APPENDIX D: PUPIL OUTCOMES and PROGRESS · APPENDIX D: PUPIL OUTCOMES and PROGRESS . ITEM NUMBER ... reports student mastery ... and Circles & Coordinate Plane

APPENDIX D: PUPIL OUTCOMES and PROGRESS

ITEM NUMBER

ITEM NAME PAGE NUMBER

1 LPS Assessment Calendar 2011-12 D1 2 LPS Interim Assessment Guide D8 3 Assessment Analysis Sheet: for use in inquiry cycles D11 4 Benchmark Performance Cutpoints Guide D16 5 Spanish Native 1 – Benchmark 3 D17 6 US History Document Based Question Assessment and Rubric D26 7 Biology Unit Exam: multiple choice, critical reading, and experimental

analysis. D33

8 Physics Benchmark: Applied Section D45 9 LPS Richmond Data Dashboard Feb 2012 – Quarterly data dashboards

are provided to the Board and school for accountability use. D47

10 Academic Numeracy Student Progress Report: reports student mastery on a skill-by-skill level for pre-Algebra skills in this companion course to Algebra 1.

D49

11 MAP Reading and Math Scores Goal-Setting and Reflection Report: Student reflection protocol for fall and winter MAP (Measures of Academic Progress) adaptive assessment used to measure growth.

D51

12 Student Advisory Goal-Setting Sheet: 7 times a year students review their academic, behavior, and attendance data in advisory and set goals for the next cycle.

D53

13 Tutoring Placement Teacher Tool: Every 6 weeks teachers review the data for all of their students and nominate those that should go into the next session of tutoring in that subject. These recommendations along with the data are reviewed to make up the new session’s rosters.

D54

Inst

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SJ In

st. W

ks

RD

Inst

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C

P

Inst

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H

D

Weeks by Starting

Date SAN JOSE RICHMOND COLLEGE PARK HAYWARD

1 1 1 1 8/22/2011*MAP Pre-Test Window Opens

MAP Pre-Test Window Opens



2 2 2 2 8/29/20113 3 3 3 9/6/20114 4 4 4 9/11/2011

5 5 5 5 9/19/2011MAP Pre-Test

Window ClosesMAP Pre-Test



Window Closes6 6 6 6 9/27/20107 7 7 10/3/2011**8 8 8 7 10/10/2011

9 9 9 8 10/17/2011Q1 Network Assessment

Q1 Network Assessment



11 11 11 10 10/30/201112 12 12 11 11/7/201113 13 13 12 11/14/2011

13 11/21/2011***14 14 14 14 11/28/201115 15 15 15 12/5/201116 16 16 16 12/12/2011

17 12/19/2011**** (in session)12/26/201

17 17 17 1/2/2012****MAP Winter

Window OpensMAP Winter

Window OpensMAP Winter

Window Opens

18 18 18 18 1/9/2012MAP Winter

Window Opens

19 19 19 19 1/17/2012

Mid-Year Network

Assessment

Mid-Year Network

Assessment

Mid-Year Network

Assessment

Mid-Year Network

Assessment20 20 20 20 1/23/201221 21 21 21 1/30/201222 22 22 22 2/6/201223 23 23 23 2/13/2012

2/20/2012

24 24 24 24 2/27/2012MAP Winter

Window ClosesMAP Winter



Window Closes25 25 25 25 3/5/201226 26 26 26 3/12/201227 27 27 27 3/19/2012





29 29 29 29 4/2/20124/9/2012

30 30 30 30 4/16/2012

Network Standards-

Based Practice Assessments

Network Standards-


Network Standards-


Network Standards-


31 31 31 31 4/23/2012

32 32 32 32 4/30/2012CST Window Opens 4/30

CST Window Opens 4/30



33 33 33 33 5/7/2012

34 34 34 34 5/14/2012CST Window Closes 5/18

CST Window Closes 5/18



35 35 35 35 5/21/2012 WWW WWW WWW WWW

aepstein

Typewritten Text

LPS ASSESSMENT CALENDAR 2011-2012

aepstein

Typewritten Text

aepstein

Typewritten Text

36 36 36 36 5/28/2012MAP Post-test Window Opens

MAP Post-test Window Opens



37 37 37 37 6/4/201238 38 38 38 6/11/2012 Final Exam Final Exam Final Exam Final Exam

* First day of school is 8/23/2011** Additional vacation days for Hayward.*** Additional vacation days for College Park, Richmond, and San Jose.****Winter break is 12/19-1/1 for College Park, Richmond and San Jose; 12/26-1/8 for Hayward

