Student Learning Target
Grade:
Subject:
Interval of Instruction:
6
Keyboarding/Keyboarding Applications 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:
Keyboarding is a foundational skill for College and Career Readiness. Priority standards for Keyboarding/Keyboarding
Applications are found in Standard 18 of the Louisiana Business Education Content Standards—apply proper
keyboarding techniques to input data and produce personal and business documents (BUS.9-12.18). Specific
benchmarks focus on underlying processes/skills:
 BUS.9-12.18.a Develop touch-keyboarding skills at acceptable speed and accuracy levels.
 BUS.9-12.18.c Develop keyboarding skills to input and manipulate text and numerical data to produce usable
documents.
Since this is an introductory course, students do not need prior knowledge to be successful.
End-of-Year Assessment Method and Name:
An end-of-year District Benchmark Performance-Based Keyboarding Assessment that measures keyboarding speed and
accuracy will be administered.
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?
Developing and improving keyboarding skills is essential to success in Keyboarding/Keyboarding Applications.
The data source available for determining learning targets for these students is the initial pre-assessment of
keyboarding skills through the district-developed timed typing test, administered fall of 2014, which will provide
baseline data. Speed and accuracy will be measured, and to reach proficiency at this grade level, students must reach a
minimum of 35 WPM with 90% accuracy by the end of the course.
This pre-assessment provided a snapshot of current skill level of each student. Based on grade-level expectations set by
the district, I determined that to become proficient, students need to be able to type a minimum of 35 words per
minute (WPM) with 90% accuracy.
Results of the pre-assessment of 124 students tested revealed that 90 students scored below the emerging proficiency
level (< 25 WPM/<80% accuracy), 24 students performed at the emerging proficiency level (25-29 WPM/80-84%
accuracy), and 10 students performed at the basic level (30 WPM/85% accuracy).
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?
This SLT is set for all 124 of my students enrolled in five sections of Keyboarding/Keyboarding Applications that I teach.
The results of the pre-assessment indicate that all students will need an individualized learning path provided through
on-line instructional tools based on their current level of performance. There are 14 students identified as 504 who will
need additional support to achieve success.
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?
80% of my students will demonstrate proficiency with 35 WPM with 90% accuracy on the district-developed end-of-year
performance-based 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
(1 point):
The teacher has demonstrated an
insufficient impact on student
learning by falling far short of the
target.
Partial Attainment of Target
(2 points):
The teacher has demonstrated
some impact on student learning,
but did not meet the target.
Full Attainment of Target
(3 points):
The teacher has demonstrated a
considerable impact on student
learning by meeting the target.
Exceptional Attainment of Target
(4 points):
The teacher has demonstrated an
outstanding impact on student
learning by surpassing the target
by a meaningful margin.
Achievement range:
0-78 students (0-63%) will
demonstrate keyboarding
proficiency (35 WPM with 90%
accuracy or better)
Achievement range:
79-98 students (64-79%) will
demonstrate keyboarding
proficiency (35 WPM with 90%
accuracy or better)
Achievement range:
99-112 students (80-90%) will
demonstrate keyboarding
proficiency (35 WPM with 90%
accuracy or better)
Achievement range:
113-124 students (91-100%)
will demonstrate keyboarding
proficiency (35 WPM with 90%
accuracy or better)
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
During the year I will measure my students’ growth through periodic performance-based assessments (timed typing
tests). I will use the district-selected instructional program to deliver keyboarding instruction and will provide
opportunities for students to apply keyboarding skills through a variety of activities, projects, and assignments. Teacher
observation and weekly assessments will be used to monitor student learning. District Benchmark Tests will be
administered at three checkpoints with results being reviewed to determine specific instructional adjustments to make.
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?
Students will have the opportunity to apply keyboarding skills frequently and I will provide feedback and support that
guides students to increase their performance in these areas.
Checkpoint 1
Checkpoint 2
Checkpoint 3
October
December
March