Student Learning Outcomes

Baltimore County Public Schools

Name: Samantha Twigg
School: Featherbed Lane Elementary
Grade Level: K
Statement of Outcome: Students will compare number of objects by counting and representing their thinking using an accurate number sentence.
Rationale: Students in Kindergarten are required to represent and solve a variety of story problem situations. This includes being able to understand the
operation(s) used to solve the problem and to represent the problem in multiple ways by acting it out, with objects and representing the problem through
illustration. (K.OA.2) These mathematical concepts build a foundation for algebraic thinking.

Students:
All of the Kindergarten students in Ms. Twiggs class: 25

Interval of Instruction:
October to February
Students will work with story problem situations throughout the year. Story problems are included in these units:
Unit 2: Snacks (Investigations in Number, Data, and Space, Unit 1: Counting and Comparing)
Unit 4: Apples (Investigations in Number, Data, and Space, Unit 3: Measuring and Counting
Unit 6: How Many Grapes?, How Many Balls?, How Many Blocks?, Lots of Snacks (Investigations in Number, Data, and Space, Unit 6: How Many Do you
Have?)
Possible Tasks from: Investigations Student Activity Book
Baseline Assessment
Progress Monitoring Task
A modified version of the 2.13 Snacks.
Investigation Unit 4 Apples;
Pre-Test Data
Investigation Unit 6 How Many Balls?, How Many
24 Students Scored: 1
Grapes?, How Many Blocks?, Lots of Snacks
1 Student Scored: 2

Final Task
A modified version of the 2.13 Snacks.

Based on the pre-test data my students need

improvement in understanding counting sets, order of
operations, problem solving, and representing a problem
in multiple ways, and writing an accurate number
sentence.

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September 2014

Office of Staff Relations and Employee Performance Management

SLO Template, Rubric,

Target(s) & Evidence:

70% of students in Kindergarten will score 3 points or more on the teacher created scoring rubric in order demonstrate their ability to use problem solving
strategies to independently solve word problems as measured using two identified skills from the BCPS Assessment Checklist: Solving Story Problems. The
identified skills are: What tools and strategies do students use to solve the problem? Can students explain and record their thinking?
Assessment Checklist: Solving Story Problems which is found on the Office of Mathematics intranet site. Teacher create rubric with scores ranging from 0-4.

Rationale for Target:

The target is chosen to align with the principals SLO. It is rigorous because it requires students to represent, solve, and explain their mathematical thinking in
order to solve the story problem.

Administration & Scoring:

The story problems will be administered during math workshop in a small group. Each story problem will be reviewed and analyzed as a grade level
through the use of a scoring rubric. The scoring rubric will target the following skills from the BCPS Assessment Checklist: Solving Story Problems:
What tools and strategies do students use to solve the problem? Can students explain and record their thinking?

Approval of Outcome: (Evaluator should rate the Student Learning Outcome in the following categories. Outcomes rated as unacceptable in a
category should be revised and submitted. *Use SLO approval rubric attached for guidance.)
Priority of Content: Approved
Rigor of Target:
Approved
Quality of Evidence: Approved

Needs Revision
Need Revision
Needs Revision

(Once the above information has been discussed and agreed upon by the teacher and the administrator, please sign below.)
Principal/Assistant Principal:_____________________________________________Date:__________________
Teacher:_____________________________________________________________Date:__________________
Mid-Point: (Teacher may request to meet with an administrator to discuss progress of SLO.)
Mid SLO Conference Requested: No
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Yes Date:___________ (if yes, comment below)

Office of Staff Relations and Employee Performance Management

SLO Template, Rubric,

Comments (Adaptations should be noted here.)

Principal/Assistant Principal:_____________________________________________Date:__________________
Teacher:_____________________________________________________________Date:__________________
Results: (Administrator should explain evidence of student learning. How many targets were met? To what degree were targets met? Additional
score reports may be attached to reflect results.)
Scoring: (The evaluator should check the box that best indicates the teachers attainment of this student learning outcome. Individual ratings should
serve as the basis for an overall rating using the *SLO Calculator, see below.)
90%-100%

What percentage of the target did the teacher meet?

