpose
Confirms foundational knowledge of standards.
c.
Grade(s)/
Level
9-12
1. Administration (Teacher)
1a.
1b.
1c.
2a.
Administration
Frequency
Unique Task
Adaptations/
Accommodations
Resources/
Equipment
Task Scenarios
At least once during the semester.
District policy and/or I.E.P. will be followed. Handicapped accessible counters/sinks and
appliances will be available.
Food labs and equipment.
2. Process (Student)
During food preparation time in the classroom lab, students will be observed
and evaluated for kitchen competency skills.
2b.
Process Steps
1. Students will prepare chosen recipes in the classroom food lab.
2. Teacher will observe students for competency and record observations on
the kitchen competency checklist.
2c.
Requirements
Students are required to demonstrate competency in safety and sanitation
procedures, use and care of cutting tools, utensils and kitchen equipment and
following standardized recipes.
2d.
Products
Student competency achievement list.
3. Scoring (Teacher)
Kitchen & Food Preparation Competency Task List
Scoring Tools
Kitchen & Food Preparation
Competency Task List
(X) Indicates
Competency
Achieved
Date
3a.
Comments
NAME:
Observable Skills: Student Will...
FOLLOW SAFETY& SANITATION PROCEDURES
1
Wear appropriate apparel in the food preparation area.
2
Demonstrate safe use of cutting tools.
3
Solve problems related to waste disposal and recycling.
Demonstrate good personal hygiene and health practices that
must be followed in the kitchen.
Maintain a clean and sanitary work environment.
Demonstrate prevention of cross-contamination and acceptable
procedures to follow when preparing and storing protein foods.
4
5
6
DEMONSTRATE USE AND CARE OF CUTTING
TOOLS, UTENSILS AND KITCHEN EQUIPMENT.
7
Demonstrate use and care of kitchen cutting tools.
8
Demonstrate use and care of utensils.
9
Demonstrate classical cuts.
10
Slice breads and baked goods appropriately.
11
Demonstrate how to sharpen knifes
12
Demonstrate use and care of kitchen appliances.
13
Demonstrate proper measuring skills.
14
Identify and demonstrate equipment and utensils used in baking
and discuss proper use and care.
FOLLOW STANDARDIZED RECIPES
15
Demonstrate how to read and follow a recipe.
16
Reduce and/or increase a recipe.
17
Describe components of the recipes, such as yield, time, and
nutrition facts.
18
Demonstrates and follows Mise en Place procedures (collected
all needed ingredients and equipment).
3b.
Scoring Guidelines
Students demonstrate competency on all observable skills.
3c.
Score/Performance Reporting
Summary list of students who met the performance indicator.