Slo Final

Student Learning Objective (SLO) Template
Student Teacher/Teacher Resident Name: School:

Abbey Ragusa Crosswell Elementary
Cooperating Teacher Name: University Supervisor Name:

MaryAnn Merritt Ann Douglas
SLO Interval (Year or Semester): SLO Content Area/Focus Class:

Semester Math
Grade Level: Pre-Assessment Date: 2/9/2021

4th Grade
Post-Assessment Date: TBA
Growth Targets
Choose One: Tiered, Individual, Targeted
INDIVIDUAL
Growth Target Rationale: I chose individual targets as my growth target. By choosing this method, I
will be able to provide differentiation in learning to each student to focus on their specific needs. Each
student is responsible for their own learning, and each student learns in a different way. Our mission
at Crosswell Elementary is to “Challenge EACH student to utilize their mind by achieving individual
goals to ensure success in and beyond the classroom.” I want to ensure that I am challenging and
teaching my students to go above and beyond their individual goals.
NOTE: Student Teachers and Teacher Residents should work closely with their cooperating/mentor
teacher to create a unique SLO. The SLO Template must be submitted to Chalk & Wire/Anthology twice.
The university supervisor (US) will score the initial SLO Template using the Preliminary Conference
Rubric at the beginning of the semester. Initial SLO Template submissions should include sections I-III,
not section IV. Final SLO submissions, submitted at the end of the semester, should include revisions to
the SLO Template, an analysis of students’ post-assessment data, and a reflection on the SLO process
(Section IV).
I. Student Population and Baseline Data

1. Student Population
I have nineteen students in my homeroom class. There are 9 females and 10 males. One female
and one male are African American, and three females and one male are Hispanic. The other 14
students are Caucasian. Two of those students are served with IEPs for learning disabilities. These
students are pulled once a day for 45 minutes. One student receives speech services. They are
pulled once a day for 15 minutes. Four students are gifted and talented. These students are pulled
three times a week for 45 minutes. Three students are English Language Learners. These students
are pulled once a day for 45 minutes.
My students’ home lives can potentially impact their learning. Crosswell Elementary is a Title 1
Adapted from the South Carolina Department of Education, 2021
https://ed.sc.gov/educators/educator-effectiveness/measuring-student-growth/slo/
school, standing at 80% students living in poverty. 75% of my students receive free/reduced
lunch. 7 of my students live in single-parent homes, and 1 of my students lives with their
grandmother as their legal guardian. 1 of my students also receives food for the weekend through
a program called “Backpack Buddies.”
2. Baseline Data/Pre-Assessment:
A 10-question Mastery Connect assessment was used for a pre-assessment. This assessment is
appropriate for measuring the objective because this pretest was created based on the standard,
and formulated questions were used for this assessment. Some students had some knowledge of
angles through specific DreamBox and IXL lessons and spiral instruction, but not to the extent we
want them to be at by the end of the year.
ASSESSMENT:

a. GRADING SCALE- 10 POINTS FOR EVERY QUESTION (100 POINTS
TOTAL)
i. 8-10 CORRECT: STANDARDS MET
ii. 5-7 CORRECT: APPROACHING STANDARDS
iii. 0-4 CORRECT: STANDARDS NOT MET
b. This assessment shows validity because it is measuring the exact

standard students need to meet since it was created on Mastery
Connect. This assessment also shows reliability because it is
consistent and concise with angle knowledge and measuring angles
using a protractor.
PRE-ASSESSMENT RESULTS:
 Assessment data can be derived from SC Ready Scores and the Mastery Connect pretest (SLO
Math Pretest). Nine students scored Met or Exceeds on SC Ready in Math. Seven students
scored Approaches or Does Not Meet Expectations on SC Ready in Math. On the Mastery
Connect pretest, ten students scored Not Met, eight students scored Approaching, and one
student scored Met.

