Download Student Growth Objective Form (DISTRICT

Student Growth Objective Form
(DISTRICT-DEVELOPED SAMPLE SGO for GRADE 2 MATH; 1 of 1)
Name
School
Grade
Course/Subject
2
Math
Number of
Students
Interval of Instruction
Sept. 2015 – Mar. 2016
Standards, Rationale, and Assessment Method
Critical Area(s): In Grade 2, instructional time should focus on four critical areas: (1) extending understanding
of base-ten notation; (2) building fluency with addition and subtraction and (3) using standard units of
measure.
Rationale:
Critical areas are designed to bring focus to the standards in Grade 2 by describing the big ideas within the grade.
Teachers develop instructional activities that place emphasis on these big ideas in order to further develop
students’ conceptual understanding of mathematical concepts.
This SGO reflects the critical areas within Grade 2 as well as the fluency standards for that grade:
1. Students extend their understanding of the base-ten system. This includes ideas of counting in fives,
tens, and multiples of hundreds, tens, and ones, as well as number relationships involving these units,
including comparing. Students understand multi-digit numbers (up to 1000) written in base-ten
notation, recognizing that the digits in each place represent amounts of thousands, hundreds, tens, or
ones (e.g., 853 is 8 hundreds + 5 tens + 3 ones). 2.NBT
2. Students use their understanding of addition to develop fluency with addition and subtraction within
100. They solve problems within 1000 by applying their understanding of models for addition and
subtraction, and they develop, discuss, and use efficient, accurate, and generalizable methods to
compute sums and differences of whole numbers in base-ten notation, using their understanding of
place value and the properties of operations. They select and accurately apply methods that are
appropriate for the context and the numbers involved to mentally calculate sums and differences for
numbers with only tens or only hundreds. 2.OA
3. Students recognize the need for standard units of measure (centimeter and inch) and they use rulers
and other measurement tools with the understanding that linear measure involves an iteration of
units. They recognize that the smaller the unit, the more iterations they need to cover a given length.
2.MD
Revised 10.07.15
Grade 2 SGO Standards
Operations and Algebraic Thinking
Use addition and subtraction within 100 to solve one- and two-step word problems. 2.OA.1
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of
two one-digit numbers. 2.OA.2
Numbers and Operations In Base Ten
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.
2.NBT.1
Count within 1000; skip-count by 5s, 10s, and 100s. 2.NBT.2
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 2.NBT.3
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and <
symbols to record the results of comparisons. 2.NBT.4
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction. 2.NBT.5
Add up to four two-digit numbers using strategies based on place value and properties of operations. 2.NBT.6
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties
of operations, and/or the relationship between addition and subtraction. 2.NBT.7
Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100900. 2.NBT.8
Explain why addition and subtraction strategies work, using place value and the properties of operations.
2.NBT.9
Measurement and Data
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks,
and measuring tapes.2.MD.1
Measure the length of an object twice, using length units of different lengths for the two measurements;
describe how the two measurements relate to the size of the unit chosen. 2.MD.2
Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.3
Measure to determine how much longer one object is than another, expressing the length difference in terms of
a standard length unit. 2.MD.4
Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same
units, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
2.MD.5
Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding
to the numbers 0, 1, 2,..., and represent whole-number sums and differences within 100 on a number line
diagram. 2.MD.6
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 2.MD.7
Revised 10.07.15
Assessment Method: Authentic Assessments (Assessment Portfolio) will be used as a tool to measure
students’ growth. The assessment portfolio incorporates carefully selected practice-forward tasks that reflect
higher levels of cognitive complexity. All tasks included in the portfolio will be “practice forward” and rubricscored.
Starting Points and Preparedness Groupings
Student tiers will be determined using a 4-data point system to develop a baseline index. Each tier will be
assigned a target command level.
Data Measures used to Establish Baselines
2015-2016 Grade 2 Baseline Assessment (weight 0.50)
2015-2016 Grade 2 Fluency Baseline (weight 0.20 )
2014-2015 Grade 1 End of Year Assessment: 1.OA Mastery (weight 0.15)
2014-2015 Grade 1 End of Year Assessment : 1.NBT Mastery (weight 0.15)
Preparedness Group
Baseline Score
Tier 1
< 0.35
Tier 2
0.35 – 0.55
Tier 3
0.56 – 0.75
Tier 4
> 0.75
Student Growth Objective
By February2015, 70% of students in each preparedness group will meet their assigned target command level for
full attainment of the objective as shown in the scoring plan.
Tier 1
Preparedness Group
(e.g. 1,2,3)
Number of Students in Each Group
2
Target Command Level on SGO
Assessment Portfolio
Tier 2
3
Tier 3
4
Tier 4
4 or 5 1
1
It is expected that students in Tier 4 maintain a level of strong command or grow to distinguished command.
Revised 10.07.15
Scoring Plan
State the projected scores for each group and what percentage/number of students will meet this target at each attainment
level. Modify the table as needed.
Tier 1
Student
Target
Command
Level
2
Tier 2
3
Tier 3
4
Tier 4
4 or 5
Preparedness
Group
Teacher SGO Score Based on Percent of Students Achieving Target Score
Exceptional (4)
>80%
Full (3)
70-80%
Partial (2)
50-69%
Insufficient (1)
<50%
Approval of Student Growth Objective
Administrator approves scoring plan and assessment used to measure student learning.
Teacher _________________
Signature____________________
Date Submitted_______________
Evaluator ________________ Signature ____________________
Results of Student Growth Objective
Date Approved _______________
Summarize results using weighted average as appropriate. Delete and add columns and rows as needed.
Preparedness
Students at Target
Teacher SGO
Weight (based on
Weighted Score
students per group)
Group
Score
Score
Tier 1
Total Teacher
SGO Score
Tier 2
Tier 3
Tier 4
Notes
Describe any changes made to SGO after initial approval, e.g. because of changes in student population, other unforeseen
circumstances, etc.
Review SGO at Annual Conference
Describe successes and challenges, lessons learned from SGO about teaching and student learning, and steps to improve
SGOs for next year.
Teacher
____________________________
Signature ______________________
Date ___________________
Evaluator
____________________________
Signature ______________________
Date ___________________
Revised 10.07.15