LPS Network, State and National Testing Calendar 2011-2012

Inst

. W

ks S

J

Inst

. W

ks R

D

Inst

. W

ks C

P

Inst

. W

ks H

D WEEKS by Starting Date SAN JOSE RICHMOND COLLEGE

PARK HAYWARD

1 1 1 1 8/22/2011* MAP Pre-Test Window Opens




2 2 2 2 8/29/2011 CELDT Window Open

CELDT Window Open

CELDT Window Open

CELDT Window Open

3 3 3 3 9/6/20114 4 4 4 9/11/2011

5 5 5 5 9/19/2011 MAP Pre-Test Window Closes

MAP Pre-Test Window Closes



6 6 6 6 9/27/2010

7 7 7 10/3/2011** CAHSEE Oct. 5-6

CAHSEE Oct. 5-6

CAHSEE Oct. 5-6

CAHSEE Oct. 5-6

8 8 8 7 10/10/2011

9 9 9 8 10/17/2011 Q1 Network Assessment



10 10 10 9 10/24/2011 Q1 Network Assessment

CAHSEE Nov. 1-2

CAHSEE Nov. 1-2

CAHSEE Nov. 1-2

CAHSEE Nov. 1-2

CELDT Window Closes 10/31




12 12 12 11 11/7/201113 13 13 12 11/14/2011

13 11/21/2011***14 14 14 14 11/28/201115 15 15 15 12/5/201116 16 16 16 12/12/2011

17 12/19/2011****12/26/2011****

17 17 17 1/2/2012**** MAP Winter Window Opens

MAP Winter Window Opens

MAP Winter Window Opens

18 18 18 18 1/9/2012 MAP Winter Window Opens

19 19 19 19 1/17/2012Mid-Year Network

Assessment

Mid-Year Network

Assessment

Mid-Year Network

Assessment

Mid-Year Network

Assessment20 20 20 20 1/23/201221 21 21 21 1/30/2012

22 22 22 22 2/6/2012 CAHSEE Feb. 7-8

CAHSEE Feb. 7-8

CAHSEE Feb. 7-8

CAHSEE Feb. 7-8

23 23 23 23 2/13/20122/20/2012

24 24 24 24 2/27/2012 MAP Winter Window Closes

MAP Winter Window Closes



25 25 25 25 3/5/2012EAP Essay

Window Opens March 1

EAP Essay Window Opens

March 1


March 1


March 1

26 26 26 26 3/12/2012CAHSEE

Census March 13-14

CAHSEE Census March

13-14

CAHSEE Census March

13-14

CAHSEE Census March

13-1427 27 27 27 3/19/2012





EAP Essay Window Closes

March 31


March 31


March 31


March 3129 29 29 29 4/2/2012

CAHSEE Dec 3 & 10 (Sat)


28 28 28 28 3/26/2012


11 11 11 10 10/30/2011


LPS Network, State and National Testing Calendar 2011-2012

4/9/2012

30 30 30 30 4/16/2012

Network Standards-


Network Standards-


Network Standards-


Network Standards-


31 31 31 31 4/23/2012

32 32 32 32 4/30/2012 CST Window Opens 4/30




CAHSEE May 8-9

CAHSEE May 8-9

CAHSEE May 8-9

CAHSEE May 8-9

AP Week 1 AP Week 1 AP Week 1 AP Week 1CST Window Closes 5/18




AP Week 2 AP Week 2 AP Week 2 AP Week 235 35 35 35 5/21/2012 WWW WWW WWW WWW

36 36 36 36 5/28/2012 MAP Post-test Window Opens




37 37 37 37 6/4/2012

38 38 38 38 6/11/2012 Final Exam, Last Week S2

Final Exam, Last Week S2



* First day of school is 8/23/2011.** Additional vacation days for Hayward.*** Additional vacation days for College Park, Richmond, and San Jose.****Winter break is 12/19-1/1 for College Park, Richmond and San Jose; 12/26-1/8 for Hayward

CELDT Window July 1-October 31, 2011CAHSEE administrations (March is grade 10 census, other admins 11-12 as needed)EAP Window March 1-31CST three week window opensAP Window May 7-18 (specific dates coming soon)

PSAT and SAT administration dates are shown on separate tabs.

