Sample Slo 1

FMU/EDUC 391 Student Learning Objective (SLO)
Administration and Purpose of this Assignment: This assignment is given to candidates in the
EDUC 390 series of courses (clinical experience prior to student teaching) and again during the EDUC
490 series (student teaching). The purpose of the assignment is to measure candidates proficiency
with ADEPT Performance Standards (APSs) 1, 2 and 3 and the SLO process, which are required
evaluation components of newly licensed teachers in South Carolina.
Minimal Level of Proficiency: Candidates must meet the expectations for all indicators in the
FMU SLO Scoring Rubric in order to successfully complete the assignment.
Directions: Candidates should complete each section of the SLO template below with sufficient
detail and accuracy. To do this, candidates should refer to the SLO scoring rubric and any relevant
training/directions provided to candidates during the EDUC course.
Teacher Candidate School: McLaurin

Teacher Candidate Name: Morgan Hayley Pate
Elementary
SLO Evaluator Name: Mrs. Lindsay Sturkie
SLO Evaluator Position/Role: Instructor of Clinical Experience (ECE, ELE, and MLE)
Grade Level: 2nd grade SLO Content Area: Math
SLO Type: SLO Approach:
Choose One Choose One
Individual (written by an individual Class (covers all of the students in one

teacher) class period
i.e., 2nd period Biology, 4th
Page 1 of 24 Developed using the SC SDE

SLO template created May 2016
Team (team of teachers focus on a period Beginning
similar goal but
Pottery, etc.)
are held accountable for
only their students)
Course (covers all of the students
enrolled in multiple
sections of the course (i.e.,

all of a teachers
Biology 2 students, all of a

teachers Beginning
Pottery students, etc.)
SLO Interval of Instruction Assessment Dates
Choose One
Pre Assessment Date: 10/21/16
Year
Semester Post Assessment Date: 11/4/16
Other (1 three-day unit per FMU EDUC

391/2/4 course)
I. Student Population
A. Provide a detailed description of the student population
by completing the table below. Information (Contextual Factors) should
include, but is not limited to, the following: the number of students in the class, a
description of students with exceptionalities (e.g., learning disability, gifted and
talented, English language learner [ELL] status, etc.), gender/race, reading levels,
lunch status, family status, learning styles, common interests of the students, etc
(Key Element 1.A)
Important Student Information
Contextual Factor Description Source(s)

(in terms of your students)
18 students
(Later on, 3 new

Number of students students were added in, CT
making 21 students
total.)
18 students total:
Gender CT
12 females, 6 males
18 students total:
Race 4 Caucasian, 14 African CT
American
18 students total:
2 students repeating 1st

grade,
2 students who were

recommended to repeat
kindergarten (but did
not) and
Exceptionalities CT
1 student who goes to
Occupational Therapy
and Enhanced Learning.
(Enhanced learning is
where gifted students/
advanced learners go to
be tested. They are given
work above their grade
level to challenge them.)
18 students total:
2 students with RL of
0.2-0.5,
Reading Levels CT
1 student with RL of 0.7-
1.0,
2 students with RL of
1.0-1.3,
7 students with RL of 1.1-
1.4,
1.5,
1.8
1 student with RL of 2.5-
2.8
18 students total:
3 scored Low,
2 scored Low Average,

Math MAP testing scores 6 scored Average, CT
5 scored High Average

and
2 scored High.
18 students total:
8 students made an A,
Test Scores from
Previous lesson (Adding 4 students made a B, CT
Doubles)
5 students made a C,
1 student made a D.
21 students total:
1 students lives with her

aunt
2 students lives with

their grandparents,
Family Status Asked students
7 students parents are
divorced/not living
together,
11 students live with both

parents

21 students total:
2 auditory learners
Learning Styles Asked students
12 visual learners
7 kinesthetic learners
Plants. The class learned

