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 David Vega 1b. School South Western HS 1c. District SWSD
1d. Class/ English 9 Academic - 1e. Grade 1f. Total # of
9th Grade 22
Course Title Inclusion Level Students
1g. Typical 1h. Class 1i. Typical
22 5 days per week 79 min
Class Size Frequency Class Duration

2. SLO Goal

Students will show evidence of growth towards mastery in critical reading and literary
2a. Goal Statement
interpretation
(Nonfiction) CC.1.2.9-10.A:​ ​Determine a central idea of a text and analyze its development
over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
(Literature) CC.1.3.9-10.A​ ​Determine a theme or central idea of a text and analyze in detail
its development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
2b. PA Standards
(Writing) CC.1.4.9-10.S​ ​Draw evidence from literary or informational texts to support
analysis, reflection, and research, applying grade-level reading standards for literature and
literary nonfiction.
(Speaking & Listening) CC.1.5.9-10.A​ ​Initiate and participate effectively in a range of
collaborative discussions on grades level topics, texts, and issues, building on others’ ideas
and expressing their own clearly and persuasively.
The purpose of a Socratic Seminar is to achieve a deeper understanding about the ideas and
values in a text. In the Seminar, participants systematically question and examine issues and
principles related to a particular content, and articulate different points-of-view. The group
2c. Rationale conversation assists participants in constructing meaning through disciplined analysis,
interpretation, listening, and participation. Furthermore, by planning for and participating in
formal Socratic seminars, students develop learner agency, since the process depends entirely
on their contributions to the discussion.

3. Performance Measures (PM)

☐ District-designed Measures and Examinations

☐ Nationally Recognized Standardized Tests
PM #1: Constructed response items focused on ☐ Industry Certification Examinations
3a. 3b.
a key concept or skill related to the central ☐ Student Projects
Name Type
texts (1-2 times per month). ☐ Student Portfolios
☐ Other: ​3-6 constructed response items over
course of semester.
☐ Growth (change in student performance across
PM #1: Elevate level of text-dependent two or more points in time)
3c. 3d.
analysis in open-ended/constructed response ☐ Mastery (attainment of a defined level of
Purpose Metric
items achievement)
☐ Growth and Mastery
© Pennsylvania Department of Education
Template #4-SLO Process Template – May 2014
3e. 3f. x IEP Gifted IEP
Administration PM #1: 1-2 times / month Adaptations/
Frequency Accommodations ☐ ELL ☐ Other
PM #1: Critical Reading / Literary
Interpretation Rubric for Constructed
3g. PM #1: Holistic rubric for constructed
3h. Response Items
Resources/ responses
Scoring Tools PM #3:
Equipment
PM #4:
PM #5:
PM #1: Summary report of student
3i. growth
3j.
Administration PM #2:
PM #1: Teacher-assigned and assessed Performance
& Scoring PM #3:
Reporting
Personnel PM #4:
PM #5:

4. Performance Indicators (PI)

PI Target #1: Students will ​make at least a .5 measure of growth on the Marzano 4-Point
Scale​, as evidenced on a holistic rubric assessing (A) accuracy of response, (B) citation of
evidence, and (C) power of explanation.
4a.
AND/OR
PI Targets:
PI Target #2: Students will ​score at least a 2.5 on the Marzano 4-Point Scale​, as evidenced on
All Student Group
a holistic rubric assessing (A) accuracy of response, (B) citation of evidence, and (C) power
of explanation

4b.
PI Targets:
NA
Focused Student Group
(optional)

PI Weight
#1
4c. 4d. #2
PI Linked PI Weighting #3
(optional) (optional) #4
#5

5. Elective Rating

Failing Needs Improvement Proficient Distinguished

0% to 60 % of 61% to 79% of 80% to 94% of 95% to 100% of
5a. Level
students will meet students will meet the students will meet the students will meet the
the PI targets. PI targets. PI targets. PI targets.

© Pennsylvania Department of Education

Template #4-SLO Process Template – May 2014
Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______

☐ Distinguished (3) Notes/Explanation

☐ Proficient (2)
5b. Rating
☐ Needs Improvement (1)
☐ Failing (0)

Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______

© Pennsylvania Department of Education

Template #4-SLO Process Template – May 2014