Student Learning Target

Student Learning Target Grade: Subject: Interval of Instruction: Pre-K Math Full Year 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: To prepare students to be ready to learn in kindergarten, they must build a foundation for mathematics. For my students to be ready for Common Core-level mathematics in Kindergarten, they must build a foundation in counting, representing and comparing numbers, as well as describing shapes and space as outlined in the Louisiana Birth to Five Early Learning and Development Standards. Specific priorities include students’ ability to use number concepts and operations, explore and describe spatial relationships and shapes, compare, measure and demonstrate knowledge of patterns

End-of-Year Assessment Method and Name: TPSS Pre-K Mathematics Assessment .

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? The TPSS Mathematics Assessment was administered within the first six weeks of school to assess the students’ beginning skill set. The results are shown below:

0-25% Correct 26% – 50% Correct 51% -75% 76% - 100% Correct 5 10 5 0 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? All of my students will be the focus of the SLT and will benefit from targeted assistance. 75% (15) of my students scored 50% or lower on the district created Pre-K Mathematics Pretest. 5 out of the 15 students scored 25% or lower and will need intensive individualized support to ensure they are entering kindergarten ready to learn.

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?

At the end of the 2014-2015 year, at least 14 out of 20 students (70%) will achieve a score of “80%” or higher on the TPSS Pre-K Mathematics Assessment.

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: Achievement range: Achievement range: Achievement range: Less than 11 students will 11 - 13 students will score 80% 14 - 17 students will score 18 -20 students will score 80% score 80% or higher or higher 80% or higher or higher. 0% - 54% 55% - 69% 70% - 85% 86% - 100% 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 I plan to track progress of the students’ mathematics skills throughout the year using the Teaching Strategies Gold Objectives for Development and Learning which are aligned to the Birth to Five Early Learning Development Standards. Data will be collected through observation notes, photographs, children’s work samples, and checklists.

I plan to administer the TPSS Pre-K Mathematics Assessment fall, winter and spring to determine progress students have made toward demonstrating proficiency. Checkpoint 1 Checkpoint 2 Checkpoint 3 I will assess my students in September I will assess the progress of my students I will assess the progress of my students with the TPSS Pre-K Mathematics in January with the TPSS Pre-K in April with the TPSS Pre-K Mathematics Assessment Mathematics Assessment Assessment