*Josiah Bennefield not shown due to unenrollment, however he scored Exceeds
Expectations on SC Ready Math. *
*Dylan England was not included for this SLO since he transferred into our homeroom from
SPED, and he is a maximum resource student.*
II. Priority Standard and Learning Objective
 Standards: add link to standard and indictors

4.MDA.6 Measure and draw angles in whole number degrees using a protractor.
 Learning Goal (Objective):

By the end of the SLO interval, all students will be able to measure and draw angles in whole
number degrees using a protractor.
 Growth Targets: What evidence of growth will tell me that a student has met this learning
objective?
The comparison of the pre-test and summative Mastery Connect post test will show evidence of
growth. Assigned Dreambox lessons and IXL lessons will also be used as formative assessment
data to show growth in this standard. Teacher observations and daily work can also be used as

data.
Name Data Information Pre-Assessment Goal

Score
Frederick G.T. 80% 90% or higher
VanValkenburg
Sage Higginbottom G.T. 70% 80% or higher
Ava Bryant G.T. 60% 80% or higher
Ivan Alvarado Reading 50% 70% or higher
Intervention
Flo Faith 50% 80% or higher
Lance Fuller 50% 80% or higher
Brantley Reid 50% 70% or higher
Aiden Sherlin MTSS 50% 70% or higher
Kayleigh Wyatt MTSS 50% 70% or higher
Hailee Cochran 40% 80% or higher
Shabasco Gray G.T. 40% 80% or higher
Melissa Salcido ESOL 40% 60% or higher
Macias
Zoe Thomason G.T. 40% 80% or higher
Raelynn Titus Resource 40% 60% or higher
Mason Carper 30% 50% or higher
Jacob Lines Resource 20% 50% or higher
Evelin Lozano- ESOL 20% 50% or higher
Sanchez
Josiah Bennefield 10% 50% or higher
Arleen Medina ESOL 10% 50% or higher
Rodriguez
 Progress Monitoring:
I will monitor students’ progress towards meeting this learning goal by pulling small groups each
day. I will also use Mastery Connect questions from this standard with a DOK 2 or higher as quick,
formative assessments to ensure my students are progressing. I will observe students during
whole group and small group lessons. Small groups will be based on each student’s ability level.
It’s also important to be flexible and continue with a positive manner if students aren’t
progressing at the rate I want them to.
III. Instructional Strategies and Inclusive Learning Environment

1. When I consider my professional practice and growth, what are the major instructional
practices that will be my focus connected to this professional goal? Why?
I will include various strategies, such as understanding acute, right, and obtuse angles, using 90
degree as a benchmark to determine different angle types, and measuring degrees using a
protractor. It is important for students to understand different angle types before they begin
measuring angles. They will know something is wrong if the degree of the angle they are
measuring doesn’t match what type of angle it is.
2. Which SCTS 4.0 Rubric Indicator(s) is most connected to this instructional practice? Select indicator
from the drop-down list: Student Work
3. Student success is deeply connected to the learning environment. Which inclusive learning practice
is most connected to your planning for a positive learning environment? Select from the drop-
down list: Designing for Rigor
4. When you think about this group of students and this content, in what ways will these
strategies help you intentionally create a positive classroom community that helps all students
take risks and grow as independent learners?
As a teacher, it is so important for students to reach their potential, and possibly go above and
beyond what they think their potential is. It is also important to teach students to have a growth
mindset. I teach my students that mistakes are applauded in our classroom because it is proof
that you are trying. It is also okay to take risks and fail because you are at least trying. I expect a
lot out of my students because I know they can do a lot, and they are capable of going above and
beyond expectations.
IV. End of Year Reflection
This conference and reflection may be incorporated into student teachers’ and year-long residents’
Final Evaluation Conference.
1. Post-Assessment: Indicate what assessment will be used as a post assessment and how it aligned
to the baseline assessment. Include a copy of the post-assessment, the rubric, and an analysis of
students’ test data.
Post-Assessment

c. GRADING SCALE- 10 POINTS FOR EVERY QUESTION (100 POINTS
TOTAL)

i. 8-10 CORRECT: STANDARDS MET
ii. 5-7 CORRECT: APPROACHING STANDARDS
iii. 0-4 CORRECT: STANDARDS NOT MET
Name Data Pre-Assessment Goal Post-

