SUMMARY OF STUDENT GROWTH OBJECTIVES
(MATHEMATICS)
K-2 (Major Work)
Focus of the SGO
Baseline Data
SGO Checkpoints
PARCC Specs
3-5 (Fluency)
Representing and Comparing Whole Numbers
Fractions
Addition, Subtraction, and Multiplication of Whole Numbers
K: Major focus on Number
1: Number: addition and subtraction; place value
2: Number: extension of addition and subtraction & place
value
3: Focus: Understanding Fractions & Equivalence
4: Fractions: Operations, Comparing & Equivalence,
Problem Solving
5: Fractions: Operations, Comparing & Equivalence,
Problem Solving
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
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.
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.
The PARCC content-specific performance level descriptors
are used to assess fluency in each area.
The PARCC content-specific performance level descriptors
are used to assess performance.
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 1-2 PLDs by year’s end)
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)
By June 2014, students will have obtained an average score of
3, 4, or 5 on the Mathematics Assessment Rubric. (*advancing
5: Distinguished Command
4: Solid Command
3: Moderate Command
2: Partial Command
1: Minimal Command
5: Distinguished Command
4: Strong Command
3: Moderate Command
2: Partial Command
1: Minimal Command
5: Distinguished Command
4: Strong Command
3: Moderate Command
2: Partial Command
1: Minimal Command
Secure; Issued Quarterly ; added to Student Portfolios
Secure; Issued Monthly; added to Student Portfolios
Secure; Issued Quarterly; added to Student Portfolios
K: 11 indicators
1: 10 indicators
2: 10 indicators
SGO
Pre-Assessments
Rubric & Scoring
3-5 (Major Work)
Grades K-2:
Grades 3-5:
85% of the points align exclusively to the major work of the grade
75% of the points align exclusively to the major work of the grade
1-2 PLDs by year’s end)
SUMMARY OF STUDENT GROWTH OBJECTIVES
(MATHEMATICS)
6-8 (Major Work)
Focus of the SGO
Baseline Data
SGO
Pre-Assessments
Rubric & Scoring
SGO Checkpoints
PARCC specs
6-8 (Fluency)
Focus on the Critical Domains in each Grade
Fluencies
6: Ratios & Proportions, Expressions and Equations
7: Expressions and Equation
8: Functions
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
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
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)
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.
The PARCC content-specific performance level descriptors
are used to assess performance.
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)
By June 2014, students will have obtained an average score of 3, 4, or 5 on the Mathematics Assessment Rubric. (*advancing 2
5: Distinguished Command
4: Solid Command
3: Moderate Command
2: Partial Command
1: Minimal Command
5: Distinguished Command
4: Solid Command
3: Moderate Command
2: Partial Command
1: Minimal Command
Secure; Issued Monthly; added to Student Portfolios
Secure; Issued Quarterly; added to Student Portfolios
Grades 6-8:
PLDs by year’s end)
65% of the points align exclusively to the major work of the grade
SUMMARY OF STUDENT GROWTH OBJECTIVES
(MATHEMATICS)
Algebra I
Geometry
Algebra II
(Reasoning and Modeling in the Major
Content)
(Reasoning and Constructing Viable
Arguments)
(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
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.
The PARCC content-specific performance level descriptors are
used to assess performance.
The PARCC content-specific performance level descriptors
are used to assess performance.
The PARCC content-specific performance level descriptors are
used to assess performance.
By June 2014, all students in each tiered group will increase
By June 2014, all students in each tiered group will
By June 2014, all students in each tiered group will
at least one proficiency level in each area of department
developed post-assessment mathematics rubric
increase at least one proficiency level in each area of
department developed post-assessment mathematics
rubric
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
Isolated items from the NJDOE benchmark assessments;
added to Student Portfolios
5: Distinguished Command
4: Solid Command
3: Moderate Command
2: Partial Command
1: Minimal Command
Isolated items from the NJDOE benchmark assessments;
added to Student Portfolios
Part ii is a single, multistep task on linear functions
tied to MPs 2, 4, 5
SGO
Pre-Assessments
Rubric & Scoring
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
PARCC Specs
High School:
High School:
50% of the points align exclusively to the major work of the grade
At least 30% of total score points derived from single- and multi-step application problems
SUMMARY OF STUDENT GROWTH OBJECTIVES
(MATHEMATICS)
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.
SGO Checkpoints
Secure; Issued Quarterly; added to Student Portfolios
PARCC Specs
N/A
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