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). Classroom Context 1a. Name Elizabeth Eldridge 1b. School Harris High School 1c. District Harris School District 1d. Class/ Course Title Spanish I 1e. Grade Level Level I/Grades 7-8 1f. Total # of Students 120 1g. Typical Class Size 30 1h. Class Frequency Daily 1i. Typical Class Duration 40 minutes SLO Goal 2a. Goal Statement Demonstrate effective communication in the target language by speaking and listening; writing; and reading. 2b. PA Standards ACTFL 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. ACTFL 1.2: Students understand and interpret written and spoken language on a variety of topics. ACTFL 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. 2c. Rationale Speaking, reading, and writing are integral to second language learning and can be used to evaluate the student’s ability to communicate in the target language. Performance Measures (PM) 3a. Name PM #1: Speaking Skills PM #2: Writing Skills PM #3: Reading Assessment 3b. Type District-designed Measures and Examinations Nationally Recognized Standardized Tests Industry Certification Examinations Student Projects Student Portfolios 3c. Purpose PM#1: See Speaking Skills Performance Task Framework PM #2: See Writing Skills Performance Task Framework PM #3: See Reading Assessment Performance Task Framework 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. Administration Frequency PM #1: Speaking Skills Once during the last quarter of the instructional period. 3f. Adaptations/ Accommodations IEP ELL Gifted IEP Other
Process (Student) 2a. Task Scenarios Teacher will ask students questions in a one-on-one interview. Questions will be provided by the teacher and topics related to school and likes/dislikes. 2b. Process Steps The test administrator will schedule a time to conduct the one-on-one interview with the student. The test administrator will ask each question in the target language. ¿Cómo te llamas? ¿Cuál es tu clase favorita? ¿Cómo se llama tu maestra de Matemáticas? ¿Te gustan los deportes? ¿Cuál es tu deporte favorito? ¿Qué haces los fines de semana? ¿Tienes mascotas? ¿Cómo se llama tu mascota? The students will respond in the target language. The test administrator will score the student’s response based on the provided rubric. 2c. Requirements Interview is expected to take two minutes. Interviews will be recorded for verification purposes and feedback. 2d. Products Audio recording of student interview Scoring (Teacher) 3a. Scoring Tools Scoring rubric. The scoring rubric is subdivided into four performance categories (Advanced, Proficient, Basic, and Below Basic) and measures communication, pronunciation and fluency, vocabulary, and accuracy SPEAKING RUBRIC Dimension Advanced Proficient Basic Below Basic Communication Speaker communicates on a variety of familiar topics with extensive detail. Speaker communicates about familiar topics using simple questions and responses. Speaker communicates about limited topics with few details. Speaker fails to communicate. Pronunciation and Fluency Speaker exhibits accurate pronunciations and smoothness of speech Speaker exhibits mostly accurate pronunciations with some brief pauses. Speaker exhibits inaccurate pronunciations with frequent prolonged pauses Speaker to communicate. Vocabulary Speaker uses phrases from the target language in context, and is able to rephrase when miscommunication arises. Speaker uses phrases from the target language in context and responds to the question, but cannot rephrase. Speaker uses inappropriate phrases from the target language and cannot rephrase. Speaker uses minimal or no words from the target language. Accuracy Speaker is grammatically correct with a maximum of one to two errors that do not interfere with communication. Speaker is grammatically correct, making two to four errors that do not interfere with communication. Speaker makes more than four errors in grammar, but is able to communicate. Speaker’s grammatical errors prohibit communication.
3a. Scoring Tools The scoring rubric is subdivided into four performance categories (Advanced, Proficient, Basic, and Below Basic) and measures comprehensibility, vocabulary, structure, and accuracy. WRITING RUBRIC Dimension Advanced Proficient Below Basic Comprehensibility Message is readily comprehensible requiring no interpretation on the part of the reader. Message is comprehensive requiring minimal interpretation on the part of the reader. Message is mostly comprehensible requiring some interpretation on the part of the reader. Message is barely comprehensible requiring frequent interpretation on the part of the reader. Vocabulary Vocabulary demonstrates content knowledge. Vocabulary demonstrates partial content knowledge. Vocabulary demonstrates limited content knowledge Vocabulary demonstrates no content knowledge. Structure Use of strings of sentences to express thoughts; combination of words and phrases to create sentences; strings thoughts together in a logical order, although the thoughts may lack the use of cohesive devices. Use of phrases and simple sentences to provide information; combination of words and phrases to create sentences. Use of words, phrases, and sentences to provide basic information. Use of simple words in sentences to provide basic information. Accuracy No errors in sentences Less than three errors in the passage which do not interfere with communication. Between four and six errors in the passage errors which do not interfere with communication. More than six errors in the passage interfere with communication. 3b. Scoring Guidelines Certified teacher of the target language will use the rubric to the student’s response. 3c. Reporting Students will know the results of the performance task based on the scored rubric. Scores for all students will be reported as a summative report. PERFORMANCE MEASURE TASK FRAMEWORK TEMPLATE This template is used to organize performance tasks used in the SLO process. Performance Measure a. Performance Measure Name Reading Assessment SLO Alignment