Common Interests about plants before I Observed
taught my math unit.
Note: The teacher and lunch staff told me they were not allowed to tell me the students lunch
status.
B. Provide a description of academic supports provided to
students (e.g., extended time, resource time with EC teacher, any classroom
supports that students receive to help them access the core curriculum).
(Key Element 1.A)
There is one student that goes to Enhanced Learning, which means the student is an advanced learner
who is performing above his grade level. He goes to a specialist who gives him tests to see where he is
developmentally and gives him work to challenge him as well.
In the classroom, there is an assistant that goes around and helps all first-grade classes and teachers. If
students do not finish something they get extended time to finish it with the assistant and sometimes can
take it home and finish it for homework.
For ELA, students take turns every Friday and go read a book to a retired teacher in the school library.
This teacher helps them to improve their reading and gives feedback to the CT
For this lesson (and any others applicable) students each had their own laminated ten frame and foam
counters as manipulatives to work with.
C. Using at least one research based article, provide an

explanation of the relevance of the student information to guiding instruction.
(Key Element 1.A)
http://files.eric.ed.gov/fulltext/ED443572.pdf
The article I have chosen lists some ways to differentiate instruction. One way the article mentions is
presenting ideas through both auditory and visual means. To benefit auditory learners, I played a video
that sings a song about odd and even numbers (on day 1). On day 2, I had students read along with me and
read aloud a poem about odd and even numbers. Also, when I gave students an assessment, I read the
directions aloud to them. Due to one of their contextual factors I note, I know that the students are on
different reading levels. Some are still on a kindergarten reading level. So, I feel it is important for me to
read the directions and questions aloud, so that the students will comprehend it better.
In the contextual factors, I included that there is one students who goes to enhanced learning, because he
is performing above his grade level. In the contextual factors, I also said there are 2 students who are
repeating the 1st grade and 2 students who were recommended to be held back in kindergarten, but did
not. Knowing these factors about these students will help me guide instruction. I know that for the student
who goes to enhanced learning, I will need to have an advanced learner guided practice, independent
practice and assessment for them, if needed. For the students who are repeating the first grade, I will keep
in mind to monitor their progress. I will help them if they need help. If they understand the content no
problem, I will have an advanced learner assessment for them to complete if I feel they are ready. (They
may be advanced in some standards, since this is their second time in the first grade.) For the students
who were recommended to be held back, but declined, I will make sure to monitor their progress closely,
when walking around the classroom. I will help them when/if they need help with this lesson. If I think
they need more practice. I will set up a small group lesson to reteach the lesson to them/those who are
behind. These are ways that I can differentiate instruction between students, as are talked about in the
article Differentiation of Instruction in the Elementary Grades.
(Tomlinson, Carl Ann. "Differentiation of Instruction in the Elementary Grades Eric.ed.gov. ERIC Digest,
Aug. 2000. Web. 26 Oct. 2016.)
II. SLO (Student Learning Objective)

A. Create a Student Learning Objective. (Think in terms of
what students will be able to do at the end of the SLO Interval.) (Key Element 1.B)
(Standard: 2.ATO.3 Determine whether a number through (10) 20 is odd or even using pairings of objects,
counting by twos, or finding two equal addends to represent the number (e.g., 3 + 3 = 6)).
Objective:
Students will be able to determine whether a number through 10 is odd or even by using pairings of
objects, counting by twos, or finding two equal addends to represent the number.
B. How does this Student Learning Objective align with

grade-level content standards and curriculum and/or course goals that are most
important for students to achieve? (Key Element 1.B)
Standard: 2.ATO.3 Determine whether a number through (10) 20 is odd or even using pairings of
objects, counting by twos, or finding two equal addends to represent the number (e.g., 3 + 3 = 6)
Objective: Students will be able to determine whether a number through 10 is odd or even by using
pairings of objects, counting by twos, or finding two equal addends to represent the number.

The objective of my lesson is aligned with the portion of the standard I underlined. Both ask students to
determine if a number (through 10) is odd or even by pairing objects. The verb and subject used in my
lesson objective matches those used in the standard.
In Kindergarten, students learned how to count by twos. For this lesson students, will be pairing objects
to determine if that number is odd or even.
C. Provide a description of the instructional plan for the

unit. Include a list of materials and technology based resources that will be used
during the unit. (Key Element 2.B)
Instructional Plan:
Day #1:
Standard: 2.ATO.3 Determine whether a number through (10) 20 is odd or

