Student Growth Objective Form
(DISTRICT-DEVELOPED SAMPLE SGO for GRADE 1 MATH; 1 of 1)
Name / School / Grade / Course/Subject / Number of Students / Interval of Instruction
1 / Math / Sept. 2016 – Mar. 2017
Standards, Rationale,and Assessment Method
Critical Area(s): In Grade 1, instructional time should focus on four critical areas: (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; and (2) developing understanding of whole number relationships and place value, including grouping in tens and ones.
Rationale:
Critical areas are designed to bring focus to the standards in Grade 1 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 1 as well as the fluency standards for that grade:
  1. Students develop strategies for adding and subtracting whole numbers based on their prior work with small numbers. They use a variety of models, including discrete objects and length-based models (e.g., cubes connected to form lengths), to model add-to, take-from, put-together, take-apart, and compare situations to develop meaning for the operations of addition and subtraction, and to develop strategies to solve arithmetic problems with these operations. Students understand connections between counting and addition and subtraction (e.g., adding two is the same as counting on two). They use properties of addition to add whole numbers and to create and use increasingly sophisticated strategies based on these properties (e.g., “making tens”) to solve addition and subtraction problems within 20. By comparing a variety of solution strategies, children build their understanding of the relationship between addition and subtraction. 1.OA
  1. Students develop, discuss, and use efficient, accurate, and generalizable methods to add within 100 and subtract multiples of 10. They compare whole numbers (at least to 100) to develop understanding of and solve problems involving their relative sizes. They think of whole numbers between 10 and 100 in terms of tens and ones (especially recognizing the numbers 11 to 19 as composed of a ten and some ones). Through activities that build number sense, they understand the order of the counting numbers and their relative magnitudes. 1.NBT
Grade 1 SGO Standards
Operations and Algebraic Thinking:
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1.OA.1
Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 1.OA.2
Apply properties of operations as strategies to add and subtract. 1.OA.3
Understand subtraction as an unknown-addend problem. 1.OA.4
Relate counting to addition and subtraction 1.OA.5
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. 1.OA.6
Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 1.OA.7
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 1.OA.8
Numbers and Operations In Base Ten:
Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 1.NBT.1
Understand that the two digits of a two-digit number represent amounts of tens and ones. 1.NBT.2
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 1.NBT.3
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, ones and ones; and sometimes it is necessary to compose a ten. 1.NBT.4
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 1.NBT.5
Subtract multiples of 10 in the range 10-90 from 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 explain the reasoning used. 1.NBT.6
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 rubric-scored.
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
2016-2017 First GradeDiagnostic Assessment(weight 0.40)
2016-2017 First Grade Performance Tasks: Addition and Subtraction Situations (weight 0.30)
2016-2017 First Grade Fluency Baseline: Addition and Subtraction with 20 (weight 0.20)
2015-2016 Kindergarten End of Year Assessment : K.CC Mastery (weight 0.10)
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 March 2016, 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.
Preparedness Group
(e.g. 1,2,3) / Number of Students in Each Group / Target Command Level on SGO Assessment Portfolio
Tier 1 / 2
Tier 2 / 3
Tier 3 / 4
Tier 4 / 4 or 5[1]
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.
Preparedness Group / Student Target Command Level / 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%
Tier 1 / 2
Tier 2 / 3
Tier 3 / 4
Tier 4 / 4 or 5
Approval of Student Growth Objective
Administrator approves scoring plan and assessment used to measure student learning.
Teacher ______Signature______
Evaluator ______Signature ______/ Date Submitted______
Date Approved ______
Results of Student Growth Objective
Summarize results using weighted average as appropriate. Delete and add columns and rows as needed.
Preparedness Group / Students at Target Score / Teacher SGO Score / Weight (based on students per group) / Weighted Score / Total Teacher SGO Score
Tier 1
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 8.25.16

[1]It is expected that students in Tier 4maintain a level of strong command or grow to distinguished command.