Indicator 5.

2
Summary of Evidence from Quarterly EQT

Quarter 1
Grades Grady Pryor Tschudy
A 9 12 9
B 10 6 8
C 3 4 6
D 2 2 1
E 0 2 0
th st
Ninety-one percent of 5 grade students passed the 1 quarter Science EQT.
I attribute this to the fact students had very good background knowledge of
animal studies before entering 5th grade. I have found the more background
knowledge a student has, the more comfortable they are with the completion
of tasks and their overall mastery of a standard. Students were also more
interested in the content making it much more fun. The students who were
unsuccessful in mastering these standards have other learning difficulties
that were addressed in a small group setting. Students that did not master
these standards were retaught the material to correct misconceptions.
Quarter 2
Grades Grady Pryor Tschudy
A 6 8 5
B 5 8 3
C 7 4 8
D 2 2 4
E 3 2 3
th nd
Seventy-eight percent of 5 grade students passed the 2 quarter Science
EQT. I can only have wonders about the drastic decrease in proficiency from
1st quarter. The standard still covered animal studies. Therefore, the
students background knowledge should have helped them successfully
master this standard. I can only wonder if they made the assumption the
material was so easy for them that they made careless mistakes. After
testing was graded, we covered the material once more just to check for
misconceptions and students were successful in class discussions with the
content. This further led me to believe, carelessness in their testing may
been the cause in the decrease of scores. However, there were still the same
students that show learning difficulties in comprehension who were
unsuccessful in mastering the standard. They were met with in small groups
to address any misconceptions.
Quarter 3
Grades Grady Pryor Tschudy
A 4 4 2
B 4 10 8
C 7 5 5
D 4 2 2
E 5 3 5
th rd
Seventy-two percent of 5 grade students passed the 3 quarter EQT. This
has been a rather disappointing finding to me because a large part of this
quarter were hands-on investigations. The content was mixtures and
solutions and chemical changes. I am wondering if this decrease in
performance has to do with interest level or the inability to be able to relate
the content to something in their everyday life. Students were able to
discuss the content successfully. However, mastery of this standard was
difficult when it came to paper and pencil assessments. The same students
that were unsuccessful in mastering 1st and 2nd quarter standards struggled
with this standard as well. They do have areas of learning struggles when it
comes to comprehension and the ability to transfer material learned to paper
and pencil. Students who did not meet mastery of this standard was met
with in small group to address any misconceptions. There has also been an
increase in behavior problems. This may have also contributed to the
decrease in student achievement.

Quarter 4
Grades Grady Pryor Tschudy
A
B
C
D
E