CELDTCAHSEE

EAP ESSAYCSTAP

33 33 33 33 5/7/2012

34 34 34 34 5/14/2012

LPS Common Course Assessments Calendar 2011-2012

Course Diagnostic Assessment

WEEK 9: Quarter 1 Network Assessment

WEEK 19: Mid-Year Network Assessment

WEEK 27/28: Quarter 3 Network

Assessment

WEEK 30/31: Standards-Based

Practice Tests

Year-End Growth

Assessment

Additional Required Course

AssessmentsAcademic NumeracyAcademic Leadership Teacher Selected Teacher Selected Teacher Selected Teacher Selected

Algebra 1 MAP Math

BMK1: Functions, Simplifying & Solving Equations, and Linear

Equations and Graphing

BMK 2: Systems of Equations and Solving & Graphing Inequalities

UNIT 8 EXAM: Solving Quadratic

Equations (Note this is a unit exam to be used for Week 28 inquiry. BMK 3 is

given earlier in Week 23.)

CST Practice Test MAP Math

BMK 3 /WEEK 23: Operations with Polynomials and

Factoring & Simplifying

Polynomials

Geometry MAP Math BMK1: Essentials of Geometry

BMK 2: Essentials of Geometry and Triangles

& Trigonometry

BMK 3: Polygons, Perimeter, Area, Surface Area &

Volume; and Circles & Coordinate Plane


Algebra 2 MAP Math

BMK 1: Number Systems & Functions,

Linear Functions & Equalities, Polynomial

Functions, and Quadratic Functions &

Complex Numbers

BMK 2: Quadratic Functions & Complex

Numbers, Rational Functions, Radical

Functions, and Exponential Functions

BMK 3: Exponential Functions, Logarithmic

Functions, Permutations &

Combinations, and Probability & Basic

Statistics


Pre Calculus MAP Math BMK1 BMK2 BMK3 Summative Math CST Practice Test MAP Math

English 1 MAP Reading see each school's English plan

see each school's English plan


see each school's English plan MAP Reading













Internal to Flexmath.org

FOR THE FULL ARRAY OF UNIT ASSESSMENTS PLEASE REFER TO EACH COURSE'S SCOPE AND SEQUENCE DOCUMENT.






Assessment


Practice Tests

Year-End Growth

Assessment


Assessments

Reading MAP Reading see each school's English plan




World History

BMK 1: Government and the People, French Revolution, American

Revolution;Shared DBQ: Causes

of the French Revolution

BMK 2: Industrial Revolution, Imperialism,

and WWI

BMK 3: Totalitarianism, WWII,

and the HolocaustCST Practice Test

U.S. History

BMK 1: Enlightenment, American Revolution &

the Declaration of Independence,

Westward Expansion & Civil War,

Industrialization & Immigration; Shared

DBQ: (topic tbd)

BMK 2: Imperialism, WWII, Roaring 20's,

Harlem Renaissance, Great Depression & the

New Deal

BMK 3: The New Deal, The Cold War, Civil Rights, Social

Problems & Domestic Policy Issues

CST Practice Test

Gov. & Econ. Shared DBQ Teacher Selected Teacher Selected Teacher Selected

Biology WEEK 9: Physiology Exam

WEEK 19: Full-length, full-scope CST practice

and diagnostic testWEEK 28 Evolution CST Practice Test

WEEK 14: Cell Biology, WEEK 18:

Genetics, WEEK 30: Ecology

Chemistry

BMK 1: Atomic Structure & the Periodic

Table, and Bonding Organic Chemistry

BMK 2: Stoichiometry, Solutions, and Acids &

Bases

BMK 3: Gases, Thermodynamics, and

Reaction Rates/Equilibrium

CST Practice Test

Physics WEEK 9: Forces WEEK 19: Waves & Sound WEEK 28: Magnetism CST Practice Test

WEEK 5: Motion; WEEK 13: Energy & Momentum; WEEK 22: Lights & Optics






Assessment


Practice Tests

Year-End Growth

Assessment


AssessmentsSpanish 1Spanish 2Spanish NS 1Spanish NS 2Spanish Language APSpanish Literature AP

Visual Arts CPBMK 1: Elements of

Art, Perspective, Principles of Art

BMK 2: Elements of Art, Analytical thought process of Subject-

Composition-Content

BMK 3: Elements of Art, Analytical thought process of Subject-

Composition-Content

BMK 4: Elements of Art, Analytical

thought process of Subject-

Composition-Content

Drama & Other Classes Teacher Selected Teacher Selected Teacher Selected Teacher Selected

Each course had 4 quarterly benchmarks. Please refer to scope and sequence documents for specific topics and standards covered.

