Student Growth Objective Form



Grade:SubjectNumber of StudentsInterval of InstructionKindergartenMath???Full yearName of AssessmentGrade K Mathematics Assessment SGO TypeSpecific; TieredRationale for Student Growth ObjectiveIn Kindergarten, instructional time will focus on representing and comparing whole numbers, initially with sets of objects. More learning time in Kindergarten should be devoted to developing an understanding of number than to any other mon Core State Standards:Understand addition, and understand SS.Math.Content.K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or SS.Math.Content.K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the SS.Math.Content.K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).CCSS.Math.Content.K.OA.A.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or SS.Math.Content.K.OA.A.5 Fluently add and subtract within SS.Math.Content..A.1 Count to 100 by ones and by SS.Math.Content..A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).CCSS.Math.Content..A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).Count to tell the number of objects. CCSS.Math.Content..B.4 Understand the relationship between numbers and quantities; connect counting to SS.Math.Content..B.4a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one SS.Math.Content..B.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were SS.Math.Content..B.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many pare numbers. CCSS.Math.Content..C.7 Compare two numbers between 1 and 10 presented as written numerals. 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 Grade K Mathematics 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 levelBaseline 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 K 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 Observation 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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