performance task framework - · pdf fileoral presentation-content: ... midterm exam pm #2: see...

© Pennsylvania Department of Education

Template #5-Performance Task Framework–May 2014 1

PERFORMANCE TASK FRAMEWORK

This template is used to organize performance tasks used in the SLO process. [OPTIONAL]

Performance Measure

a. Performance

Measure Name Function Family Project

SLO Alignment

b. Class/Course Title Honors Precalculus c. Grade(s)/

Level 10-12

d. PA Standards

CC.2.2.HS.D.4

Understand the relationship between zeros and factors of polynomials to make

generalizations about functions and their graphs.

CC.2.2.HS.C.1

Use the concept and notation of functions to interpret and apply them in terms of their

context.

CC.2.2.HS.C.2

Graph and analyze functions and use their properties to make connections between the

different representations.

CC.2.2.HS.C.3

Write functions or sequences that model relationships between two quantities.

CC.2.2.HS.C.4

Interpret the effects transformations have on functions and find the inverses of functions.

CC.2.2.HS.C.6

Interpret functions in terms of the situation they model.

e. Performance

Measure Purpose

This project is designed to have students explore and explain all facets (domain, range,

transformations, combinations, compositions and applications) of a family of functions of

their choosing and based on the types of functions that were studied during the semester:

polynomial, rational, exponential and logarithmic.

Section 1. Administration (Teacher)

1a. Administration

Frequency Once, near the end of the first semester

1b.

Unique Task

Adaptations/

Accommodations

All Accommodations will be handled on an individual basis as required. Additional time

will be available for all students to produce a quality product.

1c. Resources/

Equipment Laptops, external headsets and microphones as needed

Section 2. Process (Student)

2a. Task Scenarios

A variety of functions and their characteristics have been studied this semester. Each

function has a function family that retains the characteristics of the function. For this

project, your team must select a function, create a function family and explain all of the

critical components that were discussed during the semester (see the rubric). The

presentation will be conducted for the entire class, and can be designed using the tool of

your choice. The presentation will also be made available on the class wiki so that all can

review prior to the midterm exam.



2b. Process Steps

As a team:

determine the function you will explore and the presentation tool the you will use

create the family of function

define all of the critical components of the function family

explore possible real-world applications of the function family, and use the critical

components to analyze and explain the application

share all information via the presentation tool

present to the class

2c. Requirements A robust presentation of the function family for all classmates, and satisfying all criteria in

the rubric

2d. Products Function family presentation

Section 3. Scoring (Teacher)

3a. Scoring Tools

4. Distinguished

3. Proficient 2. Apprentice 1. Novice

Content-Quality of Information: Relates to topic, detailed, and accurate

All information was clear and came from reputable sources. Extensive details and relevant examples were used to support the content.

Used relevant information. Included many details and strong examples that came from reputable sources.

Information related to the topic, but project needed more details and examples to fully support ideas.

Information did not include details or examples that related to the topic. Information did not come from a reliable source.

Content-Amount of Information:

Topic was completely addressed. Statements were clearly supported by many facts and detailed examples.

Topic was addressed. Most statements were supported by facts and examples.

Topic was addressed. Some statements were supported by facts and examples.

Topic was not addressed. Statements were not supported by facts or examples.

Topic and length

Design-Creativity and Originality:

Design was unique and interesting. Used more than five original media items.

Design was original. Used three to five original media items.

Made a few changes to background or layout. Used one or two original media items.

Used only design templates. Media and ideas were not original.

Creative design and original artwork



Oral Presentation-Knowledge:

Demonstrated a thorough knowledge of the subject matter. Able to use audience questions to further demonstrate understanding of the topic. Appeared to be an expert on the subject being presented.

Demonstrated a working knowledge of the subject matter. Able to satisfactorily answer audience questions and provided additional information upon request.

Demonstrated a basic knowledge of the subject matter. Able to address audience questions by repeating parts of the presentation - did not provide any additional information.

Demonstrated little or no knowledge of the subject. Unable to answer audience questions or comment further on any part of the presentation.

