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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.