Student Growth Objective Form
Grade:
Subject
Number of Students
Interval of Instruction
Second Grade
Math
???
Full year
Name of Assessment
Grade 2 Mathematics
Assessment
SGO Type
Specific and Tiered
Rationale for Student Growth Objective
In Grade 2, instructional time will focus on two of three the critical areas outlined in the Common Core
State Standards for Mathematics: (1) extending understanding of base-ten notation; and (2) building
fluency with addition and subtraction.
Common Core State Standards:
Represent and solve problems involving addition and subtraction.
CCSS.Math.Content.2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word
problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to
represent the problem.1
Add and subtract within 20.
CCSS.Math.Content.2.OA.B.2 Fluently add and subtract within 20 using mental strategies.2 By end of Grade
2, know from memory all sums of two one-digit numbers.
Understand place value.
CCSS.Math.Content.2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts
of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as
special cases:
CCSS.Math.Content.2.NBT.A.1b The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two,
three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
CCSS.Math.Content.2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s.
CCSS.Math.Content.2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names,
and expanded form.
Use place value understanding and properties of operations to add and subtract.
CCSS.Math.Content.2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value,
properties of operations, and/or the relationship between addition and subtraction.
CCSS.Math.Content.2.NBT.B.7 Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit
numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is
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Student Growth Objective Form
necessary to compose or decompose tens or hundreds.
CCSS.Math.Content.2.NBT.B.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract
10 or 100 from a given number 100–900.
CCSS.Math.Content.2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and
the properties of operations.
Note: Teacher will formally assess student attainment of the critical concepts on a beginning of the year,
mid-year, and end of the year math assessment. Teacher will also use data from the previous school year
such as Model Curriculum Benchmark Assessments to inform practice. Throughout the school year, the
teacher will continuously assess student progress (both formally and informally) with math work sampling,
portfolio maintenance, anecdotal notes another formative assessment measures such to monitor and
adjust instructional practice.
Students Growth Objective:
By April 2014, 85% of the students within each Tier will have obtained an average score of moderate,
solid or distinguished command on each item on the Math Assessment, advancing a minimum of 1-2
Performance Levels (see below).
Tier 1 (Low Level) Average end of the year score will be Level 3: Moderate Command
Tier 2 (Mid Level) Average end of the year score will be Level 4: Solid Command
Tier 3 (High Level) Average end of the year score will be Level 5: Distinguished Command
Performance Levels Descriptors (PLDs)
Level 5: Distinguished Command
Students performing at this level demonstrate a distinguished command of the knowledge, skills,
and practices embodied within the Common Core State Standards for Second Grade focused on
representing and comparing whole numbers assessed at their grade level.
Level 4: Solid Command
Students performing at this level demonstrate a solid command of the knowledge, skills, and
practices embodied within the Common Core State Standards for Second Grade focused on
representing and comparing whole numbers assessed at their grade level.
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Student Growth Objective Form
Level 3: Moderate Command
Students performing at this level demonstrate a moderate command of the knowledge, skills, and
practices embodied within the Common Core State Standards for Second Grade focused on
representing and comparing whole numbers assessed at their grade level.
Level 2: Partial Command
Students performing at this level demonstrate a partial command of the knowledge, skills, and
practices embodied within the Common Core State Standards for Second Grade focused on
representing and comparing whole numbers assessed at their grade level.
Level 1: Minimal Command
Students performing at this level demonstrate a minimal command of the knowledge, skills, and
practices embodied within the Common Core State Standards for Second Grade focused on
representing and comparing whole numbers assessed at their grade level.
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Student Growth Objective Form
Baseline Data
(Please include what you know about your students’ performance/skills/achievement levels at the
beginning of the year, as well as any additional student data or background information used in setting
your objective.)
Teacher will use the Grade 2 Mathematics Pre Assessment to acquire baseline data. Pre-Assessments
are Observation/Interview Checklists tied to Performance Tasks designed to determine the degree to
which a student demonstrates particular skills that are deemed important for students to be successful in
specific grade level content.
Performance Level
Distinguished
Command
(5)
(Rounded Averages)
Solid
Command
(4)
Moderate
Command
(3)
Partial
Command
(2)
Minimal
Command
(1)
Number of Students
at each Level
Preparedness Level
Number of Students in
Each Group (Total)
Target Score on PostAssessment (%)
Number of Students
Required for “Full
Attainment”
Tier I (Low Level)
PLD 1 and 2
Tier II (Mid Level)
PLD 3
Tier III (High Level)
PLD 4 and 5*
* It is expected that students in Performance Level 5 maintain a level of distinguished command, making
advancements within each indicator on the Observation Checklist.
Scoring Plan
Preparedness
Group
Target Score
on Final
Assessment
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Objective Attainment Level Based on Percent and Number of Students
Achieving Target Score
Exceptional (4)
Full (3)
Partial (2)
Insufficient (1)
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Student Growth Objective Form
Approval of Student Growth Objective
Teacher _________________
Signature_______________
Date Submitted_______________
Evaluator ________________
Signature _______________
Date Approved _______________
Results of Student Growth Objective
Preparedness
Number of
Objective
Group
Students at
Attainment
Target Score
Level
SGO Score
Average Objective
Attainment Level
Teacher
________________________
Evaluator _________________
_____
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Date
_________________
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