Leadership Public Schools Interim Assessment Guide

(Sample from Benchmark 2 of guide provided for each of 4 interim assessment cycles)

Benchmark 2 Content Overview Instructional Week 19 (End of First Semester), January 2012

BENCHMARK MATERIALS AVAILABLE THROUGH BASECAMP

https://leadershippublicschools.basecamphq.com/login

BASECAMP PROJECT: “BENCHMARK 2 2011-2012”

Materials Also Loaded in Individual Course Projects

Please email [email protected] for assistance with BaseCamp. Please email [email protected] for assistance with assessment and Data Director.

BENCHMARK 2: CONTENT REVIEW AND BACKWARD PLANNING This document supports end of first semester backwards planning from benchmark 2 (week 19) to now (week 10-11). We know that this planning is well underway for most teachers. The learning topics shown on the following pages are the course by course “landmark” topics to be taught during the second quarter and assessed in week 19 on the second benchmark exam. They are a necessary starting point for identifying specific learning targets for what students will know and be able to do. Clarity for you and students on these specific knowledge and skills – and on how and when they will be assessed – is a driver for success. A planning template is shared below. Benchmark 2 backward-planning should also take into consideration learning topics and targets from the first quarter that need re-teaching. Please continue to use and share this and/or other planning approaches and tools you find useful for this critical work.

Course: ________________________________________ Quarter/Semester/Year: _________________

Learning Topics (2nd quarter topics plus Q1 re-teach)

Learning Targets How Assess? (Quiz, exit ticket,

etc.)

When Assess? (weeks, dates, days

Notes

EXAMPLE: Complex Numbers (Algebra 2 Learning topic)

Simplify 2x/week during exit tickets

Mon-Wed. exit ticket each week

When can I start using ExitTicket.org?

Graph on a complex plane

3 quizzes 11/11, 12/2, 1/12 Use Data Director

Conjugate 2 quizzes 11/18, 12/9 Use Data Director

Learning topics in many courses are in active development toward stronger alignment to rigorous standards and/or student-accessible academic language. We welcome and need your continued collaborative innovation toward clarity and power in our curriculum and assessment common spine.

















mailto:[email protected]

































Course Benchmark 2 Learning Topics

Algebra 1

Algebra 1 Benchmark 2 Standards 3.0, 4.0, 5.0, 6.0, 7.0, 8.0, 9.0, 18.0

Systems of Equations

Solving and Graphing Inequalities

Operations with Polynomials

Geometry

Geometry Benchmark 2 Full-length CST Practice Test Covering All CST Standards Taught

Standards 1.0, 3.0, 4.0, 5.0, 6.0, 7.0, 12.0, 13.0, 14.0, 15.0, 16.0, 18.0, 19.0, 20.0

Angles & Constructions (Quarter 1)

Parallel Lines & Quadrilaterals (Quarter 2)

Properties of Triangles, Triangle Proofs & Logic

Trigonometry

Polygons, Perimeter, Area Surface Area, & Volume

Algebra 2

Algebra 2 Benchmark 2 CST Standards 2.0, 3.0, 5.0, 6.0, 7.0, 8.0, 9.0, 10.0, 15.0

Complex numbers

Domain

Graph Translations

Operations on Polynomials

Parabola shape and vertex

Polynomial Long Division

Rational Expressions

Roots of a Parabola

Solve Quadratic Equations

System of Equations

System of Inequalities

Vertex Form of a Parabola

Pre Calculus

Pre Calculus Benchmark 2

Functions & Graphs

Polynomial and Rational Functions

Calculus Calculus Benchmark 2

Statistics Statistics Benchmark 2

Biology

Cell Biology Unit Exam CST Standards 1.a through 1.h; IE 1, IE 1.f

Critical Reading

Experimental Analysis and Design

Biology Genetics Unit Exam CST Standards 1.d, 1.h, 2, 2.a, 2.d, 2.e, 2.f, 2.g, 3.a, 3.b, 4.b, 4.f, 4, 5.b

Critical Reading

Experimental Analysis and Design

Course Benchmark 2 Learning Topics

Chemistry Chemistry Benchmark 2


CST Standards 3.a-e, 5.a-d, 6.a-d

Stoichiometry

Solutions

Acids/Bases

Physics

Physics Energy & Momentum Unit Exam

Calculate and determine the sign (+/-/0) of work

Identify and calculate kinetic energy

Identify and calculate gravitational potential energy

Identify and calculate elastic potential energy

Analyze energy transformations

Calculate energy conservation problems

Interpret mechanical energy graphs

Identify and calculate momentum

Analyze and calculate momentum conservation problems, including elastic and inelastic collisions

Explain and calculate impulse

Physics Thermodynamics Unit Exam

World History

World History Benchmark 2 Standards 10.3 & 10.4

The Industrial Revolution in England, France, Germany, Japan, and the United

States

Patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.

