Student Learning Target

Grade: Subject: Interval of Instruction: 9th Algebra I August, 2014 – May, 2015 1. RATIONALE FOR SLT  What content will I prioritize? o What standards are most tied to success? o What prior knowledge will they need to be successful?  What assessment will provide the best evidence of my students’ mastery of the priority content at the end of the year? o Will this assessment method enable me to determine how students are progressing throughout the year? Priority Content:

Content of the Common Core State Standards for High School: Algebra will be the focus. To a great extent, success will be based on a continuation of mastery of math content from the CCSS for grades K-8.

End-of-Year Assessment Method and Name:

Mastery of the priority content for Algebra I will be determined by individual achievement level each student attains on the Algebra I End-Of-Course (EOC) Test, offered during the testing window, April 22-May 22, 2015.

2. BASELINE DATA  What knowledge/skills are related to success with this year’s priority content?  What data sources and background information are available?  What diagnostic assessment resources are available?  What can I conclude [insert hyperlink to support docs] about students’ mastery of prior knowledge and skills?  Based on the data, what can I conclude about students’ readiness? Knowledge and mastered skills of CCSS K-8 math content will affect successful mastery of Algebra I priority content. These K-8 skills include, but are not exclusive to, standards related to Number Systems, Ratio and Proportions, Expressions and Equations, Functions, and Statistics and Probability, as well as other content. Available data sources include report card grades, end-of-year Benchmark Test scores from 8th grade, 8th grade LEAP scores (available via the staff link on the school system website, through the OnCourse portal http://www.oncoursesystems.com/ – under “Student Stats”), and District Benchmark Test results for Algebra I students, administered in August 2014 and used as baseline data. Based on review of this data, I have concluded that many students will need remediation and intervention on specific skills, along with introduction of the Algebra I standards, in order to be successful. 3. NUMBER OF STUDENTS  Have I set learning targets for all of my students?  Which subgroups in my school population need additional support to achieve success?  Which students will need additional support to achieve success?

My SLT has been established to address the achievement levels on the EOC test for all 85 students enrolled in my three Algebra I classes. I know that several students scored below proficient (Unsatisfactory or Approaching Basic) on their 8 th grade LEAP test. Sixteen of these students are currently T9 students and are also enrolled in a designated remedial course in math. These students and those who are not T9 students, but who received an Approaching Basic on LEAP (45 students), will receive intervention in class, based on performance on the District Benchmark Test for Algebra I. This intervention may include teacher made activities, online resources offered by the district, and additional instruction on an individual basis as needed. I will also use the assessment guidance and practice questions provided through the LDOE website to assist in delivering instruction.

STUDENT LEARNING TARGET:  What level of performance on the end-of-year assessment from Step 1 do I expect the identified student population to achieve? (This is based on guidance for a “C” school.)

Of the 85 students enrolled in my three Algebra I classes, 44 out of 85 (52%) will attain a proficient achievement level (Good or Excellent) on the Algebra I End-0f-Course (EOC) Test. SCORING PLAN:  How will you measure your students’ success?  Based on students’ baseline data, what is the minimum level of performance I expect from the identified students?  Based on students’ baseline data, how many students can reasonably be expected to meet or exceed the expected level of performance? Insufficient Attainment of Target Partial Attainment of Target Full Attainment of Target Exceptional Attainment of Target (1 point): (2 points): (3 points): (4 points): The teacher has demonstrated an The teacher has demonstrated The teacher has demonstrated a The teacher has demonstrated an insufficient impact on student some impact on student learning, considerable impact on student outstanding impact on student learning by falling far short of the but did not meet the target. learning by meeting the target. learning by surpassing the target target. by a meaningful margin. Achievement range: 0-36% Achievement range: 37- Achievement range: 52- Achievement range: 68- of all students (0-30 51% of all students (31-43 67% of all students (44-57 100% of all students (58-80 students) score Good or students) score Good or students) score Good or students) score Good or Excellent on the Algebra I Excellent on the Algebra I Excellent on the Algebra I Excellent on the Algebra I EOC Test EOC Test EOC Test EOC Test 4. HOW WILL I MONITOR PROGRESS?  When will I monitor students’ developing mastery of the priority content?  What curricular resources and assessment methods will I use to determine students’ mastery of the priority content on an on-going basis? o Are these assessment methods aligned with the end-of-year assessment identified in Step 1? Ongoing

Students will participate in Algebra I instruction, and if applicable – remediation and interventions, on a daily basis. Assessment methods will include teacher observation of individual, small group, and whole class discussions/activities; teacher made assessments; practice test items from the LDOE website and Assessment Guidance for Algebra I; evaluation from online math instructional programs; and District Benchmark Tests administered three times during the school year.

Checkpoint 1 Checkpoint 2 Checkpoint 3 I will assess students between I will assess students between I will assess students between August 18 – September 12, 2014 November 17 – December 19, 2014 February 9 – March 13, 2015 using using the District Benchmark Test. using the District Benchmark Test. the District Benchmark Test.