CONFERENCE 1:

SETTING &
APPROVAL
FORMS
☐ Element 1: Learning Objective
☐ Element 2: Assessment & Scoring
☐ Element 3: Expected Growth Targets
☐ Assessment Results Form
☐ Standards Aligned Coverage Form
 CONFERENCE 1: SETTING & APPROVAL FORM

Element #1: Learning Objective

NOTE: DO NOT COMPLETE THESE STEPS UNTIL YOU HAVE HAD THE PRE-ASSESSMENT
APPROVED AND ADMINISTERED IT.

A learning objective is a description of what students will be able to do at the end of a specified period of time
aligned to appropriate learning standards. The development of a learning objective provides a solid foundation for
meaningful, objective directed instruction and assessment. The learning objective encompasses a big idea that can
integrate multiple content standards.

Domain 1: Planning and Preparation Domain 3: Instruction

1a Demonstrating Knowledge of Content and 3c Engaging Students in Learning
Pedagogy
1c Setting Instructional Outcomes
1e Designing Coherent Instruction

☐ 1. What does the pre-assessment data
show you about the students’ starting
point?
☐ 2. Describe the learning objective.
☐
3. Which content standards are
associated with this learning objective?
List all standards that apply, including
the text of the standards (not just the
code).
The pre-assessment data shows that the students have a basic
understanding of addition and subtraction strategies, specifically
adding two-digit and one-digit numbers. They are able to apply
the counting-on strategy more than any other. While the majority
of the students were able to count on successfully, they had a hard
time explaining how they used use tens and ones to add.
Furthermore, they also struggled to distinguish whether adding
tens or ones was necessary to solve a given problem. This also
caused them to be unsure of how to add two two-digit numbers
together or take one two-digit number away from another.
By the end of this SLO period, the students will be able to explain
how they used tens and ones to solve two-digit addition and
subtraction problems using words or pictures.
1.OA Operations and Algebraic Thinking
Add and subtract within 20.
CCSS.MATH.CONTENT.1.OA.C.5
Relate counting to addition and subtraction (e.g., by counting on 2
to add 2).
CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition
and subtraction within 10. Use strategies such as counting on;
making ten (e.g., 8+6=8+2+4=10+4=14); decomposing a number
leading to a ten (e.g., 13-4=13- 3-1=10- 1=9); using the
relationship
between addition and subtraction (e.g., knowing that 8+4=12, one
knows 12-8=4); and creating equivalent but easier or known sums
(e.g., adding 6+7 by creating the known equivalent
6+6+1=12+1=13).
1.NBT Number and Operations in Base Ten
Use place value understanding and properties of operations to
add and subtract.
CCSS.MATH.CONTENT.1.NBT.C.4
Add within 100, including adding a two-digit number and a one-
digit number, and adding a two-digit number and a multiple of 10,
using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between

2

☐
4. Enter student demographic
information such as total students, IEP,
ELL, etc. Use this question to add
additional information as needed.
☐
5. Describe the instruction and strategies
you will use to teach this learning
objective. Be specific to the different
aspects of the learning goal.
☐
6. Identify the time span for teaching the
learning objective (e.g., daily class-45
minutes for the entire school year).
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addition and subtraction; relate the strategy to a written method
and explain the reasoning used. Understand that in adding two-
digit numbers one adds tens and tens and ones and ones; and
sometimes it is necessary to compose a ten.
CCSS.MATH.CONTENT.1.NBT.C.6
Subtract multiples of 10 in the range 10-90 from multiples of 10 in
the range 10-90 (positive or zero differences), using concrete
models or drawings and strategies based on place value, properties
of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method and explaining
the reasoning used.
I will be including all 17 of my students in my SLO. I have 9
boys and 8 girls. There are 5 ELLs in my class, but they have not
shown signs that they need to be excluded from this SLO.
The part of instruction for this SLO will be whole-group. I will
begin each lesson with a 20 minute. Then we will break off into
small group stations. I will focus on getting the students to explain
how they add tens and ones to add one-digit and two-digit
numbers or two-digit and two-digit numbers. On the pre-
assessment, the students lost the most points on the questions that
asked them to explain how they got their answer. Most of them
were able to get the answer; they just weren’t sure how to explain
how they got it. Being able to explain how they get their answer is
a major part of common core. If a students can explain how they
got
their answer, I feel, they truly understand the material. We will use
manipulatives (base-ten blocks) to help us visualize adding tens
and ones.
.
This SLO will last from February 8-February 21. Math instruction
is 75 minutes daily.
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 CONFERENCE 1: SETTING & APPROVAL FORMS

Element #2: Assessments and Scoring

Assessments and evaluation procedures should be used to support and measure the learning objective. Consider how
the assessment and evaluation procedures will be used to monitor student growth over multiple points in time in
order to inform and differentiate instruction for all students.

