Summary of Student Growth Objectives

SUMMARY OF STUDENT GROWTH OBJECTIVES

(MATHEMATICS)

K-2 (Major Work) / 3-5 (Major Work) / 3-5 (Fluency)
Focus of the SGO / Representing and ComparingWhole Numbers
K: Major focus on Number
1: Number: addition and subtraction; place value
2: Number: extension of addition and subtraction & place value / Fractions
3: Focus: Understanding Fractions & Equivalence
4: Fractions: Operations, Comparing & Equivalence,
Problem Solving
5: Fractions: Operations, Comparing & Equivalence,
Problem Solving / Addition, Subtraction, and Multiplication of Whole Numbers
3: Multiply/Divide within 100 (Know single digit products from memory)
Add/Subtract within 1000
4: Add/Subtract within 1,000,000
5: Multi‐digit multiplication
Baseline Data / Pre-Assessments are Observation/Interview Checklists tied to Performance Tasksdesigned 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.
K: 11 indicators
1: 10 indicators
2: 10 indicators / Pre-Assessments are two-part assessments designed to determine the degree to which a student (a) demonstrates particular skills relating to fractions that are deemed important for students to be successful in specific grade level content and (b) expresses appropriate mathematical reasoning by constructing viable arguments, critiquing the reasoning of others and/or attending to precision when making mathematical statements (MPs 3 & 6). / Pre-Assessments are timed tests designed to determine the degree to which a student can “quickly and accurately” demonstrate a particular procedural fluency. While it is important to ensure that sufficient practice and extra support are provided at each grade to allow all students to meet the standards that call explicitly for fluency, fluency is not meant to come at the expense of understanding. Fluency is an outcome of a progression of learning and sufficient thoughtful practice.
SGO
Pre-Assessments Rubric & Scoring / The PARCC content-specific performance level descriptors are used to assess fluency in each area.
By June 2014, students will have obtained an average score* of 3, 4, or 5 on each item of the Mathematics Assessment Rubric. (*advancing 1-2 PLDs by year’s end)
5: Distinguished Command
4: Solid Command
3: Moderate Command
2: Partial Command
1: Minimal Command / The PARCC content-specific performance level descriptors are used to assess performance.
By June 2014, students will have obtained an average score of 3, 4, or 5 on the Mathematics Assessment Rubric. (*advancing 1-2 PLDs by year’s end)
5: Distinguished Command
4: Strong Command
3: Moderate Command
2: Partial Command
1: Minimal Command / The PARCC content-specific performance level descriptors are used to assess performance.
By June 2014, students will have obtained an average score of 3, 4, or 5 on the Mathematics Assessment Rubric. (*advancing 1-2 PLDs by year’s end)
5: Distinguished Command
4: Strong Command
3: Moderate Command
2: Partial Command
1: Minimal Command
SGO Checkpoints / Secure; Issued Quarterly ; added to Student Portfolios / Secure; Issued Monthly; added to Student Portfolios / Secure; Issued Quarterly; added to Student Portfolios
PARCC Specs / Grades K-2: 85% of the points align exclusively to the major work of the grade
Grades 3-5: 75% of the points align exclusively to the major work of the grade
6-8 (Major Work) / 6-8 (Fluency)
Focus of the SGO / Focus on the Critical Domains in each Grade
6: Ratios & Proportions, Expressions and Equations
7: Expressions and Equation
8: Functions / Fluencies
6: Multi‐digit division; Multi‐digit decimal operations (6.NS.2; 6.NS.3-1; 6.NS.3-2; 6.NS.3-3; 6.NS.3-4)
7: Fluency with rational number arithmetic; Solve multistep problems with positive and negative rational numbers in any form
8: Solve one‐variable linear equations, including cases with infinitely many solutions or no solutions
Baseline Data / 1) Prior Year NJASK ECR Scores
2) Pre-Assessments are three-part assessments designed to determine the degree to which a student (a) demonstrates a particular fluency or set of fluencies (b) demonstrates particular skills relating to the Major Work of the grade and (b) expresses appropriate mathematical reasoning by constructing viable arguments, critiquing the reasoning of others and/or attending to precision when making mathematical statements. (MPs 1, 2, 3, 4, & 6) / The fluency section of the Pre-Assessments are timed and designed to determine the degree to which a student can “quickly and accurately” demonstrate a particular procedural fluency. While it is important to ensure that sufficient practice and extra support are provided at each grade to allow all students to meet the standards that call explicitly for fluency, fluency is not meant to come at the expense of understanding. Fluency is an outcome of a progression of learning and sufficient thoughtful practice.
SGO
Pre-Assessments Rubric & Scoring / The PARCC content-specific performance level descriptors are used to assess performance.