Demonstrate knowledge of subject

Oral Presentation-Content:

All content directly related to the topic. Content was thoroughly developed and demonstrated detailed knowledge of the topic. Opinions were supported by fact wherever possible.

Content directly related to the topic. Included many details that demonstrated knowledge of the topic. Most opinions were supported by facts.

Had difficulty explaining how the content and topic relate. Many opinions were not factually supported.

Presentation did not relate to topic. Included few details and relied heavily upon unsupported opinion.

Relates to topic, detailed, and accurate

Teamwork-Contribution:

Actively participated in all group discussions and activities. Shared ideas freely. Located additional information or resources.

Shared ideas in every group discussion. Attempted to locate additional resources or materials.

Participated in most group discussions. Shared a few ideas.

Did not participate in most group discussions. Rarely shared ideas.

Ideas and assistance

3b. Scoring Guidelines A 7-12 certified mathematics teacher will score the projects using the rubric

3c. Score/Performance

Reporting All scores will be reported in the grade book and included in the SLO analysis spreadsheet


Template #4-SLO Process Template – May 2014

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 Trixie Trigonometry 1b. School Pythagoras HS 1c. District STEM

1d. Class/

Course Title Honors Precalculus

1e. Grade

Level 10-12

1f. Total # of

Students 31

1g. Typical

Class Size 28-35

1h. Class

Frequency

Daily for entire

school year 1i. Typical

Class Duration 50 minutes

2. SLO Goal

2a. Goal Statement

Students will demonstrate an understanding of families of functions and behaviors that can be

recognized across representations. Functions will be transformed, combined, and composed

to create new functions in mathematical and real world situations.

2b. PA Standards

CC.2.2.HS.D.4

Understand the relationship between zeros and factors of polynomials to make

generalizations about functions and their graphs.

CC.2.2.HS.C.1

Use the concept and notation of functions to interpret and apply them in terms of their

context.

CC.2.2.HS.C.2

Graph and analyze functions and use their properties to make connections between the

different representations.

CC.2.2.HS.C.3

Write functions or sequences that model relationships between two quantities.

CC.2.2.HS.C.4

Interpret the effects transformations have on functions and find the inverses of functions.

CC.2.2.HS.C.6

Interpret functions in terms of the situation they model.

CC.2.2.HS.C.8

Choose trigonometric functions to model periodic phenomena and describe the properties of

the graphs.

2c. Rationale Students must be able to make connections between different types of functions so that they

can apply and interpret functional relationships that occur in the real world.

Ratings Indicators Measures Goal Context



3. Performance Measures (PM)

3a.

Name

PM #1: Constructed Response Items on

Midterm Exam

PM #2: Function Family Project

PM #3: Constructed Response Items 1-3 on

Final Exam

PM #4:

PM #5:

3b.

Type

District-designed Measures and Examinations

Nationally Recognized Standardized Tests

Industry Certification Examinations

Student Projects

Student Portfolios

Other:___________________________

3c.

Purpose

PM #1: See Performance Task Framework for

Midterm Exam


Function Family Project


Final Exam

PM #4:

PM #5:

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: Once in January

PM #2: Once in December/January

(near the end of the first semester)

PM #3: Once in May/June

PM #4:

PM #5:

3f.

Adaptations/

Accommodations

IEP

ELL

Gifted IEP

Other (504)

3g.

Resources/

Equipment

PM #1: Exams

PM #2: Laptop cart, external headsets

and microphones

PM #3: Exams

PM #4:

PM #5:

3h.

Scoring Tools

PM #1: District approved scoring

key with point distributions

PM #2: Scoring Rubric

PM #3: District approved scoring

key with point distributions

PM #4:

PM #5:

3i.

Administration

& Scoring

Personnel

PM #1: 7-12 certified math teacher



PM #4:

PM #5:

3j.

Performance

Reporting

PM #1: Data will be managed in a

spreadsheet


spreadsheet


spreadsheet

PM #4:

PM #5:



4. Performance Indicators (PI)

4a.