U.S. History

US History Benchmark 2 Standards 11.4; 11.5; 11.6

Imperialism, WWII, Roaring 20s, Harlem Renaissance, The Great Depression, the New Deal

Spanish 1 Spanish 1 Benchmark 2: Listening, Vocabulary, Reading & Writing

Spanish 2 Spanish 2 Benchmark 2: Listening, Vocabulary, Reading & Writing

Spanish Native 1 Spanish NS 1 Benchmark 2:

La comprensión auditiva, la comprensión de lectura, la escritura interpersonal

Spanish Native 2 Spanish NS 2 Benchmark 2:

La comprensión auditiva, la comprensión de lectura, la escritura interpersonal, la escritura presentacional

Spanish Lang AP Spanish Lang AP Benchmark 2:

La comprensión auditiva, la comprensión de lectura, la escritura interpersonal, la escritura presentacional

Visual Arts Visual Arts Benchmark 2

English 1-4 Aligned to CST, EPT, and AP Blueprints and varied by school; see attached

All Other Courses Varied by school and course; coming soon

Leadership Public Schools

Assessment Analysis Sheet & Instructional Plan

Assessment Analysis Sheet and Instructional Plan

Teacher: _______________________________ Course: ______________________ Date_____________________

STRENGTHS ANALYSIS

Strength Standards Analysis Instructional Plan What patterns did you notice in

these strengths data?

What standards, items, questions, rubric components, and/or topics were students successful with (achieved Advanced/Proficient levels)?

What techniques/strategies did you use to address these standards?

Period # __

•

•

•

Period # __

•

•

•

Period # __

•

•

•

Period # __

•

•

•



GAP ANALYSIS

Standards Analysis Remedial Standards Instructional Plan What patterns did you notice in

these gaps data?

What standards, items, questions, rubric components, and/or topics warrant more time for whole-class

instruction, re-teaching and review?

What remedial/building block standards do students need to

master the focus standard?

What techniques/strategies will you use to address these standards?

Period # __

Period # __

Period # __

Period # __



Cumulative and Targeted Review of Standards

Write the standards you will address with each of the following over the next _______ days/weeks:

Spiral in Homework Spiral in Do Now Do Mini-Lesson Do Now with Mini-

Lesson Spiral in Quizzes or Tests

(10 to 15 questions)

Students Of Major Concern What They Need Most Help With Instructional Plan—When or How Will They Get Tutored, Supported, Addressed



How and when will you use small group instruction to re-teach key standards? How will you group students (e.g. shared gaps, paired weak/strong

etc.)? What standards will be the focus?

Six-Week Instructional Plan

Please fully integrate the contents of page 3 above into your three-week instructional plan or use the template below.

WEEK ___ : Date _______________ WEEK ___ : Date _______________ WEEK ___ : Date _______________

Standards for Review

How do the standards for review influence the teaching of new standards?





New Standards New Standards New Standards



Leadership Public Schools Curriculum & Assessment Common Spine

LPS BENCHMARK CUT‐POINTS

Performance band cut‐points for benchmark exams are set by comparing benchmark and CST scores from the same

school year and for the same group of students. We 1) run correlations and 2) review student‐level CST and

benchmark scores side by side to identify benchmark ranges of percent correct earned (performance bands) most likely

to predict CST performance. For new tests for which we lack side‐by‐side CST/benchmark data, we set the cut‐points to

produce the school’s prior year CST performance distribution. For tests with no corresponding external test, cut‐points

are custom‐set in collaboration with each test‐maker.

For established tests with available benchmark/CST data, performance band scores are reasonably predictive of CST

performance, particularly of whether or not a student will be at or above proficient. Performance band results for new

benchmarks and those without a corresponding external measure should be viewed with caution. All performance band

cut‐points are reviewed and adjusted as needed each August when new CST data become available.

