FOCUS ON LEARNING * BUILD A COLLABORATIVE CULTURE * FOCUS ON RESULTS

Teacher: ______D. Servance__________ Course: ___Biology STAAR______ Assessment: Biology STAAR Quiz__ Date: _2_/_16_/2018_
Assessment Standards Standards’ Standards Standard Misconceptions
Results You Maintenance Plan In Need of
Rocked Improvement
(Below 70%)

9A 1. What was effective about the learning of 4B 1. What concepts, skills, and strategies did scholars struggle with?
the standards? Students effectively Biol. 4B: Investigate and explain cellular processes including homeostasis,
implement context clues in order to answer energy conversions, transport of molecules, and synthesis of new molecules.
9D the questions without having to go through 50%
the passage word for word. Students 4A Biol. 4A: Compare and contrast prokaryotic and eukaryotic cells. 65%
___70__% demonstrated comparative and experimental
investigations, including asking questions, 2. Were misconceptions procedural or a result of application challenges?
Did I formulating testable hypotheses. Students Scholars struggled with choosing the “best answer.” With the TEKS they
Achieve were also able to analyze, evaluate, make struggled with answers that were similar but one was stronger than the other.
Overall inferences and predict trends from data. Students struggled with coming up with the correct answer when trying to
Class Goal? properly use disposal or recycling of materials.
2. How will you leverage spiraling to .
Y N maintain these standards? Students will be 3. How will the standard be learned differently? I will reteach during the next
reassessed through the questions they answer week. Depending on each students’ scores we will independently discuss
in their do now and exit tickets throughout where students lack of understanding in that area and I will distribute a group
the school year as these TEKS are used in assignment for the students on that TEK and they will have a homework and
lessons at least once a week. class assignment to complete to demonstrate individual mastery on the TEK.
Re-teaching Plan
Standard Re-teaching Objective Assessing Mastery Re-teaching Approach Re-teaching Date
(Re-teaching of Standard Based-Concepts) (Exit Ticket, Quiz, CA, HSCA)
4B Investigate and explain cellular processes including Students will have a mini Students will receive a tutorial 2/19/18 – 2/23/18
homeostasis, energy conversions, transport of quiz as a do now in class invitation by 2/19/18. There will
molecules, and synthesis of new molecules. after I hold tutorials for the be 1 on 1 tutoring and group
individual students that assessments given during
struggled with this TEK. tutorials.
4A Compare and contrast prokaryotic and eukaryotic Students will have a mini Students will receive a tutorial 2/26/18 – 3/2/18
quiz as a do now in class invitation by 2/19/18. There will
after I hold tutorials for the be 1 on 1 tutoring and group
individual students that assessments given during
struggled with this TEK. tutorials.
9D analyze non-linear plot development (e.g., flashbacks, Students will have a mini Students will receive a tutorial 3/5/18 – 3/9/18
foreshadowing, sub-plots, parallel plot structures) quiz as a do now in class invitation by 2/19/18. There will
and compare it to linear plot development. after I hold tutorials for the be 1 on 1 tutoring and group
individual students that assessments given during
struggled with this TEK. tutorials.