Student Learning Target
Grade:
Subject:
9th
Algebra I
Interval of Instruction:
August, 2014 – May, 2015
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:
Content of the Common Core State Standards for High School: Algebra will be the focus. To a great extent, success will
be based on a continuation of mastery of math content from the CCSS for grades K-8.
End-of-Year Assessment Method and Name:
Mastery of the priority content for Algebra I will be determined by individual achievement level each student attains on
the Algebra I End-Of-Course (EOC) Test, offered during the testing window, April 22-May 22, 2015.
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?
Knowledge and mastered skills of CCSS K-8 math content will affect successful mastery of Algebra I priority content.
These K-8 skills include, but are not exclusive to, standards related to Number Systems, Ratio and Proportions,
Expressions and Equations, Functions, and Statistics and Probability, as well as other content.
Available data sources include report card grades, end-of-year Benchmark Test scores from 8th grade, 8th grade LEAP
scores (available via the staff link on the school system website, through the OnCourse portal
http://www.oncoursesystems.com/ – under “Student Stats”), and District Benchmark Test results for Algebra I students,
administered in August 2014 and used as baseline data.
Based on review of this data, I have concluded that many students will need remediation and intervention on specific
skills, along with introduction of the Algebra I standards, in order to be successful.
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?
My SLT has been established to address the achievement levels on the EOC test for all 85 students enrolled in my three
Algebra I classes. I know that several students scored below proficient (Unsatisfactory or Approaching Basic) on their 8th
grade LEAP test. Sixteen of these students are currently T9 students and are also enrolled in a designated remedial
course in math. These students and those who are not T9 students, but who received an Approaching Basic on LEAP (45
students), will receive intervention in class, based on performance on the District Benchmark Test for Algebra I. This
intervention may include teacher made activities, online resources offered by the district, and additional instruction on
an individual basis as needed. I will also use the assessment guidance and practice questions provided through the
LDOE website to assist in delivering instruction.
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?
(This is based on guidance for a “C” school.)
Of the 85 students enrolled in my three Algebra I classes, 44 out of 85 (52%) will attain a proficient achievement level
(Good or Excellent) on the Algebra I End-0f-Course (EOC) Test.
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: 0-36%
of all students (0-30
students) score Good or
Excellent on the Algebra I
EOC Test
Achievement range: 3751% of all students (31-43
students) score Good or
Excellent on the Algebra I
EOC Test
Achievement range: 5267% of all students (44-57
students) score Good or
Excellent on the Algebra I
EOC Test
Achievement range: 68100% of all students (58-80
students) score Good or
Excellent on the Algebra I
EOC Test
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
Students will participate in Algebra I instruction, and if applicable – remediation and interventions, on a daily basis.
Assessment methods will include teacher observation of individual, small group, and whole class discussions/activities;
teacher made assessments; practice test items from the LDOE website and Assessment Guidance for Algebra I;
evaluation from online math instructional programs; and District Benchmark Tests administered three times during the
school year.
Checkpoint 1
I will assess students between August
18 – September 12, 2014 using the
District Benchmark Test.
Checkpoint 2
I will assess students between
November 17 – December 19, 2014
using the District Benchmark Test.
Checkpoint 3
I will assess students between
February 9 – March 13, 2015 using
the District Benchmark Test.