ASD PERFORMANCE EVALUATION AND PROFESSIONAL GROWTH

T-PEPG STUDENT LEARNING GOAL (SLO) SETTING FORM

Section 1: Teacher Demographics

Teacher Name: Carson Hope Position: 2nd Grade Teacher Date: October 9, 2020

Subject (for SLO): Math Grade(s): 2

Section 2: Student Demographics

Pre-assessment date: September 30, 2020 Post-assessment date: Multiple

Instructional days: 101 # of students in SLO cohort: 21

# of students with:

504 plans___ IEPs 1 G&T0 ELL 0

RtI Interventions___ Title 1 Math___ Title 1 Reading___ Other____

(Please explain below)

Section 3: Needs Assessment

What data did you review about the CURRENT students? Check all that apply:

X Pre- assessment (required) ____MEA ___Grades

___End of year assessments ____PSAT/SAT X Student work samples

X Student files ____IEP/504 plans ____Behavior

___Other

Based on reviewed data sources, reveal students’ strengths and weaknesses (Bullet list acceptable):

Strengths: Overall, my students’ strengths in math are addition with one digit sums, number
sense/numerical ordering, geometry/shapes, and

Weaknesses: Overall, my students’ weaknesses in math are addition with sums over 10, understanding
models of/using the base-ten system, and place value.

Summary of needs: How does this data analysis inform this SLO?

After reviewing this data, I chose the three standards identified below to focus on for my SLO as they are
crucial math skills that are widely used in the mathematics content area based on the majority of students
who do not yet show proficiency in the said standards.
Section 4: Assessed Standards

1. Identify the source of the standard (CCSS, MLR, or district approved standards) that address the
essential areas of learning and be broad enough to cover an extended interval of instruction:

Common Core State Standards for Math

2. Copy and paste all standards included in your SLO assessment: (Include the alpha-numeric identifier
and the full text).
a. “Add up to four two-digit numbers using strategies based on place value and properties of
operations.”
b. “Fluently add and subtract within 20 using mental strategies.”
c. “Understand that the two digits of a two digit number represent amounts of tens and ones.”

Section 5: Pre/Post Assessment type (check all that apply)

Teacher created____ District approved: Moby Max Quick Benchmarker/Placement Test

Fixed response 1 Written response_____ Performance_____

Check all that apply:

 Create
 Evaluate
 Analyze
 Apply
 Understand
 Remember

Section 6: Growth Targets

Identify the format/formula you used to set growth targets for each student. Provide numeric details (e.g.
tier size and growth expectations) that are specific to your SLO. I used the half gap method to determine my
growth expectations for each of the three identified standards. There are 20 students on my SLO roster, and 3
pre-assessed as proficient in each standard. By following the half-gap method, I have determined at least 34.5
of the standard boxes (as seen on the chart attached) will be met.

Include roster of students with pre-assessment scores and growth targets (required) See attached
Section 7: Instructional Strategies and Progress Monitoring

Describe/list the potential instructional strategies you plan to use to address the specific student needs
identified in your needs assessment:

 I will follow the Grade 2 MyMath mathematics curriculum to teach guided lessons on each of the
identified standards.
 I will supplement the MyMath lessons with additional practice found from a variety of sources such
as supplemental math books, MobyMax, and IXL.
 I will use a variety of instructional strategies including whole group and (distanced) small group
instruction, use of manipulatives when appropriate, and individualized instruction for students in
need of additional support.

Describe/list how you will monitor student progress through the interval of instruction (consider short-
term and long-term, formative and summative, formal and informal, self –assessment, etc.):

 I will give students mid-unit check in (formative) assessments both from the MyMath curriculum and
other supplemental progress check in’s for each of the standards identified.
 I will informally assess student work samples (class work, homework, online practice from MobyMax
and IXL) for understanding of the concepts.
 Students will complete end of unit assessments to demonstrate their understanding of the standards.
These will be the MyMath chapter tests.

Section 8: Requested Supports

What additional resources or supports would help you achieve this SLO?

Working with Math Coach Jessica West will be a great resource for me in ensuring students meet the
standards addressed in the SLO, as well as collaborating with my grade level peer (and the 2nd grade team
district wide).
 Pre-Assessment Results

Student Add up to four two Fluently add and Understand that the
digit numbers using subtract within 20 two digits of a two-
strategies based on using mental digit number
place value and strategies. represent the
properties of amount of tens and
operations. ones.
T.A.
R.B.
Ri.C.
Ra.C.
O.C. x x
A.D.
H.D. x
U.D.
T.F.
J.G.
C.G.
Z.H. x x
R.H.
E.H.
C.K.
H.L. x x
A.P.
Q.R.
K.S.
H.T. x x