Student Growth Objective Form - Orange Board of Education



Grade:SubjectNumber of StudentsInterval of InstructionFirst GradeMath???Full yearName of AssessmentGrade 1 Mathematics AssessmentSGO TypeSpecific and TieredRationale for Student Growth ObjectiveIn Grade 1, instructional time will focus on critical areas outlined in the Common Core State Standards for Mathematics: (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; and (3) composing and decomposing geometric shapes. This SGO places emphasis on critical areas 1 and 2. Each of the standards tied to this objective align to the Major Work of the mon Core State Standards:Represent and solve problems involving addition and subtraction. CCSS.Math.Content.1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1CCSS.Math.Content.1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.Understand and apply properties of operations and the relationship between addition and subtraction. Add and subtract within 20. CCSS.Math.Content.1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).CCSS.Math.Content.1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).Extend the counting sequence. CCSS.Math.Content.1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.Understand place value. CCSS.Math.Content.1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:CCSS.Math.Content.1.NBT.B.2b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine SS.Math.Content.1.NBT.B.2c The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).CCSS.Math.Content.1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.Work with addition and subtraction equations. Reason with shapes and their attributesCCSS.Math.Content.1.G.A.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.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 CommandTier 2 (Mid Level) Average end of the year score will be Level 4: Solid CommandTier 3 (High Level) Average end of the year score will be Level 5: Distinguished CommandPerformance Levels Descriptors (PLDs)Level 5: Distinguished CommandStudents performing at this level demonstrate a distinguished command of the knowledge, skills, and practices embodied within the Common Core State Standards for First Grade focused on representing and comparing whole numbers assessed at their grade level.Level 4: Solid CommandStudents performing at this level demonstrate a solid command of the knowledge, skills, and practices embodied within the Common Core State Standards for First Grade focused on representing and comparing whole numbers assessed at their grade level.Level 3: Moderate CommandStudents performing at this level demonstrate a moderate command of the knowledge, skills, and practices embodied within the Common Core State Standards for First Grade focused on representing and comparing whole numbers assessed at their grade level.Level 2: Partial CommandStudents performing at this level demonstrate a partial command of the knowledge, skills, and practices embodied within the Common Core State Standards for First Grade focused on representing and comparing whole numbers assessed at their grade level.Level 1: Minimal CommandStudents performing at this level demonstrate a minimal command of the knowledge, skills, and practices embodied within the Common Core State Standards for First Grade focused on representing and comparing whole numbers assessed at their grade level.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 1 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(Rounded Averages)Distinguished Command(5)Solid Command (4)Moderate Command(3)Partial Command(2)Minimal Command(1)Number of Students at each LevelPreparedness LevelNumber of Students in Each Group (Total)Target Score on Post-Assessment (%)Number of Students Required for “Full Attainment” Tier I (Low Level)PLD 1 and 2Tier II (Mid Level)PLD 3Tier 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 Observational Checklist.Scoring PlanPreparedness GroupTarget Score on Final AssessmentObjective Attainment Level Based on Percent and Number of Students Achieving Target ScoreExceptional (4)Full (3)Partial (2)Insufficient (1)Approval of Student Growth ObjectiveTeacher _________________ Signature_______________Evaluator ________________Signature _______________Date Submitted_______________ Date Approved _______________Results of Student Growth Objective Preparedness GroupNumber of Students at Target ScoreObjective Attainment LevelSGO Score Average ObjectiveAttainment LevelTeacher ________________________Evaluator _________________Date ______________________ ................
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