Domain 1: Planning and Domain 3: Instruction

Preparation 3d Using Assessment in Instruction
1d Demonstrating Knowledge of
Resources
1f Designing Student Assessments

☐
1. Describe the assessment, how it aligns to
the learning objective, and scoring
procedures (e.g., performance tasks, rubrics,
teacher-created tests, portfolios, etc.) that
measure students’ understanding of the
learning Objective.
☐ 2. Describe how the assessments and scoring
procedures may be differentiated to meet the
needs of all students described in the student
population.
☐
3. Explain how student performance is
defined and evaluated using the assessments.
Include the specific rubric and/or evaluation
criteria to be used.
☐ 4. Describe assessment administration
procedures to be used with the assessment
and resources that will be available to
students.
The assessment I will be using is a publisher-made end-of-
chapter assessment from the Go Math series. In addition to
having students compute addition and subtraction problems,
the assessment also gives them several opportunities to
explain the reasoning behind their answers. The first grade
team developed a scoring rubric with points allotted to each
problem to allow for objective scoring.
The problems that require an explanation are worth more
points. Generally, students receive one point for attempting
an answer and two points if they write the correct answer.
This gives students credit for trying as some of them have a
harder time putting into words how they solve math problems.
Story problems and directions will be read to the students and
repeated as needed to ensure understanding of what the
questions are asking.
The students will receive instruction and practice time in the
weeks leading up to the assessment, with a focus on the SLO
which was formed based on the pre-assessment data. At the
end of the SLO period, the test will be administered and
scored. Students will be awarded points based on the teacher-
created rubric (attached).
The students will take the assessment whole-group. A copy
of the assessment will be projected onto the whiteboard so the
students can easily follow along on their own paper copies.
Base-ten blocks will be available for students that need to use
them.

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 CONFERENCE 1: SETTING & APPROVAL FORMS

Element #3: Expected Growth Targets

At this point, the teacher has already established the Baseline for student performance, chosen the learning objective,
the type of instruction to be used to meet the learning objective, and the assessment that will be used to measure
student growth. Based on all this knowledge the teacher needs to create expected growth targets for each student
identified on the Student Population identified in Element #1. After the expected growth targets are identified, both
the teacher and evaluator should reflect on whether the growth targets are ambitious, yet realistic for students to
achieve in the specified period of time.

Domain 1: Planning and Preparation

1b Demonstrating Knowledge of Students
1c Setting Instructional Outcomes

1. Using students’ starting points (i.e.,

☐
See attached chart
baseline) identify the number or percentage of
students expected at each growth target based
on their assessment performance(s) (i.e.,
expected growth). Be sure to include any
appropriate subgroups.

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 Assessment Results Form
Use for Conferences 1 & 3.

Teacher: __________________________________________________ Class: ______________

Check ( ) columns 1, 2, & 3 to indicate applicability to specific students.

1 2 3 4 5 6 7
Attendance Met
less than Baseline Growth Actual (Yes) or
Student Name IEP ELL 90%? Score Target Growth (No)
Maxwell Bales-Turner 15/34 28/34
Martin Corona  11/34 28/34
Alex Cortez  19/34 26/34
Brianna Gingerich 22/34 30/34
Max Gonzalez  11/34 21/34
Stevee Griffith 25/34 30/34
Marlene Hostetler 30/34 32/34
Renata Martinez  11/34 28/34
Cooper McConnell 23/34 31/34
Jaxson McCullough 26/34 32/34
Brentley McLane 21/34 30/34
Sofia Mora 19/34 30/34
Jailynn Olvera  11/34 21/34
Trevor Otto 16/34 28/34
Ensli Smith 10/34 21/34
Katie Vazquez 22/34 31/34
Alex Peach 3/34 16/34

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 Total That Met Target Goal: _____/______ = ______ %

Standards Alignment and Coverage Check

Teacher: ______________________________________________Course/Class: ____________

Directions: After aligning assessment items or tasks to any available standards, use the chart
below to list assessment questions with the corresponding standards to which they are aligned.
Only fill in the total number of standards that apply.

Standard: Standards Description Question

CCSS.MATH.CONTENT.1.OA.C.5
CCSS.MATH.CONTENT.1.OA.C.6
Numbers/Tasks
Relate counting to addition and subtraction (e.g., 4, 5
by counting on 2 to add 2).
Add and subtract within 20, demonstrating 1, 6,8
fluency for addition and subtraction within 10.
Use strategies such as counting on; making ten
(e.g., 8+6=8+2+4=10+4=14); decomposing a
number leading to a ten (e.g., 13-4=13-3-1=10-
1=9); using the relationship between addition and
subtraction (e.g., knowing that 8+4=12, one
knows 12-8=4); and creating equivalent but easier
or known sums (e.g., adding 6+7 by creating the
known equivalent 6+6+1=12+1=13).

