Students to watch: students who did not meet their set goals

3rd Block (H): Danielle Hoeffel (504)

4th Block: Lia Fox (attendance), Emily Larson (alt. school), Sylvia Leal (ESOL)
 6th Block: Ella Connors, Jeremy DeLeon Hernandez (ESOL), Patrick Lowrimore
7th Block (H): Eric Flemming, Austin Locker, Adam Wilson
*Last Benchmark there were 17 students to watch - this benchmark only 10!
Areas of Strength
(List overall strengths, strongest questions and standards
that align here)
Above 80% Mastery
3rd Block (H):
1,2,3,5,6,7,8,9,11,12,13,15,16,17,18,19,22,25,27,28
8.E.6A.1 Develop and use models to organize Earths history
(including era, period, and epoch) according to the geologic
time scale using evidence from rock layers.
8.E.6A.2 Analyze and interpret data from index fossil records
and the ordering of rock layers to infer the relative age of rocks
and fossils.
8.E.6A.3 Construct explanations from evidence for how
catastrophic events (including volcanic activities, earthquakes,
climatic changes, and the impact of an asteroid/comet) may
have affected the conditions on Earth and the diversity of its
life forms.
8.E.6A.4.2 relationships between past and existing life forms,
8.E.6A.4.3 environmental changes that have occurred during
Earths history.
8.E.6A.5 Construct explanations for why most individual
organisms, as well as some entire taxonomic groups of
organisms, that lived in the past were never fossilized.
8.E.6B.1 Construct explanations for how biological adaptations
and genetic variations of traits in a population enhance the
probability of survival in a particular environment.
4th Block:
1,2,3,5,6,7,9,12,13,15,16,17,18,27
8.E.6A.1 Develop and use models to organize Earths history
(including era, period, and epoch) according to the geologic
time scale using evidence from rock layers.
8.E.6A.3 Construct explanations from evidence for how
catastrophic events (including volcanic activities, earthquakes,
climatic changes, and the impact of an asteroid/comet) may
have affected the conditions on Earth and the diversity of its
life forms.
8.E.6A.4.3 environmental changes that have occurred during
Earths history.
8.E.6B.1 Construct explanations for how biological adaptations
and genetic variations of traits in a population enhance the
probability of survival in a particular environment.
6th Block:
2,3,5,6,7,9,16,17,18
8.E.6A.1 Develop and use models to organize Earths history
(including era, period, and epoch) according to the geologic
time scale using evidence from rock layers.
8.E.6A.3 Construct explanations from evidence for how
catastrophic events (including volcanic activities, earthquakes,
climatic changes, and the impact of an asteroid/comet) may
have affected the conditions on Earth and the diversity of its
life forms.
8.E.6B.1 Construct explanations for how biological adaptations
and genetic variations of traits in a population enhance the
probability of survival in a particular environment.
Areas of Improvement
(List the most frequently missed questions and standards
that align here)
Below 60% Mastery
3rd Block (H):
4,20,26
8.S.1A.1.1 generate hypotheses for scientific investigations,
8.S.1B.1.2 ask questions about the criteria and constraints of the
device or solutions,
4th Block:
4,10,20,21,22,23,26
8.E.6A.4.1 the diversity of life that has been present on Earth,
8.S.1A.1.1 generate hypotheses for scientific investigations,
8.S.1A.3.1 formulate scientific questions and testable
hypotheses,
8.S.1B.1.2 ask questions about the criteria and constraints of the
device or solutions,
8.S.1B.1.4 build and test devices or solutions,
6th Block:
4,11,13,14,19,20,21,22,23,25,26,28
8.E.6A.4.2 relationships between past and existing life forms
8.E.6A.5 Construct explanations for why most individual
organisms, as well as some entire taxonomic groups of
organisms, that lived in the past were never fossilized.
8.S.1A.1.1 generate hypotheses for scientific investigations,
8.S.1A.3.1 formulate scientific questions and testable
hypotheses,
8.S.1A.3.2 identify materials, procedures, and variables,
8.S.1A.5.3 express relationships between variables for models
and investigations,
8.S.1B.1.2 ask questions about the criteria and constraints of the
device or solutions,
8.S.1B.1.4 build and test devices or solutions,
7th Block (H):
4,14,20,26
8.S.1A.1.1 generate hypotheses for scientific investigations,
8.S.1B.1.2 ask questions about the criteria and constraints of the
device or solutions,
7th Block (H):
1,2,3,5,7,8,9,15,16,17,18,19,25,27
8.E.6A.1 Develop and use models to organize Earths history
(including era, period, and epoch) according to the geologic
time scale using evidence from rock layers.
8.E.6A.3 Construct explanations from evidence for how
catastrophic events (including volcanic activities, earthquakes,
climatic changes, and the impact of an asteroid/comet) may
have affected the conditions on Earth and the diversity of its life
forms.
8.E.6B.1 Construct explanations for how biological adaptations
and genetic variations of traits in a population enhance the
probability of survival in a particular environment.

Action Steps:

1. These are again the lowest benchmark scores that I have ever had, I realize that due to behaviors I need to
vary my instruction. I have never had a class score lower than the school average, not to mention the
district average. I know that I have a high number of ESOL students that account for these low scores, but I
need to work extremely hard with them - because they ARE capable of meeting their goals.

2. I have continued implementing task lists with my 2 regular ed classes & this still seems to be effective in
controlling behavior/increasing work ethic. I plan on continuing with these.

