CONFERENCE 1:

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

Element #1: Learning Objective

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.

Domain 1: Planning and Preparation Domain 3: Instruction

1a Demonstrating Knowledge of Content and 3c Engaging Students in Learning
Pedagogy
1c Setting Instructional Outcomes
1e Designing Coherent Instruction

☐ 1. What does the pre-assessment data show
you about the students’ starting point?
☐ 2. Describe the learning objective.
☐
3. Which content standards are associated
with this learning objective? List all
standards that apply, including the text of
the standards (not just the code).
On the word reading fluency sub test only 3 students scored at
or above the national average score of 26. Students need more
exposure to sight words and practice reading sight words in a
column.
Students will be able to read high frequency words at the 1 st
grade level.
CCSS.ELA-LITERACY.RF.1.3.G
Recognize and read grade- appropriate irregularly spelled
words.

☐
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
you will use to teach this learning
objective. Be specific to the different
aspects of the learning goal.
☐
6. Identify the time span for teaching the
learning objective (e.g., daily class-45
minutes for the entire school year).
The teacher will use flash cards, body movement, songs, and
hands on activities to teach and practice sight words. The
teacher will also use the McGraw-Hill Open Court
Foundational Skills Kit. The students will practice with
decodable readers.
Daily 10 minutes at calendar time.
Daily for 10 minutes at phonics time.
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

Element #2: Assessments and Scoring

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.

Domain 1: Planning and Domain 3: Instruction

Preparation 3d Using Assessment in Instruction
1d Demonstrating Knowledge of
Resources
1f Designing Student Assessments

☐
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.

☐ 2. Describe how the assessments and scoring

procedures may be differentiated to meet the
needs of all students described in the student
population.

☐
3. Explain how student performance is
defined and evaluated using the assessments.
Include the specific rubric and/or evaluation
criteria to be used.

☐ 4. Describe assessment administration

procedures to be used with the assessment
and resources that will be available to
students.

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 CONFERENCE 1: SETTING & APPROVAL FORMS

Element #3: Expected Growth Targets

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.

Domain 1: Planning and Preparation

1b Demonstrating Knowledge of Students
1c Setting Instructional Outcomes

1. Using students’ starting points (i.e.,

☐ baseline) identify the number or percentage of
students expected at each growth target based
on their assessment performance(s) (i.e.,
expected growth). Be sure to include any
appropriate subgroups.

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 Assessment Results Form
Use for Conferences 1 & 3.

Teacher: __________________________________________________ Class: ______________

Check ( ) columns 1, 2, & 3 to indicate applicability to specific students.

1 2 3 4 5 6 7
Attendance Met
less than Baseline Growth Actual (Yes) or
Student Name IEP ELL 90%? Score Target Growth (No)

Total That Met Target Goal: _____/______ = ______ %

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 Standards Alignment and Coverage Check

Teacher: ______________________________________________Course/Class: ____________

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.

Standard: Standards Description Question

Numbers/Tasks

*adapted from Sandoval School District Student Growth Plan

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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

Element #4: Actual Outcomes

Domain 3: Instruction Domain 4: Professional Responsibilities

3e Demonstrating Flexibility and 4a Reflecting on Teaching
Responsiveness 4b Maintaining Accurate Records

☐
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:

CONFERENCE #3 FINAL SCORING

Element #5 Rating Rationale (Completed by Evaluator)

☐
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

Teacher: __________________________________________ Course/Class: ________________

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.):

Describe the Reason for Non-Agreement (attach any relevant documentation):

Response to Appeal

Teacher: __________________________________________ Course/Class: ________________

Directions: Complete the following form and submit to the Teacher Superintendent and
Association President

Describe the Reason for Non-Agreement (attach any relevant documentation):

Appeal Resolution

Superintendent Name: Association President:

Directions: Please complete the information below:

 Reached Agreement
 Did Not Reach Agreement

If you reached agreement, please describe the resolution (and attach and relevant information):

Superintendent Signature: ______________________________________ Date: ____________

Association President Signature: _________________________________ Date: ____________

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 OVERVIEW SHEET
ARCOLA STUDENT GROWTH
2017-2018
ARCOLA ELEMENTARY
ARCOLA CUSD #306

EDUCATOR: __________________________________________________________________

COURSE/SUBJECT: ____________________________________________________________

GRADE LEVEL(S): ____________________________________________________________

INTERVAL OF INSTRUCTION/ESTIMATED DATE OF FINAL ASSESSMENT:

______________________________________________________________________________

ADMINSTRATOR SIGN-OFF

Pre-Assessment: ____________________________________________________

Conference 1: Setting &

Approval ____________________________________________________

Conference 2: Mid Point

Check: ____________________________________________________

Description of changes made

during the Midcourse Check: ____________________________________________________

Conference 3: Scoring

Unsatisfactory Satisfactory Proficient Excellent

Less than 25% of students 25% - 50% of students met 51% - 75% of students met 76% - 100% of students
met the indicated growth the indicated growth the indicated growth met the indicated growth
target(s). target(s). target(s). target(s).

☐ ☐ ☐ ☐

Teacher’s Signature: ___________________________________________ Date: ____________

Evaluator’s Signature: __________________________________________ Date: ____________

Comments:

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