Information Score Assessment
Score
Frederick G.T. 80% 90% or 100%
VanValkenburg higher
Sage Higginbottom G.T. 70% 80% or 70%
higher
Ava Bryant G.T. 60% 80% or 100%
higher
Ivan Alvarado Reading 50% 70% or 90%
Intervention higher
Flo Faith 50% 80% or 90%
higher
Lance Fuller 50% 80% or 100%
higher
Brantley Reid 50% 70% or 70%
higher
Aiden Sherlin MTSS 50% 70% or 80%
higher
Kayleigh Wyatt MTSS 50% 70% or 40%
higher
Hailee Cochran 40% 80% or 60%
higher
Shabasco Gray G.T. 40% 80% or 80%
higher
Melissa Salcido ESOL 40% 60% or 40%
Macias higher
Zoe Thomason G.T. 40% 80% or 80%
higher
Raelynn Titus Resource 40% 60% or 60%
higher
Mason Carper 30% 50% or 60%
higher
Jacob Lines Resource 20% 50% or 50%
higher
Evelin Lozano- ESOL 20% 50% or 70%
Sanchez higher

Josiah Bennefield 10% 50% or 80%
higher
Arleen Medina ESOL 10% 50% or 30%
Rodriguez higher
Post-Assessment Goal NOT Met 5 students (Higingbottom’s and

Salcido’s score from pre to post
stayed the same)
Post Assessment Goal Met 15 students
Mastery Connect MET Score 9 students
Mastery Connect APPROACHING 7 students

Score
Mastery Connect NOT MET Score 3 students
*Josiah Bennefield not shown in this graph due to unenrollment, however he met his goal and
met expectations on Mastery Connect. *
2. How did you monitor students’ mastery of the learning objective? How has your instructional
practice impacted students so far?
I monitored my students’ mastery of the learning objective through pulling small groups, observation
during small group and whole group lessons, and exit tickets. When teaching new content, I start off
by teaching the topic as a whole group lesson. Based on observations during whole group, I create
small groups for the rest of the week to focus on individual needs/goals for students. While I am
pulling small groups, other students are working on classwork based on the objective/standard for the
day. I believe that it is important and necessary to pull small groups and provide differentiated
instruction so I can have a better understanding of each student’s academic needs. Also, quieter
students tend to participate more actively in small group lessons rather than whole group lessons.

3. What evidence do you have of student growth as established by the SLO goal and conferences?
Comparing my pre-assessment to my post assessment shows that only three students did not show
growth for my SLO goal. Two of the students scored the same score, and one student scored lower
during their post-assessment. Two students did not meet their goal, however they did show growth
between the pre-assessment and post-assessment scores. I also assigned IXL skills based on the
standard/objective to monitor student growth. Students had to get to an 80% or higher mastery on
those skills as independent classwork one day.
4. How did the data inform you instructional practice and goal setting?
Data guided my instructional practice and goal setting by providing necessary information to
differentiate my small group instruction. I also used background knowledge of my students and their
specific academic needs and learning styles to guide my instruction. Based on data information (G.T,
Resource, ESOL, etc.), I created goals that would be a challenge for my students. However, I have high
expectations for all of my students, so I know my students could attain their personal goals.
Conference Date
SLO Preliminary Conference February 17th, 2023
SLO Summative Conference (can be held in conjunction with Final April 20th, 2023
Evaluation Conference)


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Student Learning Objective (SLO) Template

Student Teacher/Teacher Resident Name: School:

Cooperating Teacher Name: University Supervisor Name:

SLO Interval (Year or Semester): SLO Content Area/Focus Class:

Grade Level: Pre-Assessment Date: 2/9/2021

I. Student Population and Baseline Data

Adapted from the South Carolina Department of Education, 2021

b. This assessment shows validity because it is measuring the exact

Adapted from the South Carolina Department of Education, 2021

II. Priority Standard and Learning Objective

 Standards: add link to standard and indictors

 Learning Goal (Objective):

Adapted from the South Carolina Department of Education, 2021

Name Data Information Pre-Assessment Goal

III. Instructional Strategies and Inclusive Learning Environment

Adapted from the South Carolina Department of Education, 2021

Adapted from the South Carolina Department of Education, 2021

Adapted from the South Carolina Department of Education, 2021

Name Data Pre-Assessment Goal Post-

Adapted from the South Carolina Department of Education, 2021

Post-Assessment Goal NOT Met 5 students (Higingbottom’s and

Mastery Connect MET Score 9 students

Mastery Connect APPROACHING 7 students

Adapted from the South Carolina Department of Education, 2021

Adapted from the South Carolina Department of Education, 2021

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