1. State/RSD/McDonogh32 ElementarySchool(MES) Data
MES BreakdownofData 2013-2015

3. STUDENT LEARNING TARGETSFOR 2014-2015
My students’ scores qualified me to receive a score of a 4 for Exceeding my SLT goals
Student Learning Target
Grade:
5th
Subject:
Mathematics
Interval ofInstruction:
Full Year 2014-2015
1. WHAT SHOULD STUDENTS KNOWAND BEABLE TO DO? HOWWILL I MEASURE SUCCESS?
 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:
CCSS Mathematics for Grade 5 indicate that instruction time should focus on three critical areas:
(1) developingfluencywithadditionandsubtractionof fractions,anddevelopingunderstandingof the multiplicationof
fractionsandof divisionof fractionsinlimitedcases(unitfractionsdividedbywhole numbersandwhole numbers
dividedbyunitfractions;
(2) extendingdivisionto 2-digitdivisors,integratingdecimal fractionsintothe place value systemanddeveloping
understandingof operationswithdecimalstohundredths,anddevelopingfluencywithwholenumberanddecimal
operations;
(3) developingunderstandingof volume.
Sources: 3rd
-5th
Grade Louisiana Mathematics Guidebook, PARCC ModelContent Framework for Grades 3-5 (page 22),
CCSS Mathematics
End-of-Year Assessment Method and Name: I am using a 5th
grade common end of year state assessment. This
assessment will determine student mastery of 5.NBT.1-7, 5.NF.1-7, 5.MD.1-5, 5.OA.1-3. These tasks are aligned to the task
types described in the 2014-2015 PARCC Assessment Guide and assess students mastery of Priority Content. Various sources were
used to create the assessment including EAGLE and the 3-5 LDE Guidebook. Student responses will be scored using correct
responses and exemplars for each item.
2. WHAT DO STUDENTS KNOWAND WHAT ARE THEYABLE TO DO NOW?
 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?
I reviewed 2014-2015 4th grade PARCC results of my 75 students and calculated the average percent correct for each of the
five reporting categories: 64% - Operations and Algebraic Thinking; 61% - Numbers and Operations in Base Ten; 58% -
Numbers and Operations – Fractions; 67% - Measurement and Data; 63% - Geometry.
Based on these results, I can conclude:
1) All students will need targeted practice with prerequisite skills inall major clusters in order to achieve success in 5th grade

4. 2. WHAT DO STUDENTS KNOWAND WHAT ARE THEYABLE TO DO NOW?
 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?
math.
2) Numbers and Operations in Fractions has the largest room for growth and is the target area students struggled with the
most. B
3) All students will need severe intervention for skills further back than the 4th grade.
3. IS THERE A GROUP OF STUDENTS ON WHICH I SHOULD FOCUS THIS LEARNING TARGET?
 Have I set learning targets for all of my students?
 Whichsubgroups in my school population need additional support to achieve success?
 Whichstudents willneed additional support to achieve success?
Population: All 60 students will require targeted remedial support in order to be successfulwith current grade level standards.
Therefore, all of my students (60) are the focus of this Student Learning Target.
Identified Population: Ten students have been identified as needing additional individualized support in order to be successful. These
students include two students who have been retained, as well as students with IEPs and 504s. My goal for these students is forthem
to meet or exceed 75% on the EOY assessment. If four of these students fromthis group score 75% or higher, I will consider that
outstanding.
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?
I expect to raise the average score from 58% in Numbers and Operation – Fractions to an average score of 75% in this targeted area.
That will showa 12% increase in that area alone.
SCORING PLAN:
 How will you measure your students’ success?
 Based on students’ baseline data, what is the minimum level of performance I expect fromthe identified
students?
 Based on students’ baseline data, how many students can reasonably be expected to meet or exceed the
expected levelof 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 – 54%
of mystudentsscore 54%
or below.
Achievement range: 54% -
60% of my studentsscore
55-59%.
Achievement range: 60-65%
(44) of my students will
achievea scoreof basic or
above.
Achievement range: >66% or
higherof my studentswill
achieve ascore of basic or
above

5. 4. HOWWILL 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
As I create lessons throughout the year, I will:
1) use the 5th Grade Remediation Guide to determine student readiness fortheir current grade level standards
2) assess all major content for the 5th grade using extended and constructed response methods from previous state tests,as well as
from the common core development literature as well as other teacher development materials such as Link-it
3) administer weekly assessments that includes tasks aligned to the current quarters standards
4) administer mini benchmark exams every two weeks that include tasks aligned to the current quarters standards
Checkpoint 1
I will assess student progressin October
using an assessment developed from Link-
it created by our coaching staff and
administrators.
I-Ready diagnostic data
Benchmark Assessment 1
Practice tests
Checkpoint 2
I will assess student progress in December
using an assessment developed from Link-
it by our coaching staff and administrators.
Mini Tests
Benchmark Assessment 2
Checkpoint 3
I will assess student progressin February
using an assessment developed from Link-
it by our coaching staff and administrators.
ILEAP/PARCC
Benchmark Assessment 3
Mini Tests