even using pairings of objects, counting by twos, or finding two equal addends to represent the
number (e.g., 3 + 3 = 6).
Objective: Students will be able to determine if a number 1-10 is odd or even
by pairing objects.
Modeling: I will start with modeling the number 4. I will tell students I am
going to check if the number is odd or even by drawing dots of 4 in pairs. I will draw it and show
that each dot has a pair. This means that the number 4 is even. I will try the number 3. I will show
that not every dot has a pair. This means that the number 3 is odd. (Before modeling, I will show an
attention getter Youtube video about finding odd and even numbers 1-10 by pairing. Listening to
this video will benefit auditory learners. Listening to me talk through my modeling section will
benefit auditory learners. Watching the attention getter Youtube video will benefit visual learners.)
Guided Practice: Students will practice making pairs to find out if a number
is even or odd. They will use pumpkin seeds as manipulatives. I will tell them numbers to make and
walk around the room to monitor their progress. (This hands on activity will benefit kinesthetic
learners, as well as visual learners.)
Independent Practice: I will give each student a worksheet with 3 problems
on it. I will then tell them to draw circles, pairing them like I showed them earlier. Then to chose
answer a.) Even or b.) Odd
Assessment: I will give students a formative assessment called Even and
Odd Numbers.
Closure: I will review what we did in the lesson today. Then I will ask If an
object has a pair, it is an ____ number? Even! If the object is by itself and does not have a pair, it is

a ____ number? Odd! I will tell students that we are going to practice this more on Thursday.
Day #2:
Standard: 2.ATO.3 Determine whether a number through (10) 20 is odd or

even using pairings of objects, counting by twos, or finding two equal addends to represent the
number (e.g., 3 + 3 = 6).
Objective: Students will be able to determine if a number 1-10 is odd or even
by pairing objects.
Modeling: I will start with modeling the number 4. I will tell students I am
going to check if the number is odd or even by drawing dots of 4 in pairs. I will draw it and show
that each dot has a pair. This means that the number 4 is even. I will try the number 3. I will show
that not every dot has a pair. This means that the number 3 is odd. (Before modeling, the class and
I will read a poem aloud. The poem is about finding odd and even numbers 1-10 by pairing.
Listening to this poem will benefit auditory learners. Listening to me talk through my modeling
section will benefit auditory learners, as well.)
Guided Practice: I will say a number 1-10 and ask students to raise their
hand if they want to share their answer. I will call a student to the board for them to show their
answer.
Independent Practice: I will have students complete a worksheet where
they must come up with an even or odd number and color smiley faces to represent that number.
(Coloring is a hands on activity that will benefit kinesthetic learners, as well as visual learners.)
Assessment: Students will complete an assessment where they must count
the number of flowers on a stem, and determine if the number is odd or even.
Closure: I will review what we did in the lesson today. Then I will ask If an
object has a pair, it is an ____ number? Even! If the object is by itself and does not have a pair, it is
a ____ number? Odd! I will tell students I am going to give them a test on Friday.
Day #3:
Give Post-test (summative assessment) to students.
Materials: Smart Board, dry erase board and markers, ten frame with magnetic manipulatives, pencils,
guided practice worksheet copies, independent practice worksheet copies, formal assessment worksheet
copies, early finishers copies, advanced learner copies, pumpkin seeds manipulatives (not needed for day
2), crayons.
Technology Based Resources:
Smart Board.

D. Explain how you will balance the required grade level
standards with the students needs, abilities and developmental levels. (Key
Element 2.B)
Standard: 2.ATO.3 Determine whether a number through (10) 20 is odd or even using pairings of
objects, counting by twos, or finding two equal addends to represent the number (e.g., 3 + 3 = 6).
When students take their pre and post assessments, I will read the directions and questions aloud to them
and read the multiple answer choices too, telling them to select which answer they believe is right. These
students are only 6 or 7 years old. Most read on a first grade reading level, but some read on a
kindergarten level. I believe reading the directions, questions and/or answer choices will help the students
better understand the assessment.
For students of different developmental levels, I will have specific ways to help them. I will have a more
challenging worksheet for advanced learners. For students who need more help, I will reteach the lesson
to them/the small group. For students who finish their work early, I will have another worksheet for them
to do as additional practice.
III. Course Content and Pacing Guide

A. For the semester, include a description of the major
course units. Identify the SLO interval in this description. You may use the table
below or attach your own. (Key Element 2.A)
Major Course Units
Unit Length
Unit Topic Description (i.e., approximate
dates.)
1.ATo.3 Apply Commutative and

Associative Properties of Addition to find
Adding 2-3 weeks
the sum (through 20) of two or three
addends.
2.ATO.3 Determine whether a number 3-day unit

My 3-day unit topic: through 20 is odd or even using pairings of
objects, counting by twos, or finding two Taught on November
Odd and Even Numbers
equal addends to represent the number 1st, 3rd and 4th.
1.ATO.4 Understand subtraction as an

Subtraction 2-3 weeks
unknown addend problem.

