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