Math Grade 1 Model-May 2014-FINAL-R

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 Pennsylvanias multiple-measure, comprehensive system of Educator Effectiveness authorized by Act 82 (HB 1901).
Context
Goal
Measures
Indicators
Ratings
1. Classroom Context
Sarah Davis
1a. Name
1d. Class/
Course Title
1g. Typical
Class Size
1b. School
1e. Grade
Level
1h. Class
Frequency
Math I
22
Harris Elementary
School
1c. District
1f. Total # of
Students
1i. Typical
Class Duration
1st Grade
Daily
Harris School
District
22
60 minutes
2. SLO Goal
2a. Goal Statement
2b. PA Standards
2c. Rationale
Mathematical relationships among numbers can be represented, compared, and

communicated.
CC.2.1.2.B.1: Use place value concepts to represent amounts of tens and ones to compare
three digit numbers.
CC.2.1.2.B.2: Use place value concepts to read, write, and skip count to 1000.
Understanding how mathematics is used to quantify, compare, represent, and model numbers
is foundational for students to learn and use key mathematics concepts.
3. Performance Measures (PM)
3a.
Name
3c.
Purpose
PM #1: Everyday Math Assessment
PM #1: See Everyday Math Assessment

Performance Task Framework
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
IEP
3e.
Administration
Frequency

Three times per year (1st 9-weeks, 2nd
9-weeks, 4th 9-weeks)
Math Grade 1 Model-May 2014-FINAL-R

Pennsylvania Department of Education, 2014
3f.
Adaptations/
Accommodations
Gifted IEP
ELL
Other
Accommodations will be afforded
according to IEP, ELL, and 504
plans.
3g.
Resources/
Equipment

No unique needs
3h.
Scoring Tools

Score key
3i.
Administration
& Scoring
Personnel

Certified personnel can administer and
score the assessment
3j.
Performance
Reporting

Summary list of students who meet
the PI target separated by the All
Student Group and Focused
Student Group
4. Performance Indicators (PI)

4a.
PI Targets:
All Student Group
PI Target #1
Score 85% or higher on the end-of-year assessment or demonstrate one years growth as
described by the Everyday Math Assessment system.
4b.
PI Targets:
Focused Student Group
(optional)
PI Target #1
Scores below 85% will demonstrate growth toward proficiency on the end-of -year
Everyday Math Assessment, given appropriate IEP accommodations
4c.
PI Linked
(optional)
4d.
PI Weighting
(optional)
PI
#1
#2
#3
#4
#5
Weight
5. Elective Rating
5a. Level
Failing
0% to 69% of
students will meet the
PI targets.
Needs Improvement
70% to 84% of
PI targets.
Proficient
85% to 94% of
PI targets.
Distinguished
95% to 100% of
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 TASK FRAMEWORK

This template is used to organize performance tasks used in the SLO process.
Performance Measure
a.
Performance
Measure Name
Everyday Math Assessment
SLO Alignment
b.
d.
Grade(s)/
Level
1st Grade
Class/Course Title
Math I
PA Standards
CC.2.1.2.B.1: Use place value concepts to represent amounts of tens and ones to compare
three digit numbers.
c.
CC.2.1.2.B.2: Use place value concepts to read, write, and skip count to 1000.
e.
Performance
Measure Purpose
The Everyday Math Assessment is designed to measures students growth in 1st grade
Common Core State Standards. Student scores are used as part of the PAs comprehensive
teacher evaluation program.
1. Administration (Teacher)
1a.
1b.
1c.
Administration
Frequency
Unique Task
Adaptations/
Accommodations
Resources/
Equipment
Three times per year - 1st 9-weeks, 2nd 9-weeks, 4th 9-weeks
Accommodations will be afforded according to IEP, ELL, and 504 plans.
No unique needs
2. Process (Student)
2a.
Task Scenarios
Students will read and respond to each question.

1. Test administrator will read and say the directions as listed in each task.
2b.
Process Steps
2. Student will respond to the questions according to directions provided.

3. Student will complete the assessment and return the completed form to the instructor.
2c.
Requirements
Enrollment in the course; task time - 30 minutes
2d.
Products
Completed assessment forms
3. Scoring (Teacher)
3a.
Scoring Tools
Everyday Math Assessment score key

EVERYDAY MATH TEST BLUEPRINT

Standard/
Content ID
CC.2.1.2.B.1
CC.2.1.2.B.2
Content Standard
Use place value concepts to represent amounts of tens and
ones to compare three digit numbers.
Use place value concepts to read, write, and skip count to
1000.
Total
Item
Count
DoK
1
DoK
2
DoK
3
30
10
10
10
30
10
10
10
60
20
20
20
3b.
Scoring Guidelines
Student scores 85% or higher on the Everyday Math Assessment or demonstrates one
years growth as described by the Everyday Math Assessment system.
3c.
Score/Performance
Reporting
Summary list of students who meet the PI target separated by the All Student Group and
Focused Student Group


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STUDENT LEARNING OBJECTIVE (SLO) PROCESS TEMPLATE

Mathematical relationships among numbers can be represented, compared, and

3. Performance Measures (PM)

PM #1: Everyday Math Assessment

PM #1: See Everyday Math Assessment

District-designed Measures and Examinations

Growth (change in student performance

PM #1: Everyday Math Assessment