By June 2014, students will have obtained an average score* of 3, 4, or 5 on each item of the Mathematics Assessment Rubric. (*advancing 2 PLDs by year’s end)
5: Distinguished Command
4: Solid Command
3: Moderate Command
2: Partial Command
1: Minimal Command / The PARCC content-specific performance level descriptors are used to assess fluency in each area.
By June 2014, students will have obtained an average score of 3, 4, or 5 on the Mathematics Assessment Rubric. (*advancing 2 PLDs by year’s end)
5: Distinguished Command
4: Solid Command
3: Moderate Command
2: Partial Command
1: Minimal Command
SGO Checkpoints / Secure; Issued Monthly; added to Student Portfolios / Secure; Issued Quarterly; added to Student Portfolios
PARCC specs / Grades 6-8: 65% of the points align exclusively to the major work of the grade
Algebra I
(Reasoning and Modeling in the Major Content) / Geometry
(Reasoning and Constructing Viable Arguments) / Algebra II
(Reasoning and Modeling in the Major Content)
Focus of the SGO / Understanding, creating, and solving equations as a process of reasoning and explain the reasoning. / Proving Geometric Theorems / Construct and compare linear, quadratic, trigonometric, and exponential models and solve problems
Baseline Data / Pre-Assessments are two-parts* designed to determine the degree to which a student (a) demonstrates particular skills relating to the Major Content (b) expresses appropriate mathematical reasoning by constructing viable arguments, critiquing the reasoning of others and/or attending to precision when making mathematical statements, and (c) Using the appropriate tools when necessary. (MPs 2, 3, and 5)
*Part i assesses prerequisite Grade 8 content
Part ii is a single, multistep task on linear functions
tied to MPs 2, 4, 5 / Pre-Assessments are designed to determine the degree to which a student (a) demonstrates particular skills relating to the proving geometric theorems and (b) expresses appropriate mathematical reasoning by constructing viable arguments, critiquing the reasoning of others and/or attending to precision when making mathematical statements. (MP 3) / Pre-Assessments are two-parts* designed to determine the degree to which a student (a) demonstrates particular skills relating to the Major Content (b) expresses appropriate mathematical reasoning by constructing viable arguments, critiquing the reasoning of others and/or attending to precision when making mathematical statements, and (c) Using the appropriate tools when necessary. (MPs 2, 3, and 5)
*Part i assesses prerequisite Alg I content
Part ii is a single, multistep task on polynomial and
trigonometric functions tied to MPs 2, 4, 5.
SGO
Pre-Assessments Rubric & Scoring / The PARCC content-specific performance level descriptors are used to assess performance.
By June 2014, all students in each tiered group will increase at least one proficiency level in each area of department developed post-assessment mathematics rubric
5: Distinguished Command
4: Solid Command
3: Moderate Command
2: Partial Command
1: Minimal Command / The PARCC content-specific performance level descriptors are used to assess performance.
By June 2014, all students in each tiered group will increase at least one proficiency level in each area of department developed post-assessment mathematics rubric
5: Distinguished Command
4: Solid Command
3: Moderate Command
2: Partial Command
1: Minimal Command / The PARCC content-specific performance level descriptors are used to assess performance.
By June 2014, all students in each tiered group will increase at least one proficiency level in each area of department developed post-assessment mathematics rubric
5: Distinguished Command
4: Solid Command
3: Moderate Command
2: Partial Command
1: Minimal Command
SGO Checkpoints / Isolated items from the NJDOE benchmark assessments; added to Student Portfolios / Isolated items from the NJDOE benchmark assessments; added to Student Portfolios / Isolated items from the NJDOE benchmark assessments; added to Student Portfolios
PARCC Specs / High School: 50% of the points align exclusively to the major work of the grade
High School: At least 30% of total score points derived from single- and multi-step application problems
High School (Non-CCSS Subjects)
Pre-Calculus, Statistics, Calculus, HSPA Math
Focus of the SGO / General SGO focused on growth in the content specific to the subject.
Baseline Data / Pre-Assessments are designed to determine the degree to which a student demonstrates particular skills relating to the important content of the subject.
SGO
Pre-Assessments Rubric & Scoring / The PARCC content-specific performance level descriptors are used to assess fluency in each area.
By June 2014, students will have obtained an average score* of 3, 4, or 5 on each item of the Mathematics Assessment Rubric. (*advancing 2 PLDs by year’s end)
5: Distinguished Command
4: Solid Command
3: Moderate Command
2: Partial Command
1: Minimal Command
SGO Checkpoints / Secure; Issued Quarterly; added to Student Portfolios
PARCC Specs / N/A