EMMS BIWEEKLY CFIP REPORT

Course:
Dates
Covered
:

8th Grade English

2/15/14-3/5/14

Learning Objective(s): What

did you teach?

On Grade- Objective
SWBAT apply knowledge of
sentence structures, verbals,
and other parts of speech.

Quarter:

Formative Assessment:
What method did you use to
check for understanding
along the way?
Exit ticket
EPR : whiteboards
CW/HW
Student observation
Other: Rough Drafts

ALL classes- Reading

Comprehension- Romeo and
Juliet
SWBAT comprehend the
Shakespeares language and
interpret his meaning

Exit ticket
EPR : Whiteboards
CW/HW
Student observation
Other

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Teacher:

Summative Assessment:
How did you determine if
students understood the
objective(s) taught?
Quiz
Test: Summative- all
concepts learned this year
Project

Pottle

Results: How did the students perform on

the assessment(s)?
Those flagged received 70% or lower.
(On-grade) Period 4 :3/26 flagged:
Dawson Edwards (70%)
DVanya Hammond (70%)
Ember Dellinger (70%)

Final draft
Other:

Quiz
Test: ACT 1 Test
Project
Final draft
Other:

(On-grade) Period 4 :2/26 flagged:

Morgan Foell
Jake Horen
Period 6: 0 flagged
Period 7: 0 flagged
Period 8: 0 flagged
(though none flagged in 6,7,8 on the TEST, I
have a list of students who are struggling more
with the everyday comprehension of
Shakespeares language, displayed through
class observation and formative assessments)

EMMS BIWEEKLY CFIP REPORT

Learning Objective(s): What
did you teach?

GT Students VocabularySWBAT apply knowledge of

new vocabulary uses in
context, analogies, and
selected response questions

Formative Assessment:
What method did you use to
check for understanding
along the way?

Summative Assessment:
How did you determine if
students understood the
objective(s) taught?

Exit ticket

Quiz

EPR : Whiteboards

Test:

CW/HW

Project

Student observation

Final draft

Other

Other:

Results: How did the students perform on

the assessment(s)?

**GT) Period 5 0/29 flagged:

**(GT) Period 6 : 1/27 flagged:

Kyle Eldridge
**(GT) Period 7 : 0/28 flagged
Zaria Wetzel

Quiz/Test Interventions
All students completed quiz corrections/error analysis on their grammar and vocabulary quizzes.
I particularly met with DVanya, Ember, and Dawson for intervention last Wednesday morning to explain concepts and work on quiz
corrections as a small group.

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EMMS BIWEEKLY CFIP REPORT

Watch List in General
ACTION:
Dawson Edwards- (73%) A few gaps----------------------------------------- Moved his seat to front, facing forward (he used to be in the front,
facing sideways). Worked with him one-on-one to improve grammar
knowledge.

Warning List
Savannah Perry (68%) ---------------------------------------------------------

Celebrations: Which students showed improvement or made major

gains?
-Shane Fuselier has NO MISSING ASSIGNMENTS so far this quarter
and an 82%!! He has been on my warning/watch list for most CFIP
reports and is finally off!

Is AWESOME during class discussions of Romeo and Juliet; however,

she does not complete anything at home (essays, projects, homework),
and she is reluctant to complete written classwork. Im trying to assess
her knowledge of concepts orally while still holding her to a high
standard of needing to complete the tasks at hand. I have talked to
mom several times, conferenced with Savannah several times, and Im
a little lost on how to motivate her any further.

Possible Enrichment(s):
Incorporating grammar skills into literature responses and writing.

-Jordan Elterman also has no missing assignments after meeting with dad.
He has an 87%. Yay!
-On-grade-level class had an average of 88% for the first Romeo and
Juliet test- that is the highest Ive ever had for a grade-level test on their
first experience with Shakespeare.

What do you need from the Administration?

How can I motivate Savannah Perry to complete her assignments?
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