PLC Artifacts Sendera Ranch Elementary School Work SamplesKindergarten

PLC Artifacts Sendera Ranch Elementary School

Work Samples-Kindergarten Writing High -Action -Movement through time -Conventions -Voice Medium -Action -Some Conventions -Some Voice -Detail is in the picture Low -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 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 – 4 th Grade Science Weathering and Erosion CER High Medium Low

Work Samples – 4 th 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.

1 st Grade BOY Number Arrangements Data 120. 00% 100. 00% 80. 00% 60. 00% Did Not Meet Standard Met Standard 40. 00% Exceeds Standard 20. 00% d l. E P Sp e cia LE e al M al e m Fe te hi Ra Tw o or M or e Hi W ce s ic sp an n ica er Am Af k/ ac Bl Ec on om ic ric Di an sa 1 s t. G dv an t ra ag de e 0. 00%

1 st Grade Text Level Growth 18 16 14 12 Aslin 10 Clack 8 Morgan Rosales 6 4 2 0 BOY Text Level Average MOY Text Level Average

30 28 24 20 18 14 12 10 8 6 4 DRA 2 Text Level. BOY Exceeding the Standard 39% Meeting the Standard 36% Below the Standard 26%

30 28 24 LEP SST/STAR /LLI AMTutoring 20 18 16 10 ARD-SP Ed. ARD-DNQ ARDDyslexia DRA 2 Text Level. MOY Exceeding the Standard 59% Meeting the Standard 23% Below the Standard 17%

3 rd grade DRA data Games/ Miller

3 rd grade DRA data Standley/ Swearingen

4 th Grade Math Data November Summative Two of the low TEKS are problem solving TEKS, which were dual coded on this assessment. 4. 14 D shows as low mastery, but it was tested with 4. 11 A, which was another weak area.

5 th Grade Math Data November Summative

5 th Grade Math District Common Assessments Bass Garcia Acosta Class 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)

• Matter 5 th Grade Science Summative Assessments

5 th Grade Science District Common Assessments Bass Garcia Acosta Class 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%

5 th Grade ELA Guided Reading Groups and Individual Conferencing

5 th Grade Small Group and Tutoring Plan