We continue to develop the LPS benchmarks and most importantly their alignment to state tests, college entry tests,

and other established measures of mastery. As our tests stabilize and we have a better benchmark/CST data

comparison set to work with, predictive strength improves. We may also choose at some point to invest in professional

standardization for our internally‐built exams.

Course Far Below Basic Below Basic Basic Proficient Advanced

English 1 0‐31.99 32‐44.99 45‐64.99 65‐77.99 78‐100

English 2 0‐30.99 31‐48.99 49‐68.99 69‐79.99 80‐100

English 3 0‐35.99 36‐51.99 52‐66.99 67‐76.99 77‐100

English 4 0‐35.99 36‐51.99 52‐66.99 67‐76.99 77‐100

Algebra 1 0‐24.99 25‐42.99 43‐64.99 65‐79.99 80‐100

Geometry 0‐29.99 30‐49.99 50‐64.99 65‐84.99 85‐100

Algebra 2 0‐34.99 35‐49.99 50‐64.99 65‐79.99 80‐100

PreCalculus 0‐34.99 35‐49.99 50‐64.99 65‐79.99 80‐100

Calculus 0‐24.99 25‐35.99 36‐47.99 48‐62.99 63‐100

Biology 0‐27.99 28‐49.99 50‐72.99 73‐84.99 85‐100

Chemistry 0‐29.99 30‐45.99 46‐70.99 71‐86.99 87‐100

Physics* (please see below) 0‐22.99 23‐42.99 43‐64.99 65‐85.99 86‐100

World History 0‐24.99 25‐44.99 45‐64.99 65‐84.99 85‐100

US History 0‐24.99 25‐44.99 45‐64.99 65‐84.99 85‐100

Spanish (non AP) 0‐59.99 60‐69.99 70‐79.99 80‐89.99 90‐100

Spanish Lang AP 0‐42.99 43‐62.99 63‐74.99 75‐82.99 83‐100

Visual Arts 0‐59.99 60‐69.99 70‐79.99 80‐89.99 90‐100

* Physics unit tests have different cut‐points per test due to significant variation in difficulty:

PHYSICS UNIT Far Below Basic Below Basic Basic Proficient Advanced

Motion 0‐59.99 60‐69.99 70‐79.99 80‐89.99 90‐100

Forces 0‐22.99 23‐42.99 43‐64.99 65‐85.99 86‐100

Energy & Momentum 0‐22.99 23‐42.99 43‐64.99 65‐85.99 86‐100

Thermodynamics 0‐59.99 60‐69.99 70‐79.99 80‐89.99 90‐100

1

Nombre _______________________ Fecha______________

Clase _________________________

Spanish Native 1 - Benchmark 3

I. La comprensión auditiva – diálogo corto (Track 43)

1. Marcos quiere que el club de español… A. no haga nada diferente este año. B. celebre una fiesta mexicana. C. celebre una fiesta española. D. celebre en Puebla, México, este año. 2. El Cinco de Mayo recuerda… A. la victoria mexicana sobre los tejanos en el Álamo. B. la independencia mexicana de España. C. la victoria de Cortés en contra de Moctezuma. D. la victoria mexicana en contra de los franceses. 3. En los Estados Unidos, esta celebración… A. recuerda la victoria en puebla. B. no se celebra tanto como en México. C. se ha convertido en una celebración de la herencia mexicana. D. es una celebración de poca importancia para los mexicanoamericanos. 4. Va a ser difícil convencer… A. a Elena. B. al señor Santana. C. a la señorita Morales. D. al señor Díaz. 5. La actividad del club de español será… A. mostrar proyectos estudiantiles sobre la cultura mexicana. B. servir comida mexicana en la cafetería. C. hacer anuncios cada día sobre España en el nuevo mundo. D. tocar música latina en la cafetería.

Instrucciones: Vas a escuchar un diálogo. Antes de escuchar el diálogo, lee las respuestas posibles.

Entonces, escucha el diálogo y escoge la respuesta correcta para cada una de las preguntas.

