Download - PLC Artifacts
PLC Artifacts
Sendera Ranch Elementary School
Work Samples-Kindergarten Writing
High Medium Low
-Action-Movement through time
-Conventions-Voice
-Action-Some Conventions
-Some Voice-Detail is in the picture
-Little Conventions-Few letter sound
connections-Detail is in the picture not
the writing
Work Samples-Kindergarten Math
High Medium Low
-Able to add one more or subtract one less
WITHOUT counters or a ten frame
-Able to add one more or subtract one less WITH
counters and a ten frame
-Not able to add one more or subtract one less WITH counters and a ten frame
Work Samples-Kindergarten Science
High Medium Low
-Able to illustrate and write day/night activities
with detail
-Able to illustrate and write day/night activities
-Able to illustrate and write day/night activities with
guidance
Work Samples – First Grade Writing
High
Work Samples – First Grade Writing
Medium
-Writing connects many ideas-Sequencing of ideas-Use of capitalization-Starting to space more consistently-Spelling of sight words is more consistent
Work Samples – First Grade Writing
Low
Work Samples – Fourth Grade Writing
This was a high, she was able to give 3 reasons why Henry Ford impacted the community. Adrianna supported her reasons with evidence. She had an opening and closing paragraph.
Work Samples – Fourth Grade Writing
Tieler was a medium because she only gave 2 reasons with support. She did divided her ideas into three paragraphs. In small groups Tieler is working on her sentence structure and spelling.
Work Samples – Fourth Grade Writing
Isabella’s reasons were unclear. She did not use specific words to explain her reasoning. She is in small groups and after school tutorials to improve her spelling and sentence structure
Work Samples – 4th Grade ScienceWeathering and Erosion CER
High Medium Low
Work Samples – 4th Grade Science
• HIGH:• This student makes an accurate claim that includes grade level vocabulary. This student
uses pictures as evidence. The student labels the pictures, and writes captions to describe the evidence that they will use. This student’s reasoning section shows deep thinking. Not only did they explain the labs, but the student revisits their hypothesis, stating, “my hypothesis was right because an experiment we had done before with gravel.” This student is making connections to this lab and a previous one, and offers an additional question she would like to investigate further.
• MEDIUM:• This student offers an accurate claim, with grade level appropriate vocabulary. He includes
pictures as his evidence, with labels, and a description of what he saw in his labs. The reasoning section is lacking here. He only restates his claim, and evidence, but does not dig deeper with making connections. He does state what he thought would happen, or make any generalizations.
• LOW:• This is a low because although student makes a correct claim, it is unrelated to the key
concept-water erosion. The evidence is lacking, specifically in regards to formations that may or may not be created from water erosion (canyons, deltas, etc). In the reasoning section, this student answers guiding questions, but does not form them in an organized manner. The student does not include grade level vocabulary, or use correct capitalization or punctuation.
1st Grade BOY Number Arrangements Data
1st Grade Text Level Growth
3028 Exceedin
g the Standard
39%24
Meeting the
Standard 36%
Below the Standard
26%
20
141210
DRA2 Text Level-BOY
18
864
30
28
Exceeding the
Standard 59%
24 Meeting the
Standard 23%
Below the Standard
17%
20181610
DRA2 Text Level-MOY
LEP SST/STAR/LLI
AM-Tutoring ARD-SP Ed. ARD-DNQ ARD-
Dyslexia
3rd grade DRA dataGames/ Miller
3rd grade DRA dataStandley/ Swearingen
4th Grade Math DataNovember Summative
District SenderaAverage score 71.32% 71.48%Met Expectations 59.90% 68.40%Commended 18.17% 12.66%4.3A 54.81% 56.33%4.4A 90.57% 93.30%4.4B 79.52% 83.20%4.4D 73.20% 70.89%4.4E 66.22% 69.62%4.5B 72.69% 88.61%4.6A 84.61% 81.01%4.6B 85.60% 86.08%4.7A 48.90% 49.37%4.11A 49.32% 37.54%4.14A 81.69% 87.34%4.14B 54.46% 49.37%4.14C 46.22% 47.67%4.14D 49.49% 18.99%4.15B 71.35% 74.05%4.16B 70.48% 74.68%
Two of the low TEKS are problem solving TEKS, which were dual coded on this assessment. 4.14D shows as low mastery, but it was tested with 4.11A, which was another weak area.
5th Grade Math DataNovember Summative
5th Grade MathDistrict Common Assessments
BassClass Averages
GarciaClass Averages
AcostaClass Averages
Multiplication and Division
83.86% 83.00% 84.48%
Fractions 90.86% 86.64% 89.04%
Area and Perimeter
88.73% 84.00% 89.43%
Area and Perimeter (Investigations)
96.14% 96.76% 95.57%
Volume 83.74% 85.77% 83.30%
Transformations/ Coordinate Grids/Measurement (combined)
81.70% 73.00% 77.05%
Median, Mode, Range
(2/17/12) (2/17/12) (2/17/12)
5th Grade Science Summative Assessments
• Matter
5th Grade ScienceDistrict Common Assessments
BassClass Averages
GarciaClass Averages
AcostaClass Averages
What Electricity Can Do
92.55% 87.45% 89.04%
Forces and Electricity
87.41% 84.82% 90.43%
Simple Machines 90.50% 95.86% 98.52%
Force and Energy 86.00% 78.91% 88.00%
Landforms and Water Resources
91.14% 88.68% 91.83%
Story in Stone 72.05% 72.77% 71.57%
Alternative Energy in Texas
92.09% 92.14% 93.27%
Resources and Energy
82.57% 88.68% 87.00%
5th Grade ELAGuided Reading Groups
and Individual Conferencing
5th Grade Small Group and Tutoring Plan