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
1a Demonstrating Knowledge of Content and 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).

Domain 3: Instruction
3c Engaging Students in Learning

The students have basic knowledge of addition and subtraction

they got the answer. They also struggled making a new ten. T
counting-on strategy more than any other. While the majority
to count on successfully, they had a hard time explaining how
ones to add.
By the end of the chapter students will be able to
Add and subtract within 20
Add within 100
Subtract multiples of 10
1.OA.C.6 Add and subtract within 20, demonstrating fluency f
subtraction within 10. Use strategies such as counting on; mak
number leading to a ten; using the relationship between additio
creating equivalent but easier or known sums.

1.NBT.C.4 Add within 100, including adding a two-digit numb

number, and adding a two-digit number and a multiple of 10, u
drawings and strategies based on place value, properties of ope
relationship between addition and subtraction; relate the strateg
explain the reasoning used. Understand that in adding two-digi
and tens, ones and ones; and sometimes it is necessary to comp

1.NBT.C.6 Subtract multiples of 10 in the range 1090 from m

1090 (positive or zero differences), using concrete models or
based on place value, properties of operations, and/ or the relat
and subtraction; relate the
strategy to a written method and explain the reasoning used.

4. Enter student demographic information such as total

students, IEP, ELL, etc. Use this question to add additional
information as needed.

My class is composed of 16 students. I have 9 girls and 7 boys

student with an IEP and ELL, and 1 student that is ELL.

5. Describe the instruction and strategies you will use to

teach this learning objective. Be specific to the different
aspects of the learning goal.

I will use the series GO Math to guide my instruction and to te

objectives. The majority of the instruction will be whole group
other resources for center work and for re-teaching lessons. Stu
opportunity to add and subtract within 20. I will also give stud
understand place value and the properties of operations to add
assessment, the students lost most of their points from the lack
could answer the math problem, but could not explain how the
that once students can explain how the got their answer they w

6. Identify the time span for teaching the learning objective

(e.g., daily class-45 minutes for the entire school year).

understanding of the mathematics involved. I will use base-ten

visualize adding and subtracting tens and ones.
Daily class- 60 minutes for 2 weeks (February 2- February 17)

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 Preparation
1d Demonstrating Knowledge of Resources
1f Designing Student Assessments

Domain 3: Instruction
3d Using Assessment in Instruction

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.

I am using an end of chapter assessment from the GO Math

aligned to the chapters learning objective. I will be using an
created by the teacher to grade the assessment. The rubric sta
each question. The first grade team developed a scoring rubr
each problem to allow for objective scoring.
My class has two students with IEPs and two students that ar
with IEPs will have extended time and the test read aloud. T
an explanation are worth more points. Generally, students re
attempting an answer and two points if they write the correc
students credit for trying as some of them have a harder time
they solve math problems. Story problems and directions w
and repeated as needed to ensure understanding of what the
Students performance will be rated out of 100%. The assess
Each question varies in point value. Please see attached rubr
receive instruction and practice time in the weeks leading up
focus on the SLO which was formed based on the pre-assess
the SLO period, the test will be administered and scored. St
points based on the teacher-created rubric (attached).
The teacher will hand out the assessment to the students. The
assessment whole-group. A copy of the assessment will be p
whiteboard so the students can easily follow along on their o
teacher will read the questions aloud. Base-ten blocks will b
that need to use them.

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., 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.

Please see chart.

Assessment Results Form

Use for Conferences 1 & 3.
Teacher: __Ashlyn Hudson________________________________ Class: ____1st__________
Check ( ) columns 1, 2, & 3 to indicate applicability to specific students.

Student Name

Isiaha Adams

IEP

ELL

Aaron Chupp
Louis Cruz

Emma Edwards
Mykah Gomez
Carson Jewell
Jorja Lebeter
Madalyn Lyons
Isabel Melton
Megan Miller
Jelena Oyverides
Brody Phillips
Melinda Ramirez
Evan Rardin
Sara Sexson
Samuel Hernandez

3
Attendan
ce less
than
90%?

Baseline
Score

Growth
Target

Actual
Growth

Often
gone
9%
Regula
r
62.5%
Regula
r
9%
Regula
r
50%
Regula
r
84%
Regula
r
56%
Regula
r
53%
Regula
r
69%
Regula
r
56%
Regula
r
63%
Regular 47 %
Regula
r
69%
Regula
r
9%
Regula
r
50%
Regula
r
35%
New
Student 2.25%

7
Met
(Yes) or
(No)

50%
88%
50%
82%
91%
82%
82%
91%
82%
85%
79%
91%
61%
88%
61%
50%

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

Standards Alignment and Coverage Check
Teacher: _Ashlyn Hudson_________________________________Course/Class: ___1st ______
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

CCSS.MATH.CONTENT.1.OA.C.5

Relate counting to addition and subtraction (e.g.,

by counting on 2 to add 2).
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=101=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.OA.C.6

CCSS.MATH.CONTENT.1.NBT.C.4

CCSS.MATH.CONTENT.1.NBT.C.6

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 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

Question
Numbers/Tasks
4, 5
1, 6,8

2, 4, 5, 7, 9, 10,
11, 12

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.

*adapted from Sandoval School District Student Growth Plan

CONFERENCE 3:
FINAL SCORING
Assessment Results Form
Element #4: Actual Outcomes
8

 Element #5: Rating Rationale

CONFERENCE #3 FINAL SCORING

Element #4: Actual Outcomes

omain 3: Instruction
e Demonstrating Flexibility and Responsiveness

Domain 4: Professional Responsibilities

4a Reflecting on Teaching
4b Maintaining Accurate Records

1. Record the actual number or percentage of students who

achieved the student growth targets. Be sure to include any
appropriate subgroups.

se 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 percentage of students

who achieved student growth targets translates into an
appropriate teacher rating.

The rating fits within the guidelines of the district-approved

included in this document.

APPEAL
FORMS
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Student Growth Appeal Form

Teacher: __________________________________________ Course/Class: ________________
Directions: Complete the following form and submit to the Evaluator, Superintendent and
Association President
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):

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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
2015-2016
ARCOLA ELEMENTARY
ARCOLA CUSD #306
EDUCATOR: __________________________________________________________________
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

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Check:

___________________________________________________
_

Description of changes
made during the Midcourse
Check:

___________________________________________________
_

Conference 3: Scoring
Unsatisfactory

Satisfactory

Proficient

Excellent

Less than 25% of students

met the indicated growth
target(s).

25% - 50% of students

met the indicated growth
target(s).

51% - 75% of students

met the indicated growth
target(s).

76% - 100% of students

met the indicated growth
target(s).

Teachers Signature: ___________________________________________ Date: ____________

Evaluators Signature: __________________________________________ Date: ____________
Comments:

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