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I Worked At Cornatzer Elementary School

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For the Fall of 2016, I worked at Cornatzer Elementary School in Davie County. Cornatzer Elementary School was a Title I school where 60% of the students were considered economically disadvantaged and qualified for free/reduced lunch. I worked in a 1st grade classroom that was composed of 25 students; out of those 25, 15 were male and 10 were female. The majority of the class was Caucasian; however, there were 4 Hispanic children, and 1 of two or more races. During a typical week, we had 5 children who received pull out services. Specifically, we had one student who qualified for English Language Learner (ELL) services, 3 students who solely needed speech services, and 1 student who received speech and behavior interventions.
The unit chosen for Evidence 5 was on forces and motion, students were pre-tested (formative) and post-tested (summative) on their knowledge of push and pull (force) and attraction and repulsion (magnets). Due to the students age and reading ability, both the pre-test and post-test was broken into two parts to prevent confusion. On one side of the page tested force, whereas on the other side of the page tested magnets. In the data chart below, I graded each section as separate tests and labeled each formative assessment as either force or magnet in attempt to catch trends in the data. For any type of assessment, I considered passing to be at 85% which would translate to a B. These tests and other assessments coordinated with the essential standard and

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