B. Attach a description of the instructional units (Pacing
Guide) used in this course or class. (Key Element 1.C)

I think the math standards are sequenced like this for many different and logical reasons. For example,
not many standards are listed to be covered in August. This is because students only start school in mid to
late August, so they do not have the full month. There are also not many standards listed for the month of
December. This makes sense, because students are given a 2-week break and there is limited time left to
cover standards.
IV. Instructional and Behavior Management Strategies

A. Describe three best practice instructional strategies
you will use to maximize instructional time during the unit. (Key Element 1.E)
1.) Demonstrate the correct way to do something. This usually involves a

procedure that needs to be done in a certain way (such as using a wire whisk or writing the letter
P). https://www.naeyc.org/dap/10-effective-dap-teaching-strategies I believe this was the best
practice for this unit, because children learn well from observing other people demonstrate what
they want them to do. The majority of the students in my class are visual learners. (12 out of 21
students) They learn better by seeing a demonstration than simply listening to directions being told
to them.
In my modeling section of my lesson I will demonstrate how to using pairing of objects to

determine if a number is odd or even.
2.) Encourage persistence and effort rather than just praising and evaluating
what the child has done. (Youre thinking of lots of words to describe the dog in the story. Lets
keep going!) https://www.naeyc.org/dap/10-effective-dap-teaching-strategies I did a lot of
encouraging during guided practice. When students did something wrong, I corrected them in a
way that encouraged them. For example, I would tell them, I love how you drew your objects
neatly inside the lines of the ten frame, but make sure to draw them starting from top to bottom. I
believe encouraging students efforts (not just accomplishments) is the best practice to motivate
students. When I gave students a pre-test, they knew little to none of the content. Odd and even
numbers were new to them. So, it is going to take them a few attempts before they master their
objective. Its important to encourage them when they make attempts, in order to motivate them.
3.) Give specific feedback rather than general comments. (The beanbag didnt
get all the way to the hoop, James, so you might try throwing it harder.)
https://www.naeyc.org/dap/10-effective-dap-teaching-strategies I did this throughout my lesson,
but mostly during guided practice as I walked around the room and observed students. For
example, with one students I did not just tell her, You wrote your 6 backwards. I showed her the
correct way to write a 6 and showed her a chart in the room to look at for when she cannot
remember. Giving feedback is a typical task teachers do every day. I believe giving students
specific feedback is important because it lets them know exactly what you want them improve on
or exactly what they did good on. Without specific feedback, students can become confused on how
they can improve or on which parts they did good.
Information gathered from: https://www.naeyc.org/dap/10-effective-dap-teaching-strategies
B. Describe the expectations for students during

instructional and non -instructional times. (Key Element 1.E)
During instructional times, I expect students to be quiet, pay attention to me, stay in their seats, and raise
their hand when they wish to be called on.
During non-instructional times, (which is anytime outside the classroom, the hallway, cafeteria, special
area, and recess) I expect students to walk in an alphabetical ordered line, I expect them to face forward
and not to talk in the hallway. In special area, they need to follow that teachers rules. In the cafeteria,
students are not allowed to talk until they are finished eating their lunch.
When students misbehave, they get their close pin moved. The order from good ranking to bad is Paw-
tastic Think about Teachers choice and Principals Office.
If students show good behavior, then may get a paw-buck. This is printed money that students can use to
buy things from the school store.

V. Historical and Trend Data
A. Describe, using applicable past data for the
students, a description of the students level of knowledge prior to the unit.
Include the source(s) of data (e.g., formative and summative assessments,
anecdotal data gathered from collaboration with other educators) used to
determine this level of knowledge. (Key Element 3.B)
Before I gave the students a pretest on odd and even numbers, I asked them if they knew what they were.
All of them answered that they did not know what they were. I gave the students a pretest on odd and even
numbers and the class average was a 55.1%.
For my lesson, students will work with a ten frame and counters, using the pairing method to see if a
number 1-10 is odd or even.
Before my lesson, students learned about adding doubles and used the ten frame and counters when doing
so. Students already had prior knowledge of how to represent numbers on a ten frame using counters.
Student scores on the adding doubles lesson are listed below:
(18 students total):
8 students made an A,
4 students made a B,
5 students made a C,
1 student made a D.
VI.
Baseline Data and Post Assessment

VII.
A. Describe and attach the pre and post
assessment(s) that will be used to measure student mastery at the beginning of the
unit and after the unit. (Key Element 1.D)
A pre-assessment will be given before the 3-day unit is taught. (Pre-assessment is shown below.)
The pre-test asks students to identify numbers (0-10) as even or odd. The criteria for mastery is to get 12
out of 15 correct. (Questions 1, 2, 3 and 4 are worth 1 point each. Each number listed under question 5 is
worth 1 point each. Students will get the point if they correctly circle the even numbers and box the odd
numbers.)