3. My 2 regular ed classes can always do with more vocabulary practice & word breakdown (word parts) - this
helps especially with my spanish speaking students since some word parts have similar spanish meaning.

4. I need to find something to increase motivation with my 7th block honors class. They know they are smart,
but they are comfortable just being smart, not striving to excel.

5. In my 2 regular ed classes I need to figure out how to get my ESOL population to grasp these abstract
concepts. I will continue with word parts & diagramming to help create a visual representation of ideas.

6. Enrichment & extended knowledge for my high honors class. They performed well, but there is always
room for improvement. One student missed her goal by only 1 point this time. I need them ALL to be
performing at the highest level possible.

7. Integration of longer (more wordy) questions during instruction to gauge the grasp of information. Short
recall questions are no longer effective.

8. All classes - tying together information between topics. If you try hard enough, all learning can be tied
together into one neat package.

9. All classes - working with hypotheses for experimental design & scientific investigations.

10. I plan to continue the use of high energy in the classroom. It seems the higher my energy is, they more
engaged they become on the instruction. The next unit is astronomy (my favorite) - Im hoping that they
can see & feel my excitement when discussing these concepts.

Goals were set off 1st Benchmark Exam.

(baseline - goals will increase with each benchmark exam)
 Exemplary Goal: 65%
Met Goal: 55+
NM Goal: 45+

3rd Block (H): Student Name/Goal Met? 4th Block: Student Name/Goal Met?

Armstrong, Erin - Y Baughman, Caroline - did not take

Bindlechner, Max - Y Camus, Noah - Y
Boxleitner, Jordan - Y DeLaCruz Valverde, Christian - Y
Bricker, Daniel - Y Diaz Vazquez, Marlon - Y
Doran, Travis - Y Digan, Justin - did not take
Gibbons, LeaMarie - Y Dixon, Aniyah - Y
Grabowski, Brookelynn - Y Drabick, Jennifer - Y
Haynes, Emma - Y Figueroa, Edwin - Y
Hewett, Elise - Y Fox, Lia - N (missed by 6.5 points)
Hillegass, Charity - Y Gonzalez, Samuel - Y
Hoeffel, Danielle - N (missed by 1 point) Hernandez, David - Y
Hysner, Kristin - Y Ingram, Ayonna - Y
Koon, Tyler - Y
Johnson, Caleb - Y
Land, Olivia - Y
Jones, Lake - Y
Larson, Emily - N (at alt. school)
Kassen, Dominic - Y
Leal, Sylvia - N (missed by 9 points)
Keays, Presley - Y
Lebron, Jose - Y
Maher, Eric - Y Linder, Timothy - Y
McCann, Laura - Y Lodge, Kayleigh - Y
Meredith, Sarah - Y Meares, Ezekiel - Y
Paruchuri, Chandan - Y Nesbitt, Jahiem - Y
Phillips, Shelby - Y Parks, Duncan - Y
Rikard, Allan - Y Plemmons, Julia - Y
Rockey, Donald - Y Rodriguez Rodriguez, Gilmarie - Y
Skinner, Savannah - Y Sammons, Madison - Y
Smith, Marcus - Y Stone, Gracie - Y
Stout, Mikayla - Y Weekley, Merenda - Y
Zabec, Alyssa - Y

6th Block: Student Name/Goal Met? 7th Block (H): Student Name/Goal Met?

Bartlett, Andrew - Y Andrews, Raina - Y

Blevins, Sarah - Y Bornhauser, Gwyndolan - Y
Brody, Julia - Y Brauner, Jarrett - Y
Bub, Brandon - Y Burgess, Emanuel - Y
Calles, Jessica - Y Creasey, Savannah - Y
Clement, Thomas - Y Danford, Ryleigh - Y
Connors, Ella - N (missed by 1 point) Deiters, Evelyn - Y
Craig, Colby - Y Doane, Lindsay - Y
Cruz-Moscoso, Roberto - Y Elsibai, Zacharia - Y
Daymiel, Christian Jay - Y Faris, Alec - Y
DeLeon Hernandez, Jeremy - N (missed by Flemming, Eric - N (missed by 3 points)
19 points) Horak, Dillan - Y
Fermin, Jose - Y Ibarra, Annette - Y
Foster, Nitoria - Y Ivey, Alexandra - Y
Gaona, Francisco - Y Jones, Lauren - Y
Gartner, TaRayna - Y Lieurance, Tanner - Y
 Gildner, Halle - Y Locker, Austin - N (missed by 1 point)
Hemingway, Xavier - Y McLucas, Andrew - Y
Hernandez, Krystal - Y Odom, Nia - Y
Hutchinson, Grant - Y Parsons, Savannah - Y
Inman, Christian - Y Quashie, Sade - Y
Long, Kassidy - Y Redmond, Lincoln - Y
Lowrimore, Patrick - N (missed by 3 points) Roy, Reagan - Y
McCain, Anyah - Y Small, Cameron - Y
Ortiz, Elias - Y Smith, Nevaeh - Y
Panzo-Itehua, Jennifer - Y Valder, Katelyn - Y
Pearson, Christopher - Y Wells, Jaylynn - Y
Roberts, Joseph - Y Wilson, Adam - N (missed by 1 point)
Thompson, Katlyn - Y
Yacono, Vincent - Y

Most Frequently Missed Standards by Block (Percentages)

1st Academic:

2nd Academic:
3rd Academic:

4th Academic: