Place Value SLO Plan
T-TESS Educator Evaluation System
Student Learning Objective (SLO) Plan
Grade 2 Mathematics • Strand: Number & Operations (Number Concepts)
Appraisal Year: 2026–2027
Window: Sept 2026 – April 2027
Status: Formal Submission
Educator Name ____________________
Campus / Room ____________________
Appraiser ____________________
Primary Focus TEKS 2.2(B) + 2.1(A-G)
Section 1: Official Goal Success Statement & Focus Standards
Target: 75% Mastery
Approved SLO Target Statement
"By April 2027, at least 75% of the students will apply mathematical process standards to manage and analyze numbers up to 1,200. They will demonstrate place value proficiency by composing, decomposing, and comparing numbers by using a variety of strategies (e.g., base-ten blocks, open number lines, and algebraic equations). They will communicate their mathematical reasoning through written explanations or visual models."
TEKS 2.2(B) Readiness
Use standard, word, and expanded forms to represent numbers up to 1,200.
TEKS 2.2(A) & 2.2(D)
Compose/decompose place value; compare and order numbers using >, <, or = symbols.
Process Standards 2.1(A–G)
Create visual representations, justify mathematical thinking, and use precise math vocabulary.
Section 2: Initial Student Skill Profile (ISP) & Performance Descriptors
5-Level T-TESS Growth Rubric
Skill Level
Number Range & Strategy Competency
Representation & Mathematical Reasoning
Baseline Profile
Level 5: Well Above
Fluently composes, decomposes, and compares numbers beyond 1,200; uses non-standard decompositions (e.g., 1,150 = 11 hundreds + 5 tens) fluidly.
Autonomously connects algebraic equations (\(1,000 + 100 + 50\)) to open number lines; defends comparisons with written justifications.
Advanced Master
Level 4: Above Typical
Accurately represents and compares numbers to 1,200 using base-ten models and standard/expanded forms; solves open number lines with proportional spacing.
Translates between word, expanded, and standard form; articulates "greater than / less than" logic using place value vocabulary.
Strong Ready
Level 3: Typical
Mastery up to 999; emerging proficiency to 1,200; composes numbers using base-ten blocks and writes expanded form equations (\(800 + 40 + 7\)).
Plots numbers on marked number lines; compares two numbers using relational symbols (>, <, =); communicates reasoning with sentence frames.
Expected Target
Level 2: Below Typical
Inconsistent place value understanding above 120; confuses tens and hundreds digits; relies strictly on concrete manipulatives.
Struggles bridging across decade/century jumps on open number lines; expanded form shows errors with internal zeros (e.g., 105 as \(100 + 50\)).
Targeted Support
Level 1: Well Below
Struggles with 2-digit numbers past 50; relies heavily on unit counting by ones; unable to group into tens or identify digit positions.
Cannot produce expanded forms or locate numbers on a number line; unable to explain comparisons without physical 1-to-1 matching.
Intensive Tier 3
Texas Teacher Evaluation & Support System (T-TESS) • Student Learning Objective Template Page 1 of 2 • SLO Goal & Skill Rubric
Implementation, Monitoring & Targeted Growth
2nd Grade Mathematics • Place Value & Number Concepts up to 1,200
Target Evaluation Date: April 2027
Section 3: Tiered Student Growth Targets (75% Criteria)
Individualized Pathway Expectations
Baseline Level (Sept 2026)
EOY Target Level (April 2027)
Expected Growth Pathway & Demonstration of Mastery
Level 1 (Well Below)
Level 2 or Level 3
Progress from unit counting to bundling tens/hundreds; represent values to 500 using concrete base-ten blocks and expanded equations.
Level 2 (Below)
Level 3 (Proficient)
Master 3-digit place value (up to 999); accurately place numbers on open number lines and resolve zero place value misconceptions.
Level 3 (Typical)
Level 4 (Above)
Extend fluent representation and decomposition up to 1,200; independently compose written explanations comparing quantities.
Level 4 / 5 (Above)
Level 5 + Extension
Perform complex multi-digit decomposition, create real-world number context tasks, and justify abstract relational equations beyond 1,200.
Section 4: Formative Checkpoints & Assessment Windows
BOY Diagnostic Sept 2026
Place value screener & CRA interview (numbers to 120 and 500) to assign Initial Skill Profiles.
Checkpoint 1 Nov 2026
Quick check: Open number line jumps and standard vs. expanded notation up to 800.
MOY Benchmark Jan 2027
Mid-year district assessment + student math journal rubric score (numbers to 1,000).
EOY Summative April 2027
Culminating multi-representation task & justification portfolio evaluating 75% target.
Section 5: High-Leverage Instructional Strategies & Evidence Sources
CRA Sequence
Systematic progression from concrete (flats/rods/units) to representational (sketches/open number lines) to abstract (algebraic expanded notation).
Math Talk & Justification
Weekly written and verbal discourse using sentence stems: "The digit 4 in 432 has a value of 400 because..." and comparative symbol defense.
Evidence Artifacts
Student work folders containing: (1) unit pre/post tests, (2) video/photo base-ten explanations, (3) calibrated open number line exit tickets.
Formal Approval & Evaluation Signatures Complies with Texas Administrative Code Chapter 150
Educator Signature: Date: ____________
[ ] BOY Plan Approved [ ] MOY Conference Conducted
Appraiser Signature: Date: ____________
[ ] EOY Target Met (≥ 75%) [ ] EOY Target Partially Met
Texas Teacher Evaluation & Support System (T-TESS) • Student Learning Objective Template Page 2 of 2 • Targets, Monitoring & Sign-Off
