Professional Documents
Culture Documents
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
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.
☐ 1. What does the pre-assessment data show On the word reading fluency sub test only 3 students scored at
you about the students’ starting point? or above the national average score of 26. Students need more
exposure to sight words and practice reading sight words in a
column.
☐ 2. Describe the learning objective. Students will be able to read high frequency words at the 1 st
grade level.
☐
3. Which content standards are associated CCSS.ELA-LITERACY.RF.1.3.G
with this learning objective? List all Recognize and read grade- appropriate irregularly spelled
standards that apply, including the text of words.
the standards (not just the code).
☐
4. Enter student demographic information The class is made of 16 students. 5 students are ELL.
such as total students, IEP, ELL, etc. Use
this question to add additional information
as needed.
☐
5. Describe the instruction and strategies The teacher will use flash cards, body movement, songs, and
you will use to teach this learning hands on activities to teach and practice sight words. The
objective. Be specific to the different teacher will also use the McGraw-Hill Open Court
aspects of the learning goal. Foundational Skills Kit. The students will practice with
decodable readers.
☐
6. Identify the time span for teaching the Daily 10 minutes at calendar time.
learning objective (e.g., daily class-45 Daily for 10 minutes at phonics time.
minutes for the entire school year). Weekly for 40 minutes at reading stations.
Daily for an additional 10 minutes when student line up and
during restroom breaks.
For one semester.
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CONFERENCE 1: SETTING & APPROVAL FORMS
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.
☐
1. Describe the assessment, how it aligns to AIMSweb plus is a standardized assessment. The sub test
the learning objective, and scoring word reading fluency is a timed assessment. The student
procedures (e.g., performance tasks, rubrics, reads high frequency words aloud for 1 minute. Each for
teacher-created tests, portfolios, etc.) that contains two page
measure students’ understanding of the
learning Objective.
☐
3. Explain how student performance is
defined and evaluated using the assessments.
Include the specific rubric and/or evaluation
criteria to be used.
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CONFERENCE 1: SETTING & APPROVAL FORMS
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.
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Assessment Results Form
Use for Conferences 1 & 3.
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Standards Alignment and Coverage Check
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.
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CONFERENCE 3:
FINAL SCORING
☐ Assessment Results Form
☐ Element #4: Actual Outcomes
☐ Element #5: Rating Rationale
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CONFERENCE #3 FINAL SCORING
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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:
☐
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
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Student Growth Appeal Form
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.):
Response to Appeal
Directions: Complete the following form and submit to the Teacher Superintendent and
Association President
Appeal Resolution
Reached Agreement
Did Not Reach Agreement
If you reached agreement, please describe the resolution (and attach and relevant information):
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OVERVIEW SHEET
ARCOLA STUDENT GROWTH
2017-2018
ARCOLA ELEMENTARY
ARCOLA CUSD #306
EDUCATOR: __________________________________________________________________
COURSE/SUBJECT: ____________________________________________________________
______________________________________________________________________________
ADMINSTRATOR SIGN-OFF
Pre-Assessment: ____________________________________________________
Conference 3: Scoring
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Comments:
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