PI Targets:

All Student Group

PI Target #1: Students will score at least 37/50 points on the Constructed Response Items on

the Midterm Exam

PI Target #2: Students will score 3 or greater in at least 4 of the 6 categories of the Function

Family project rubric

PI Target #3: Students will score at least 15/20 points on the first 3 Constructed Response

Items on the Final Exam

PI Target #4:

PI Target #5:

4b.

PI Targets:

Focused Student Group

(optional)

PI Target #1:

PI Target #2:

PI Target #3:

PI Target #4:

PI Target #5:

4c.

PI Linked

(optional)

4d.

PI Weighting

(optional)

PI Weight

#1

#2

#3

#4

#5

5. Elective Rating

5a. Level

Failing 0% to 59% of

students will meet the

PI targets.

Needs Improvement

60% to 74% of


PI targets.

Proficient

75% to 89% of


PI targets.

Distinguished

90% to 100% of


PI targets.

Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______

5b. Rating

Distinguished (3)

Proficient (2)

Needs Improvement (1)

Failing (0)

Notes/Explanation


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



1a. Name Ray Krebbs 1b. School Southfork HS 1c. District Southfork S.D.

1d. Class/

Course Title Environmental Science

1e. Grade

Level Grade 11

1f. Total # of

Students 90

1g. Typical

Class Size 30

1h. Class

Frequency Daily

1i. Typical


2. SLO Goal

2a. Goal Statement Biological diversity directly impacts the ability of an ecosystem.

2b. PA Standards S11.A.3.1, S11.B.1.1,S11.B.3.1

2c. Rationale Students need to be able to explain how adaptations, degree of specialization, and behavior of

organisms affect the niche they fill within their ecosystem.


3a.

Name

PM #1: Biome Experiment

PM #2: Biodiversity Assessment

PM #3: Tractor Physics Report

PM #4:

PM #5:

3b.

Type




Student Projects

Student Portfolios

Other:

3c.

Purpose

PM #1: This experiment has students test the

effects of biodiversity on self-created biomes.

PM #2: This objective test assesses the

students’ knowledge environmental factors that

affect an ecosystem.

PM #3: This multipage report has students

explore how the engineering of tractors has

improved the growth of agriculture over the

years.

PM #4:

PM #5:

3d.

Metric

Growth (change in student performance

across two or more points in time)


achievement)

Growth and Mastery

3e.

Administration

Frequency

PM #1: Once during the unit taught

(March)

PM #2: Once after the unit is taught

(April)

PM #3: Once (November)

PM #4:

PM #5:

3f.

Adaptations/

Accommodations

IEP

ELL

Gifted IEP

Other

Expectations Measures Indicators Goal Context

*This SLO is not an exemplar, it is to be used for training purposes only.*

http://www.pdesas.org/Standard/StandardsBrowser#27310?cf=y



3g.

Resources/

Equipment

PM #1: 10 Gallon Glass Biomes and

related supplies per student

PM #2: Textbook Assessments on

Biodiversity

PM #3: AAM (American Agricultural

Manuals) from 1956-2013, Access to

the Farmers’ Online Index, Select

Tractor Digest Journal Articles

PM #4:

PM #5:

3h.

Scoring Tools

PM #1: Biome Experiment Rubric

PM #2: Biodiversity Assessment

Scoring Key

PM #3: Tractor Comparison Chart

PM #4:

PM #5:

3i.

Administration

& Scoring

Personnel

PM #1: Science Teacher

PM #2: Science Teacher

PM #3: Ag. Ed. Teacher

PM #4:

PM #5:

3j.

Performance

Reporting

PM #1: Summary list of students

who meet PI mastery target


who attain proficiency/advanced on

the assessment


who demonstrate growth.

PM #4:


4a.

PI Targets:

All Student Group

PI Target #1: 70% of the students will score proficient or advanced on the Biome Experiment

Rubric

PI Target #2: Students will score 60% or higher on the Biodiversity Assessment

PI Target #3: Students will demonstrate how improvements to the engineering of modern

tractors have made agricultural output grow by 30% in recent years.