2

6. Ese día, ellos piensan tener… A. bailes y música. B. bailes, comida, cuentos y música. C. comida y bailes. D. cuentos y música. II. La Lectura

Como agua para chocolate por Laura Esquivel

"Una de estas tardes, antes de que Mamá Elena dijera que ya se podían levantar de la mesa Tita, que entonces contaba con quince años, le anunció con voz temblorosa que Pedro Muzquiz quería venir a hablar con ella... -¿Y de qué me tiene que venir a hablar ese señor? dijo Mamá Elena luego de un silencio interminable que encogió el alma de Tita. Con voz apenas perceptible respondió: -Yo no sé. Mamá Elena le lanzó una mirada que para Tita encerraba todos los años de represión que habían flotado sobre la familia y dijo: -Pues más le vale que le informes que si es para pedir tu mano, no lo haga. Perdería su tiempo y me haría perder el mío. Sabes muy bien que por ser la más chica de las mujeres a ti te corresponde cuidarme hasta el día de mi muerte. Dicho esto, Mamá Elena se puso lentamente de pie, guardó sus lentes dentro del delantal y a manera de orden final repitió. -¡Por hoy hemos terminado con esto! Tita sabía que dentro de las normas de comunicación de la casa no estaba incluido el diálogo, pero aun así, por primera vez en su vida intentó a protestar a un mandato de su madre. -Pero es que yo opino que... _¡Tú no opinas nada y se acabó! Nunca, por generaciones, nadie en mi familia ha protestado ante esta costumbre y no va a ser una de mis hijas quien lo haga. Tita bajó la cabeza y con la misma fuerza con que sus lágrimas cayeron sobre la mesa, así cayó sobre ella su destino."

-¿Ya viste a Tita? ¡Pobrecita, su hermana Rosaura va a casarse con su novio! Desde que se fijó la boda para el 12 de enero se mandaron a comprar 200 pollos y se los pusieron a engordar de inmediato. Las encargadas fueron Nacha, por su experiencia y Tita

Instrucciones: Lee el siguiente fragmento de la novela Como agua para chocolate y contesta las

preguntas de comprensión que siguen.

3

como castigo por no haber querido estar presente cuando Pedro fue a pedir la mano de su hermana Rosaura. No le gustaban nada esos comentarios, el papel de perdedora no se había escrito para ella. ¡Tenía que tomar una clara actitud de triunfo!... Estas y otras remembranzas la tuvieron ocupada durante la ceremonia, haciéndola lucir una apacible sonrisa de gata plácida, hasta que a la hora de los abrazos tuvo que felicitar a su hermana. Pedro que estaba junto a ella, le dijo a Tita: -¿Y a mí no me va a felicitar? -Sí, cómo no. Que sea muy feliz. Pedro abrazándola mas cerca de lo que las normas sociales permitían aprovechó la única oportunidad que tenía para decirle a Tita algo al oído: -Estoy seguro de que así será. Pues logré con esta boda lo que tanto anhelaba: estar cerca de usted, la mujer que verdaderamente amo... Las palabras que Pedro acababa de pronunciar fueron para Tita como refrescante brisa que enciende los restos de carbón a punto de apagarse. Su cara, por tantos meses forzada a no mostrar sus sentimientos experimentó un cambio incontrolable, su rostro reflejó gran alivio y felicidad. Era como si toda esa casi extinguida ebullición interior se viera reavivada, de pronto, por el fogoso aliento de Pedro sobre su cuello, sus ardientes manos sobre su espalda...Pudo haberse quedado así para siempre.... La lamentable muerte de Nacha tenía a Tita en un estado de depresión muy grande. Pedro tratando de ayudarla a salir adelante, pensó que sería un buen detalle llevarle un ramo de rosas al cumplir su primer año como cocinera del rancho. Mamá Elena, con sólo una mirada, le ordenó a Tita salir de la sala y deshacerse de las rosas. Pedro se dio cuenta de su osadía bastante tarde. Tita apretaba las rosas con tal fuerza contra su pecho que cuando llegó a la cocina, las rosas que en un principio eran de color rosado, ya se habían vuelto rojas por la sangre de las manos y el pecho de Tita. Tenía que pensar rápidamente qué hacer con ellas. ¡Estaban tan hermosas! No era posible tirarlas a la basura, en primera porque nunca antes había recibido flores, y en segunda porque se las había regalado Pedro. De pronto escuchó claramente la voz de Nacha, dictándole una receta prehispánica donde se utilizaban pétalos de rosa... Tita estaba ausente, su cuerpo estaba sobre la silla, sentado, y muy correctamente, por cierto, pero no había ningún signo de vida en sus ojos. Tal parecía que en un extraño fenómeno de alquimia su ser se había disuelto en la salsa de rosas, en el cuerpo de las codornices, en el vino y en cada uno de los olores de la comida. De esta manera penetraba en el cuerpo de Pedro, voluptuosa, aromática, calurosa, completamente sensual. Parecía que habían descubierto un código nuevo de comunicación..."