A post-assessment/summative assessment will be given to students on day 3 of their 3-day unit. (Post-
assessment is shown below.) The assessment asks students to identify numbers (1-10) as even or odd. The
criteria for mastery is to get 12 out of 15 correct. (Questions 1, 2, 3 and 4 are worth 1 point each. Each
number listed under question 5 is worth 1 point each. Students will get the point if they correctly circle the
even numbers and triangle the odd numbers.)

NOTE: I adjusted my posttest a little because I felt like it wasnt exactly what I wanted. I changed question
4, because although some sources told me that 0 is an even number (and I learned in elementary school
that it was) other sources and my CT said 0 itself is not an even number. I also changed the order of
questions 3 and 4. Last, I changed the directions to questions 5 so that I can better read my students
answers.
B. Attach the appropriate assessment grading

scale and rubric/key used to score the assessment(s). (Key Element 3.C)
Grading Scale:
A 90-100
B 80-89
C 70-79
D 60-69
F 59 and below

I gave students a pre-test to see how much they knew about odd and even numbers. This was not graded,
only given to see how much prior knowledge they have of the subject Im teaching. I gave a post test on the
last day of my 3-day unit. The post test was given in order to measure how much students have learned
about odd and even numbers 1-10. The post test was weighted 40%. (The independent practices from both
days are worth 10% and the daily assessments from both days are worth 20%.)
Pre-Test and Post-Test Answer Key:

C. Define validity and reliability and then
describe how the pre and post assessment is both valid and reliable. (Key
Element 3.A)
Validity refers to how well a test measures what it is purported to measure.
Reliability is the degree to which an assessment tool produces stable and consistent results.
( https://www.uni.edu/chfasoa/reliabilityandvalidity.htm )
I have now already taught my lesson. My lesson was reliable, but not valid. It was reliable because it
yielded consistent answers from students. It was not valid because it was not completely aligned with my
standard and objective. My pre/post-assessment did test students on their knowledge of odd and even
numbers 1-10, but it did not test it by having them use pairing like the standard stated. (I would change
this about my lesson! My assessments at the end of day 1 and day 2 were aligned with my
standard/objective, but my pre/post-tests were not.)
VIII. Progress Monitoring

A. Describe what assessment data you will
collect in order to monitor student progress during the unit. (Key Element
1.D)
I will collect students independent practice and daily assessments from the 3-day unit as their formative
assessments. The post-test they take on day 3 will be their summative assessment grade.
Day #1:
Independent Practice: I will give each student a worksheet with 3 problems on it. I will then tell them to
draw circles, pairing them like I showed them earlier. Then to chose answer a.) Even or b.) Odd
Assessment: I will give students a formative assessment called Even and Odd Numbers.
Day #2:
Independent Practice: I will have students complete a worksheet where they must come up with an even
or odd number and color smiley faces to represent that number
Assessment: Students will complete an assessment where they must count the number of flowers on a
stem, and determine if the number is odd or even.

Day #3:
Post-assessment/summative assessment: This will test students knowledge of odd and even numbers 1-10.
Assessment Weight
Pre-assessment Not weighed
Day #1 Independent Practice 10%
Day #1 Assessment 20%
Day #2 Independent Practice 10%
Day #2 Assessment 20%
Day #3 Post-assessment/summative 40%
B. How will you record grades during the unit

and semester? (Key Element 1.D)
Grading scale: A is a 90-100, B is a 80-89, C is a 70-79, D is a 60-69 and F is a 59 and below.
I will record students grades in a google excel document. I want to record the grades of everything to track
students progress. Google excel will saved changes automatically in Google Docs. For extra backup, I will
have a print out of students grades and keep them in the teachers filing cabinet.
C. How will you communicate assessment

information to students and parents during the unit and semester? (Key
Element 1.D)
I will have individual meetings with students to talk about their grades/progress. If there is something
that they are unclear about, I can help them at the time of our meeting. I know that parents will not always
be able to meet for a conference. Therefore, I will send students grades home to parents every Monday (in
the students Monday folder) and have the parents sign that they have seen it. I will also send home a note
with my contact information, letting parents know they can contact me to schedule a meeting. At the next
parent teacher conference I can talk about students grades and progress.