CCSS.MATH.CONTENT.1.NBT.C.4 Add within 100, including adding a two-digit 2, 4, 5, 7, 9, 10,

CCSS.MATH.CONTENT.1.NBT.C.6
number and a one-digit number, and adding a two- 11, 12
digit number and a multiple of 10, using concrete
models or drawings and strategies based on place
value, properties of operations, and/or the
relationship between addition and subtraction;
relate the strategy to a written method and explain
the reasoning used. Understand that in adding
two-digit numbers one adds tens and tens and
ones and ones; and sometimes it is necessary to
compose a ten.
Subtract multiples of 10 in the range 10-90 from 3, 11
multiples of 10 in the range 10-90 (positive or
zero differences), using concrete models or
drawings and strategies based on place value,
properties of operations, and/or the relationship
between addition and subtraction; relate the
strategy to a written method and explaining the
reasoning used.

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Standard:
CCSS.MATH.CONTENT.1.OA.C.5
CCSS.MATH.CONTENT.1.OA.C.6
CCSS.MATH.CONTENT.1.NBT.C.4
*adapted from Sandoval School District Student Growth Plan
Standards Description Question
Numbers/Tasks
Relate counting to addition and subtraction (e.g., 4, 5
by counting on 2 to add 2).
Add and subtract within 20, demonstrating 1, 6,8
fluency for addition and subtraction within 10.
Use strategies such as counting on; making ten
(e.g., 8+6=8+2+4=10+4=14); decomposing a
number leading to a ten (e.g., 13-4=13-3-1=10-
1=9); using the relationship between addition and
subtraction (e.g., knowing that 8+4=12, one
knows 12-8=4); and creating equivalent but easier
or known sums (e.g., adding 6+7 by creating the
known equivalent 6+6+1=12+1=13).
Add within 100, including adding a two-digit 2, 4, 5, 7, 9, 10,
number and a one-digit number, and adding a two- 11, 12
digit number and a multiple of 10, using concrete
models or drawings and strategies based on place
value, properties of operations, and/or the
relationship between addition and subtraction;
relate the strategy to a written method and explain
the reasoning used. Understand that in adding
two-digit numbers one adds tens and tens and
ones and ones; and sometimes it is necessary to
compose a ten.
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 CONFERENCE 3:
FINAL SCORING
☐ Assessment Results Form
☐ Element #4: Actual Outcomes
☐ Element #5: Rating Rationale

CONFERENCE #3 FINAL SCORING

Element #4: Actual Outcomes

Domain 3: Instruction Domain 4: Professional Responsibilities

3e Demonstrating Flexibility and 4a Reflecting on Teaching
Responsiveness 4b Maintaining Accurate Records

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☐
1. Record the actual number or percentage of
students who achieved the student growth
targets. Be sure to include any appropriate
subgroups.

Please provide any comments you wish to include about the actual outcomes:

CONFERENCE #3 FINAL SCORING

Element #5 Rating Rationale (Completed by Evaluator)

☐
2. Explain how the actual number or The rating fits within the guidelines of the district-approved
percentage of students who achieved student rating scale that is included in this document.
growth targets translates into an appropriate
teacher rating.

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 APPEAL
FORMS

Student Growth Appeal Form

Teacher: __________________________________________ Course/Class: ________________

Directions: Complete the following form and submit to the Evaluator, Superintendent and
Association President

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Identify the Topic of the Appeal (Learning Objective, Assessment, Growth Targets, etc.):

Describe the Reason for Non-Agreement (attach any relevant documentation):

Response to Appeal

Teacher: __________________________________________ Course/Class: ________________

Directions: Complete the following form and submit to the Teacher Superintendent and
Association President

Describe the Reason for Non-Agreement (attach any relevant documentation):

Appeal Resolution

Superintendent Name: Association President:

Directions: Please complete the information below:

 Reached Agreement
 Did Not Reach Agreement

If you reached agreement, please describe the resolution (and attach and relevant information):

Superintendent Signature: ______________________________________ Date: ____________

Association President Signature: _________________________________ Date: ____________

OVERVIEW SHEET
ARCOLA STUDENT GROWTH
2017-2018
ARCOLA ELEMENTARY
ARCOLA CUSD #306

EDUCATOR: __________________________________________________________________

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COURSE/SUBJECT: ____________________________________________________________

GRADE LEVEL(S): ____________________________________________________________

INTERVAL OF INSTRUCTION/ESTIMATED DATE OF FINAL ASSESSMENT:

______________________________________________________________________________

ADMINSTRATOR SIGN-OFF

Pre-Assessment: ____________________________________________________

Conference 1: Setting &

Approval ____________________________________________________

Conference 2: Mid Point

Check: ____________________________________________________

Description of changes made

during the Midcourse Check: ____________________________________________________

Conference 3: Scoring

Unsatisfactory Satisfactory Proficient Excellent

Less than 25% of students 25% - 50% of students met 51% - 75% of students met 76% - 100% of students
met the indicated growth the indicated growth the indicated growth met the indicated growth
target(s). target(s). target(s). target(s).

☐ ☐ ☐ ☐

Teacher’s Signature: ___________________________________________ Date: ____________

Evaluator’s Signature: __________________________________________ Date: ____________

Comments:

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