80%-89%

70%-79%

60%69%

Below 60%

Principal/Assistant Principal:_____________________________________________Date:__________________
Teacher:_____________________________________________________________Date:__________________

SLO Calculator
SLO TARGET
100%

95%

90%

85%

80%

75%

70%

65%

60%

55%

50%

90-100

86-95

81-90

77-85

72-80

68-75

63-70

59-65

54-60

50-55

45-50

80-89

76-85

72-80

68-76

64-71

60-67

56-62

52-58

48-53

44-49

40-44

70-79

67-75

63-71

60-67

56-63

53-59

49-55

46-51

42-47

39-43

36-39

60-69

57-66

54-62

51-59

48-55

45-52

42-48

39-45

36-41

33-38

30-35

< 60

< 57

< 54

< 51

< 48

< 45

< 42

< 39

< 36

< 33

< 30

Points Earned/Student
Performance
25 points
90-100% of target met
20 points
80-89% of target met
15 points
70-79% of target met
10 points
60-69% of target met
5 points
Less than 60% of target met

No data provided
0
Determining the number of points earned for each SLO is based on the percentage of the SLO target that is met. The above chart establishes the number of points
Baltimore County Public Schools Office of Staff Relations and Employee Performance Management
SLO Template, Rubric,
Calculator
September 2014

earned for each SLO based on the percent of students who meet the target.
Example: (SLO Target set in increments of 10 or 5 similar to the chart above):
1. Identify the SLO Target in blue. (Principal or teacher establishes a SLO where 95% of students are to meet a target in mathematics.)
2. Review SLO evidence. After examining evidence, it is determined that 71% of students met the mathematics target.
3. Find the box under the blue SLO Target of 95% in which 71% falls. Follow that row to the gray Points Earned column on the right to determine how many
points have been earned for this SLO.
SLO points = 15 points.

Student Learning Outcome (SLO) Approval Rubric

Baseline and
Trend Data

Student
Population

Interval of
Instruction

What information is
being used to inform
the creation of the
SLO and establish the
amount of growth that
should take place
within the time
period?
Identifies sources
of information
about students
(ex: test scores
from prior years,
results of preassessments)
Draws upon trend
data, if available
Summarizes
teachers analysis
of the baseline
data by
identifying student
strengths and
weaknesses

Which students will be

included in this SLO?
Include course, grade
level and number of
students.

What is the
duration of the
course that the
SLO will cover?
Include beginning
and end dates.

Identifies the class

or subgroup of
students covered
by the SLO
Describes the
student population
and considers any
contextual factors
that may impact
student growth
If subgroups are
excluded, explains
which students,
why they are
excluded and if
they are covered
in another SLO

Must be
completed by
the last duty
day of
February

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Standards and
Content
What content will the
SLO target? To what
related standards is
the SLO aligned?

Specifies how the

SLO will address
applicable
standards (ex:
Common Core
standards,
Maryland State
Standards or
National
Standards)
Represents the big
ideas or domains
of the content
taught during the
interval of
instruction
Identifies core
knowledge and
critical skills
students are

Assessments
What assessment(s) will be
used to measure student
growth for this SLO?

Identifies assessments
that have been
reviewed by content
experts to effectively
measure course
content and reliably
measures student
learning as intended.
Selects measures with
sufficient stretch so
that all students may
demonstrate learning,
or identifies
supplemental
assessments to cover
all ability levels in the
course.
Provides a plan for
combining
assessments if

Target(s)
Considering all
available data and
content requirements,
what growth target(s)
can students be
expected to reach?

All targeted
students in class
have a growth
target
Uses baseline or
pre-test data to
determine
appropriate
growth
Sets
developmentally
appropriate targets
Creates tiered
targets when
appropriate so that
all students may
demonstrate
growth
Sets rigorous yet
attainable targets

Office of Staff Relations and Employee Performance Management

Rationale for
Target
What is your rationale
for setting the target(s)
for student growth
within the interval of
instruction?

Demonstrates
teacher knowledge
of student and
content
Explains why the
target is
appropriate for the
population
Addresses
observed student
needs
Uses data to
identify student
needs and
determine
appropriate
growth targets
Explains how
targets align with
broader school

SLO Template, Rubric,

expected to attain
as required by the
applicable
standards.

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September 2014

multiple assessments
are used
Authentic assessments
have been reviewed

Office of Staff Relations and Employee Performance Management

and district goals

Sets rigorous
expectations for
students and
teacher(s)

SLO Template, Rubric,