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SLO is a process to document a measure of educator effectiveness based on student achievement of content standards. SLOs are a
part of Pennsylvanias multiple-measure, comprehensive system of Educator Effectiveness authorized by Act 82 (HB 1901).
SPRING
2016
C
on te
Conte
x
t
xt
G
oa l
Goal
In
dica tor
Indicator
s
s
M
e as u r
Measur
e
s
es
R a tin gs
Ratings
1. Classroom Context
1a. Name
1d. Class/
Course Title
1g. Typical
Class Size
David Vega
English 12 LAW
22
1b. School
1e. Grade
Level
1h. Class
Frequency
SWHS
12
5 days per week
1c. District
1f. Total # of
Students
1i. Typical
Class Duration
SWSD
15
79 min.
2. SLO Goal
2a. Goal Statement
2b. PA Standards
2c. Rationale
Students will show evidence of growth towards mastery in critical reading and literary
analysis
CC.1.2.11-12.B (Nonfiction Texts) Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences and conclusions based on and
related to an authors implicit and explicit assumptions and beliefs.
CC.1.3.1112.B (Literary Interpretation) Cite strong and thorough textual evidence to
support analysis of what the text says explicitly, as well as inferences and conclusions based
on and related to an authors implicit and explicit assumptions and beliefs.
CC.1.4.1112.S (Writing about/Responding to Literature) Draw evidence from literary or
informational texts to support analysis, reflection, and research, applying grade-level reading
standards for literature and literary nonfiction.
Colleges expect incoming freshmen to read critically and analytically in order to arrive at
reasonable and logical interpretations of texts. Focusing on these two standards in my
instruction and assessment practice will help me move students from surface reading and
basic citation of evidence to deeper reading and explication of evidence that supports AND
advances inferences, conclusions, analyses, and interpretations. Furthermore, the use of
recursive, student-centered rubrics will support and guide students to these higher order
thinking skills essential for college level reading.
3a.
Name
3c.
Purpose
3b.
Type
3d.
Metric
3e.
Administration
Frequency
3g.
Resources/
Equipment
3i.
Administration
& Scoring
Personnel
3f.
Adaptations/
Accommodations
3h.
Scoring Tools
3j.
Performance
Reporting
IEP
Gifted IEP
ELL
Other
PM #1:
PM #2:
PM #3:
PM #4:
PM #5:
4a.
PI Targets:
All Student Group
PI Target #2: students will score at least a 3.0 on the quality of cited evidence.
PI Target #3: students will score at least a 3.0 on the development and presentation of cited
evidence to advance ideas in analysis, interpretation, or conclusion.
4b.
PI Targets:
Focused Student Group
(optional)
4c.
PI Linked
(optional)
4d.
PI Weighting
(optional)
PI
#1
#2
#3
#4
#5
Weight
5. Elective Rating
5a. Level
Failing
0% to 60 % of
students will meet the
PI targets.
Needs Improvement
61% to 79% of
students will meet the
PI targets.
Proficient
80% to 94% of students
will meet the PI targets.
Distinguished
95% to 100% of
students will meet the
PI targets.
5b. Rating
Distinguished (3)
Proficient (2)
Needs Improvement (1)
Failing (0)
Notes/Explanation