PI Target #4:

PI Target #5:

4b.

PI Targets:


(optional)

PI Target #1: N/A

PI Target #2:

PI Target #3:

PI Target #4:

PI Target #5:

4c.

PI Linked

(optional)

N/A

4d.

PI Weighting

(optional)

PI Weight

#1 25

#2 25

#3 50

#4

#5

5. Elective Rating

5a. Level

Failing 0% to 65 % of


PI targets.

Needs Improvement

66% to 74% of


PI targets.

Proficient

75% to 90% of students

will meet the PI targets.

Distinguished

90% to 100% of


PI targets.


5b. Rating

Distinguished (3)

Proficient (2)


Failing (0)

Notes/Explanation


*This SLO is not an exemplar, it is to be used for training purposes only.* pac3/2014

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



1a. Name Jeremy Wendell 1b. School Westar Middle Sch 1c. District Southfork S.D.

1d. Class/

Course Title Math 7

1e. Grade

Level Grade 7

1f. Total # of

Students 32

1g. Typical

Class Size 30

1h. Class

Frequency Daily

1i. Typical


2. SLO Goal

2a. Goal Statement Numerical measures describe the center and spread of numerical data.

2b. PA Standards

2c. Rationale The collection, analysis, organization, and interpretation of data help students to answer real

world questions.


3a.

Name

PM #1: Data Set Research Presentation

PM #2: Basic Skills Test

PM #3: Homework

PM #4:

PM #5:

3b.

Type




Student Projects

Student Portfolios

Other: Homework

3c.

Purpose

PM #1: Students conduct a research project

and share their data via different mathematical

data representations

PM #2: To test students’ ability to perform

basic mathematical operations

PM #3: To check for daily understanding

PM #4:

PM #5:

3d.

Metric

Growth (change in student performance

across two or more points in time)


achievement)

Growth and Mastery

3e.

Administration

Frequency

PM #1: Once (April)

PM #2: Twice (March, May) before and

after Numerical Measures unit

PM #3: Daily

PM #4:

PM #5:

3f.

Adaptations/

Accommodations

IEP

ELL

Gifted IEP

Other

3g.

Resources/

Equipment

PM #1: Mathexpress Program

PM #2: N/A

PM #3: N/A

PM #4:

PM #5:

3h.

Scoring Tools

PM #1: Presentation Rubric

PM #2: Test Scoring Key

PM #3: HW Answer Keys

PM #4:

PM #5:

Expectations Measures Indicators Goal Context


3i.

Administration

& Scoring

Personnel

PM #1: Math Certified Teacher

PM #2: Math Certified Teacher

PM #3: Peer Students

PM #4:

PM #5:

3j.

Performance

Reporting

PM #1: Summary Report of

Proficient/Advanced PIs

PM #2: Summary Report of Growth

PM #3: Homework Summary Report

PM #4:


4a.

PI Targets:

All Student Group

PI Target #1: All students will score Needs Improvement or higher on the Data Set Research

Presentation rubric

PI Target #2: All students will show 10 point growth from first to second administration of

the Basic Skills Test.

PI Target #3: All students will complete homework 90% of the time it is given.

PI Target #4:

PI Target #5:

4b.

PI Targets:


(optional)

PI Target #1: N/A

PI Target #2:

PI Target #3:

PI Target #4:

PI Target #5:

4c.

PI Linked

(optional)

N/A

4d.

PI Weighting

(optional)

PI Weight

#1 35

#2 25

#3 35

#4

#5

5. Elective Rating

5a. Level

Failing 0% to 69 % of


PI targets.

Needs Improvement

70% to 79% of


PI targets.

Proficient

80% to 89% of students

will meet the PI targets.

Distinguished

90% to 100% of


PI targets.


5b. Rating

Distinguished (3)

Proficient (2)


Failing (0)

Notes/Explanation



pac3/2014

performance task framework - · pdf fileoral presentation-content: ... midterm exam pm #2: see...

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