IX: Growth Targets
A. Choose One (Individual has been chosen for you.)

Tiered (All students but at varying degrees of expected growth.)
Individual (All students have individualized growth targets based on previous performance
and expectations.)
Targeted (Sub population(s) of students are the focus of the SLO goal. Appropriate for course
approach as a
second SLO when the first includes all students.)
B. Considering all available data, identify the growth

targets the students are expected to reach by the end of the SLO interval.
Complete the table below or on an attached spreadsheet. (Key Element 3.C)
Student Pre- Growth Post- Growth Grades on Grades on

Name Assessment Target Assessment Target Met Doubles
Result Result or Addition Addition to
Exceeded? (Lesson Subtraction
taught
before (Lesson
mine)
taught
after
mine)
1 ABSENT N/A ABSENT N/A ABSENT ABSENT
2 53% 80% 71% Not met 95 91
3 93% 100% 100% Met 75 70
4 47% 80% 14% Not met 98 86
5 ABSENT N/A ABSENT N/A 91 95

6 ABSENT N/A 71% Exceeded 80 90
7 40% 70% 43% Not met 91 91
8 100% 100% 71% Not met 67 62
9 87% 100% 100% Met 97 92
10 47% 80% ABSENT N/A 84 98
11 ABSENT N/A 100% Exceeded 96 90
12 6% 70% 100% Exceeded 71 88
13 66% 80% ABSENT N/A 95 92
14 47% 75% 36% Not met 57 76
15 100% 100% 100% Met 89 79
16 66% 80% 7% Not met 98 91
17 26% 70% ABSENT N/A 79 68
18 20% 70% 36% Not met 71 ABSENT
19 40% 70% 57% Not met 82 80
20 60% 80% 57% Not met 65 62
21 40% 70% 79% Exceeded 73 65
Total : 55.1% 80.8% 65.1% Met: 3 82.7% 79.5%
Not Met: 9
Exceeded: 4
C. Provide an explanation regarding the process used to

determine the growth targets for students in the table above. Explain why these
growth targets are appropriate. (Key Element 1.B)
I want all my students to pass (with a C at the lowest) And I believe they can all pass. This is why I did not
set a growth target any lower than 70%
Only 3 students out of 16 met their growth target, 4 out of 16 students exceeded their growth target, and 9
out of 16 did not meet their growth target. I believed that many students did not meet their growth target,
because my post-assessment was not aligned with my standard and objective. The post-test did ask about
odd and even numbers 1-10, however it did not talk about pairing objects to determine the answer. If my
post-test was aligned, I believe it would have yielded better results with more students meeting growth
targets.
My CT looked over the growth targets I set for each student. She liked that I had high expectations. She
told me that she believed most of my students would meet their target, but that there would still be a few
who would not. She pointed out some students who struggle when learning a new topic/lesson. She
pointed out students 14, 17, 18, 20 and 21. She told me if I was to lower a growth target for any students,
she would advise doing so for those students. I ultimately did not change their growth targets, because I
believed they would improve more. Perhaps, I should have.
For the lesson my CT taught before my 3-day unit, students scored an average 82.7%. On the lesson my CT
taught after my 3-day unit, students scored an average 79.5%. I believe her students did well on these
because my CTs lesson was completely aligned. Also, my CT spent more than 2 days teaching her lesson.
I believe a strength of this class was their behavior. They all had good behavior and followed my
expectations while I taught my unit. I believe a weakness of this class over all was attendance. Although
that cannot always be controlled, I consider it a weakness. The students who were absent missed out on
instruction. This had an impact on their grades and whether they met or did not met their growth target.
The students that were present may have to sit through a re-teaching of the lesson. Which would not be
very beneficial to them. I did not do this in my lesson, but it is an option.
D. Based on the data results, what aspects of the

