2009-10 Standard Student Profile
Language Specialist: T.M. Sanders Grade: 04 Limited Eng. proficient (LEP): Yes
Ethnicity: Hispanic Special education: No LEP program: One-way
Gender: Female Special testing: No LEP program exit:
Birthdate: 12/21/1999 Dyslexic: No English proficiency level: 3
Econ. Disadvantaged: Yes 504 status: No Country of birth: UNITED STATES
Entered district: 2008-08-25 Talented and Gifted: No Lang. survey: ENGLISH / SPANISH
Reporting school: TAG served: No Parental response date: A - 10/20/2009
State ID: Immigrant: No
Student Group*: A Migrant: No
*Contents of the "Student Group" field are determined and maintained by the campus.
TAKS Grade when tested 03 04
READING/ELA 2008 2009 2010
Scale score
Pass/Fail (Commended)
Test type (S=Spanish)
Objectives Items Correct
MATHEMATICS 2008 2009 2010
Scale score 2052
Pass/Fail (Commended) Fail
Test type (S=Spanish) TAKS
Objectives Items Correct
1: Numbers, Operations, Quan. Reasoning 6/10
2: Patterns, Relationships, Alg. Reasoning 5/6
3: Geometry and Spatial Reasoning 4/6
4: Concepts and Uses of Measurement 5/6
5: Probability and Statistics 2/4
6: Mathematical Processes and Tools 3/8
WRITING 2008 2009 2010
Scale score
Pass/Fail (Commended)
Test type (S=Spanish)
Objectives Items Correct
Norm-Referenced Tests Grade when tested 03 04
LANGUAGE ARTS 08-09 09-10
Tested with
Test Level
Subtests Pt GE Pt GE
Total Reading
Reading Vocabulary
Reading Comprehension
MATHEMATICS 08-09 09-10
Tested with
Test Level
Subtests Pt GE Pt GE
Total Mathematics*
Math Problem Solving
Math Computation
*KN results are for "Kindergarten Mathematics" subtest.
Historical Data
05-06 06-07 07-08 08-09 09-10
-
-
-
220 - TWAIN
220 - TWAIN
Grade 03 04
Class/Pod 3A 4A
Absences - - - 2
WMLS level 3
TELPAS comp.
BE/ESL Program BE
TAKS Reading/ELA
TAKS Math Fail
TAKS Writing
TAKS Social Stud.
TAKS Science
All information on this profile is CONFIDENTIAL and must not be disclosed to anyone not authorized to view it.
TESSIE SANDERS - portal.dallasisd.org - 04.14.2010 09:42:23 AM
Let the Experiment Begin!
Wonderings began forming regarding rocky biome and seed germination.
Students begin to plant seedling in soil, sand, gravel, and pond water.
7th Grade Dallas ISD Student's plant invetsigation peeks 4th Graders' interest!
After read-aloud, students cast their plant growing predictions.
4th Grade students make predictions as to what they think will happen during the palnt cycle after reading "One Bean" by Anne Rockwell.
Biomes: Can A Plant Germinate In Different Environments?
7th Grade Dallas ISD student has 4th Graders aid her investigation on plant growth in various conditions.
Differentiated Instruction Aids Bilingual Students in Research
Dallas Educator, Ms. Lewis proudly sports her students efforts in creating projects about the different activities and places to visit in Mexico in honor of Cinco de Mayo.
5th Grade Bilingual students combine Reading and Math skills to construct bar graphs to depict researched information.
Final Synopsis of ESL Student Case Study
Line graph of female ESL student's improvements after repetitious phonemic lessons in Reading/Language Arts.
Bar graphs and line graphs depict evidence of students' growth during ESL Case Study after consistancy of differentiated, and phonemic awareness small group lessons.
7th Grade Researcher Conducts Plant Growth Lab Experience
After read-aloud, students conduct their own potting experience.
Dallas ISD 7th Grader Leads 4th Grade Read-Aloud
One student identifies the objective of Sequence from beginning, middle, to end.
Students in Plant Growth control group read One Bean by Anne Rockwell to build anticipation toward project.
Celebrating Cinco De Mayo
Students in DallasISD celebrate Cinco De Mayo with class, style, and a smile.
A Sharp Find!
Students gain knowledge of Science vocabulary word, "paleontologist." They look for shark teeth in hardend rock.
ESL Case Study Outing
Case study groups use Bloom's Higher Order Thinking skills at the Environmental Research Center in Seagoville, TX. It is important to use all levels of students' modalities in order to increase a lesson's concepts.
Multi-Sensory Teaching
Working with students in small groups during case study increased vocabulary concepts through building phonemic base. Here, students work on refining locating the right answer when reading. Apr. 2010
Build That Super Sentence!
Students in Group D of case study brainstorm in pairs ways they can build a sentence using an interactive Literacy Chart. They must tell Who, Did What, When, and Where using Adj. that describe and Adv. that tell how.
Look Who's Pulling It Out and Writing It Down!
Bravo! ESL student's confidence rises as she finally masters pulling out supporitng facts and writing them down. Three weeks ago, she was afraid to show her knowledge. Mar. 2010
Thinking Maps
ESL and Gen. Ed. students of case study use a bubble map to record facts & details that aid in memory retention of complex information. 3/11/10
Building Up To TAKS Writing
ESL case study student practices Super Sentence Building by constructing a detailed paragraph. Feb.2010
Literacy
Children's Books
About Me
- TSanders
- Dallas, Tx, United States
- Certified Texas State Educator for over 9 years in ESL/Gen Ed. for Grades 1-6th. *Graduate of Grambling State Univ. B.A.-Mass Comm. * Concordia Univ.; Masters of Education/Advanced Literacy