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ODE/BSD Target Framework
CONTENT STANDARD – statements of what students are expected to know and be able
to do in particular subjects and be able to do at specified grade levels. This term is used to
identify the content defined by ODE or Common Core State Standards.
The example below is from the Common Core State Standards
Summarize, represent, and interpret data on a single count or
measurement variable
1. Represent data with plots on the real number line (dot plots, histograms,
and box plots).
2. Use statistics appropriate to the shape of the data distribution to compare
center (median, mean) and spread (interquartile range, standard deviation)
of two or more different data sets.
3. Interpret differences in shape, center, and spread in the context of the
data sets, accounting for possible effects of extreme data points (outliers).
4. Use the mean and standard deviation of a data set to fit it to a normal
distribution and to estimate population percentages. Recognize that there
are data sets for which such a procedure is not appropriate. Use
calculators, spreadsheets, and tables to estimate areas under the normal
curve.
Below is a brief explanation of how BSD will use the Content Standards to build a student
growth model:
The articulation groups in each subject area will unwrap the core content standards into
learning targets that can be easily understood by all stakeholders: staff, students, and parents.
The long-term learning targets will be used report student progress on a growth model
K-12. Ideally, each course will have between 12 and 18 long-term learning targets for the year,
so that each reporting period (trimester or semester) will included four to seven. The supporting
learning targets will be developed to clarify the learning progression toward, and the required
instruction and assessment on each long-term learning target. The progress toward proficiency
on the long-term learning targets will be communicated to the student, parents and select staff
who require such information. Academic learning targets and behavior learning targets will
be developed to separate academic progress from behavioral progress, and both will be reported
at regular intervals.
The learning targets are not meant to be a checklist and should encompass knowledge,
reasoning, skill and product targets. They should reflect the key cognitive strategies as defined
in the College and Career Readiness document.
The definitions of the types of learning targets are listed below.
LONG-TERM LEARNING TARGET (LT) – The big ideas that define the learning around
a common theme within a specific content area. They are used to communicate the
student's progress academically and behaviorally.
SUPPORTING LEARNING TARGET (ST) - This is how a teacher breaks down one or
more long-term learning targets to specific teaching and learning activities. It involves
unwrapping the learning target to be clear about what a student needs to know and do to
meet the target.
ACADEMIC LEARNING TARGET The learning targets are the
foundation of a standard-based
learning system. They describe the
skills and knowledge students must
master in order to succeed in each
content area and represent the end
goal when clearly defined.
BEHAVIOR LEARNING TARGET
(BLT) - The study skills and self monitoring behaviors students must
possess and demonstrate in an
academic environment that is
necessary for academic success.
Examples of Long-term and
supporting academic learning targets:
Examples of Long-term and
supporting behavior targets:
LT1: I can represent a distribution of
data from a single variable in
graphical or visual form.
ST 1.1: I can create a boxplot
from the five-number summary.
ST 1.2: I can create a
histogram or dot plot to
represent the distribution of the
data set.
BLT 1: I can work productively in a
group to solve a problem
BST 1.1: I can listen to other
group members' ideas for
solutions and synthesize those
ideas with my ideas.
BST 1.2: I will complete tasks I
am assigned in a timely and
productive manner.
BST 1.3: I will encourage all
team members to participate,
and work in a manner where all
voices are heard.
LT 2: I can examine the distribution of
a data set and explain which measures
of center, spread, or position should be
used.
ST 2.1: I can explain whether
it is best to use mean and
standard deviation, or the
median, range and interquartile
range to describe a distribution.
ST 2.2: I can explain in the
context of the problem what the
measures of position mean.
BLT 2: I will use the technology
available in a productive and
respectful manner.
BST 2.1: I will ensure
computers are used in a manner
that will not damage the
equipment.
BST 2.2: I will use the
calculators/laptops in the way
intended for the task at hand.