# SLO Template 10 - pdesas.orgstatic.pdesas.org/Content/Documents/SLO Model CDT Al… · Web...

### Transcript of SLO Template 10 - pdesas.orgstatic.pdesas.org/Content/Documents/SLO Model CDT Al… · Web...

STUDENT LEARNING OBJECTIVE (SLO) PROCESS TEMPLATESLO 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 Emma Deiner 1b. School Harris HS 1c. District Harris SD

1d. Class/ Course Title Algebra I 1e. Grade

Level 9-10 1f. Total # of Students 50

1g. TypicalClass Size 25 1h. Class

Frequency5 sessions per week for one year equaling a total of 180 sessions

1i. Typical Class Duration 45

2. SLO Goal

2a. Goal StatementThrough 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.

2b. PA Standards

Pennsylvania Core Standards – MathematicsCC.2.1.HS.F.1: Apply and extend the properties of exponents to solve problems with rational

exponentsCC.2.1.HS.F.2: Apply properties of rational and irrational numbers to solve real-world or

mathematical problemsCC.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.

2c. Rationale 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.

ExpectationsIndicatorsMeasuresGoalContext

3. Performance Measures (PM)

3a.Name

PM #1Classroom Diagnostic Tools – Algebra I

PM #2Alg. 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:

3c. Purpose

PM #1Classroom Diagnostic Tools – Algebra I Measures student understanding of the Alg. I Standards and Assessment Anchors/Eligible Content for Alg. I using multiple choice items.

PM #2Alg. I End-of-Year Constructed Response AssessmentMeasures student understanding of the Alg. I Standards and Assessment Anchors/Eligible Content for Alg. I using constructed response items.

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

3e.AdministrationFrequency

PM #1Classroom Diagnostic Tools – Algebra IFirst Administration: SeptemberFinal Administration: May

PM #2Alg. I End-of-Year Constructed Response AssessmentMay

3f.Adaptations/Accommodations

IEP

ELL

Gifted IEP

Other

UDL accommodations

3g. Resources/Equipment

PM #1Classroom Diagnostic Tools – Algebra IComputer, Log In information

PM #2Alg. I End of Year Constructed Response AssessmentNo unique resources or equipment required

3h.Scoring Tools

PM #1Classroom Diagnostic Tools – Algebra IAutomatically scored by the computer

PM #2Alg. I End of Year Constructed Response AssessmentKeystone Reference: Algebra I General Description of Scoring Guidelineshttp://static.pdesas.org/Content/Documents/Keystone%20Scoring%20Guidelines%20-%20Algebra%20I.pdf

3i.Administration & Scoring Personnel

PM #1Classroom Diagnostic Tools – Algebra IAssigned education professional will administer the assessment, computer scores

PM #2Alg. I Constructed Response End-of-Year AssessmentCertified math professional will administer and score the assessment.

3j.Performance Reporting

PM #1Classroom Diagnostic Tools – Algebra ISummary list of students who meet the performance indicators

PM #2Alg I End-of-Year Constructed Response AssessmentSummary 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 AssessmentStudent will achieve a minimum score of 12 points out of 16 based upon the Keystone Reference: Algebra I General Description of Scoring Guidelines

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

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)]

PI Target #1 Classroom Diagnostic Tools – Algebra I

Final Administration: Overall scale score shows growth of a minimum of one standard error above the first administration score.

PI Target #2 Alg. I End of Year Constructed Response AssessmentStudent will achieve a minimum score of 8 points out of 16 based upon the Keystone Reference: Algebra I General Description of Scoring Guidelines

4c. PI Linked(optional)

4d. PI Weighting(optional)

PI Weight#1#2#3#4#5

5. Elective Rating

5a. Level

Failing0% to 59% of students will meet the PI targets.

Needs Improvement60% to 79% of students will meet the PI targets.

Proficient80% to 92% of students will meet the PI targets.

Distinguished93% 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 MEASURETASK 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 Algebra I c. Grade(s)/ Level 9-10

d. PA StandardsPennsylvania 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

e. Performance Measure Purpose

Measures student understanding of the PA Core Algebra I Standards and Assessment Anchors/Eligible Content for Algebra I using multiple-choice items.

1. Administration (Teacher)

1a. Administration Frequency 3 times per year

1b.Unique Task Adaptations/Accommodations

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.

1c.Resources/Equipment

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

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.

2b. Process Steps Student completes the assessment online, with access to scratch/grid paper, a pencil, and a calculator (if desired).

2c. Requirements Students respond online to each multiple-choice item until the assessment is completed.2d. Products Upon completion, a set of online reports is made available.

3. Scoring (Teacher)3a. Scoring Tools The assessment is autoscored by the computer adaptive testing engine.

3b. Scoring Guidelines Students will receive an overall score and diagnostic category scores that can be accessed via the Interactive Reports in eDIRECT.

3c. Score/Performance Reporting Teachers will compile a summary report using data from the CDT Interactive Reports.

PERFORMANCE MEASURETASK 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 Algebra I c. Grade(s)/ Level 9-10

d. PA Standards

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

e. Performance Measure Purpose End-of-course assessment for Algebra I course

3. Administration (Teacher)

1a. Administration Frequency 1 time at the end of the course

1b.Unique Task Adaptations/Accommodations

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

1c.Resources/Equipment

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 ScenariosStudent 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.

2b. Process StepsStudent 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.

2c. Requirements 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 Explanation (necessary elements of the explanation are shown in italics)

1 foot

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 (1 point for correct description of x-variable)y-variable: the height of the stack of building blocks (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 Answer2 139 AND 1511 Response that leads to correct median

ORResponse that leads to correct mean

3b. Scoring Guidelines The assessment is scored by the instructor or other mathematics instructors using the item-specific rubric and scoring guidelines.

3c. Score/Performance Reporting

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.

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.

h

h + 6

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 Baked0 41 62 83 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) Cups of Flour Remaining (f)

4

6

8

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?