instruction need to be modified? Provide a solid rationale for these modifications.
(Key Element 2.C)
Standard:
2.ATO.3 Determine whether a number through (10) 20 is odd or even using pairings of objects, counting
by twos, or finding two equal addends to represent the number (e.g., 3 + 3 = 6).
Objective:
Students will be able to determine whether a number through 10 is odd or even using pairings of objects,
counting by twos, or finding two equal addends to represent the number.
I need to modify my pre-and post-assessment to make sure they are aligned to my standard and objective.
Although my modeling, guided practice, independent practice and daily assessment were all aligned to my
standard and objective, my pre-and post-test was not. My pre-and post-test did assess students on their
knowledge of odd and even numbers, but did not have them use pairings of objects to determine so. I
believe the assessments not being aligned is a big reason why students did not do well on the post-
assessment. The class scored an average of 65.1%.
The other modification I would make to my 3-day unit, would be to include a hands-on activity for day 2.
On day 1 I did a hands-on activity for guided practice. Students represented a number 1-10 by pairing
pumpkin seeds. They determined from looking at the seed pairings if the number was odd or even. This
activity benefited both kinesthetic and visual learners. The majority of my class are kinesthetic learners
(12 out of 21 students) and many are visual learners (7 out of 21 students). This is why I would include
another hands-on activity for day 2.
E. Reflect on the student's performance in terms of

whether the students met your expectations? In other words, was the unit
successful? Why or why not? (Key Element 3.C)
According to my pre and post test data, the unit did not seem successful. However, I find the data
unreliable because my post assessment was not aligned to my standard and objective. The post-test did
ask about odd and even numbers 1-10, but it did not talk about pairing objects to determine the answer.
If I replaced my post-test/summative assessment with the assessment from day 2 of my lesson, I think
that would more accurately represent the students growth and success. This is chart (below) of students
pre-test grades, growth target, post-test grade and if they met, not met to exceed their target.
NUMBE PRE- Predicted POST- Not met,

R TEST Growth TEST Met,
Exceeded?
1 ABSENT N/A ABSENT N/A
2 53 80 100 Exceeded
3 93 100 100 Met
4 47 80 ABSENT N/A
5 ABSENT N/A 100 Exceeded
6 ABSENT N/A 100 Exceeded
7 40 70 30 Not met
8 100 100 100 Met

9 87 100 100 Met
10 47 80 100 Not met
11 ABSENT N/A ABSENT N/A
13 66 80 ABSENT N/A
14 47 75 100 Exceeded
15 100 100 100 Met
16 66 80 50 Not met
18 20 70 50 Not met
19 40 70 100 Exceeded
20 60 80 ABSENT N/A
21 40 70 ABSENT N/A
This assessment was aligned to the standard and objective I covered on my lesson. If I used this as my
post-test/summative assessment, it would show that students better understood the lesson.


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FMU/EDUC 391 Student Learning Objective (SLO)

Teacher Candidate School: McLaurin

SLO Evaluator Name: Mrs. Lindsay Sturkie

Grade Level: 2nd grade SLO Content Area: Math

SLO Type: SLO Approach:

Choose One Choose One

Individual (written by an individual Class (covers all of the students in one

i.e., 2nd period Biology, 4th

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sections of the course (i.e.,

Biology 2 students, all of a

Pottery students, etc.)

SLO Interval of Instruction Assessment Dates

Pre Assessment Date: 10/21/16

Semester Post Assessment Date: 11/4/16

Other (1 three-day unit per FMU EDUC

Important Student Information

Contextual Factor Description Source(s)

(Later on, 3 new

2 students repeating 1st

2 students who were

2 scored Low Average,

5 scored High Average

1 students lives with her

2 students lives with

11 students live with both

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Plants. The class learned

C. Using at least one research based article, provide an

II. SLO (Student Learning Objective)

B. How does this Student Learning Objective align with

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C. Provide a description of the instructional plan for the

Standard: 2.ATO.3 Determine whether a number through (10) 20 is odd or

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Standard: 2.ATO.3 Determine whether a number through (10) 20 is odd or

Give Post-test (summative assessment) to students.

Technology Based Resources:

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III. Course Content and Pacing Guide

Major Course Units

1.ATo.3 Apply Commutative and

2.ATO.3 Determine whether a number 3-day unit

1.ATO.4 Understand subtraction as an

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IV. Instructional and Behavior Management Strategies

1.) Demonstrate the correct way to do something. This usually involves a

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Information gathered from: https://www.naeyc.org/dap/10-effective-dap-teaching-strategies

B. Describe the expectations for students during

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(18 students total):

Baseline Data and Post Assessment

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B. Attach the appropriate assessment grading

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Pre-Test and Post-Test Answer Key:

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VIII. Progress Monitoring

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Pre-assessment Not weighed