This document provides an overview of Pennsylvania's Student Learning Objective (SLO) process. It outlines the key components of Section 4 of the SLO Template, which identifies performance measures for assessing student growth and mastery. Section 4 requires teachers to name each performance measure, define its purpose, type, administration details, scoring tools, and reporting. It emphasizes that performance measures should be aligned to content standards and consider adaptations for special student groups. Section 5 then describes setting expectations for student performance, dividing students into categories from Failing to Distinguished based on whether they meet performance indicator targets. The teacher also selects an overall SLO rating of Failing, Needs Improvement, Proficient, or Distinguished.

1. Pennsylvania’s
Student Learning Objective
Process
Overview

2. SLO Template Steps:
Teacher
4. Performance Measures (PM)
4a. Name
4c.
Purpose
4e.
Administration
Frequency
4g. Resources/
Equipment
4i.
Administration &
Scoring Personnel
PM #1
PM #2
PM #3
PM #4
PM #5
4b. Type
PM #1
PM #2
PM #3
PM #4
PM #5
____District-designed Measures and
Examinations
____Nationally Recognized Standardized Tests
____Industry Certification Examinations
____Student Projects
____Student Portfolios
____ Other:______________________________
Growth (change in student performance across
two or more points in time)
4d. Metric
PM #1
PM #2
PM #3
PM #4
PM #5
PM #1
PM #2
PM #3
PM #4
PM #5
PM #1
PM #2
PM #3
PM #4
PM #5
Mastery (attainment of a defined level of
achievement)
Growth and Mastery
4f. Adaptations/
Accommodations
IEP
4h. Scoring Tools
4j. Performance
Reporting
Gifted IEP
ELL
Other
PM #1
PM #2
PM #3
PM #4
PM #5
PM #1
PM #2
PM #3
PM #4
PM #5

3. Section 4: Performance Measures
General Description
• Identifies all performance measures,
including name, purpose, type, and
metric
• Articulates the administration and
scoring details, including the reporting
Note: Section 4 is based upon high-quality performance
measures aligned to the targeted content standards
3

4. Many things must be
considered when building
quality assessments.
Handouts:
Performance Measure Task Framework
Performance Measure Framework Template

5. Building Performance Measures and Tasks
What does a Teacher do to
administer a performance
measure?
What must a Student know and
do to complete a performance
measure?
How does a Teacher
score a performance
measure?

6. 6

7. Performance Measures
Use your existing list of assessments (from Data Collection Classification Tool):
• What assessments do you use in your classroom/school?
• Why do you use them?
• How could they work in your SLO?
• If your assessments do not work, what will you use to measure growth and/or
mastery?
• Will you need to design an assessment?

8. SLO Template Steps:
Teacher
5. Teacher Expectations
5a. Level
Failing
0% to ___ % of
students will meet the
PI targets.
Needs Improvement
___% to ___% of
students will meet the
PI targets.
Proficient
___% to ___% of
students will meet the PI
targets.
Distinguished
___% to 100% of
students will meet the PI
targets.
.
Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______
Notes/Explanation
5b. Elective
Rating
Distinguished (3)
Proficient (2)
Needs Improvement (1)
Failing (0)
.
Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______

9. Section 5: Teacher Expectations
General Description
• Identifies each level (Failing, Needs
Improvement, Proficient,
Distinguished) students are meeting
the PI targets.
• Selects the overall SLO rating.
9

10. Describes the number of
students expected to meet the
performance indicator criteria.
5a: Proficient
85% to 94% of students meet
the performance indicator.