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7. ¿En qué punto de vista está escrito este cuento? A. en la primera persona B. en la segunda persona C. en la tercera persona D. por Tita 8. En la línea << Mamá Elena le lanzó una mirada que para Tita encerraba todos los años de represión…>>, ¿Qué significa represión? A. tristeza B. prohibición C. libertad D. depresión 9. Mamá Elena le dice a Tita,<< Sabes muy bien que por ser la más chica de las mujeres a ti te corresponde cuidarme hasta el día de mi muerte.>> ¿Por qué tiene Tita esa responsabilidad? A. porque Mamá Elena está enferma. B. porque a Mamá Elena favorece a las hermanas de Tita. C. porque en su familia, es una tradición que la mujer más joven cuida a sus padres. D. porque la hija más chica en la familia no se puede casar nunca. 10. ¿Por qué Tita fue encargada de los preparativos para la boda? A. como castigo B. porque era muy responsable C. porque quería estar cerca de Pedro D. por su experiencia 11. El rostro de Tita reflejó gran alivio y felicidad después de oír las palabras de Pedro porque… A. pedro tiene buen aliento. B su hermana Rosaura decidió que le daría Pedro a Tita como regalo. C. siente muy bien en su oído, como una refrescante brisa. D. se dio cuenta de que Pedro realmente estaba enamorado de ella.

Nunca dudaba que yo iría a una institución de educación superior, pero siempre existía la pregunta tácita de cómo nos arreglaríamos para pagarla. Cuando la familia de mi padre vina a este país, ya hace tres generaciones, mi bisabuelo sólo había llegado al tercer grado. Trabajó muy duro para tener éxito, pero por lo

Instrucciones: Lee con cuidado la selección siguiente que se llama <<¡Esfuérzate para conseguir

becas! Puedes pagar por tu educación superior si dedicas tiempo y esfuerzo a buscar ayuda>>

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general trabajaba hasta tarde en empleos muy exigentes físicamente. Su mayor deseo era que sus hijos al menos pudieran completar la etapa de la educación superior, porque creía que la educación era la clave para una vida mejor. Entonces, mi abuela y sus cuatro hermanos se esforzaron por alcanzar la educación superior y luego también lucharon por obtener sus maestrías. Mi padre y sus tres hermanos también obtuvieron títulos avanzados. Pero cuando me llegó al momento de pensar en la vida después de la escuela secundaria, sabía que la educación superior no era una opción. Durante la secundaria, mi familia tenía muy poco dinero. Mi padre era un empresario y yo era la menor de ocho hermanos. Si bien no sentíamos bendecidos por tener una familia maravillosa y por poder contar con las cosas que realmente necesitábamos, como comida y una casa, teníamos muy poco dinero para extras. Trabajé cerca de 30 horas por semana y sabía que la mejor manera de llegar a la educación superior sin acumular deudas enormes era obtener buenas calificaciones, participar y solicitar becas. Me volví muy activa durante la secundaria y tomé muchos roles de liderazgo. También practicaba tres deportes, lo que me ayudaba a equilibrar todo lo demás. Cuando llegó el momento de mi último año, tuve que tomar una decisión muy difícil. Se aproximaba la temporada de básquet y era mi último año. Sin embargo, si bien sabía que no podría acceder a una institución muy buena por medio del básquet, creía que sí podría lograrlo con mis calificaciones y mi participación. Entonces tomé la decisión de dejar el básquet justo cuando descubrí que había llegado a mi último año. Fue muy difícil en ese momento, pero sentí que me ayudó para enviar las solicitudes para acceder a la educación superior y para las becas, y también para resolver de qué manera financiaría mi educación. 12. La autora no dudaba que iría a la universidad, pero no sabía… A. si tendría las notas necesarias. B si tendría el dinero. C. si tendría el apoyo de sus padres. D. si tendría la preparación necesaria. 13. Podemos decir que la familia de esta señorita… de los Estados Unidos. A. lleva poco tiempo en B está recién llegada a C. es indocumentada en D. lleva bastante tiempo en 14. Para el bisabuelo de la autora, la educación… A. valía la pena. B le valía poco. C. no le valía tanto como el trabajo. D. le valía sólo hasta la educación primaria.

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15. El padre y los tíos de la autora… A. no pudieron obtener una educación universitaria. B obtuvieron una educación universitaria. C. obtuvieron una educación hasta el tercer grado. D. creían que no era una opción para ellos. 16. La única manera que la autor podría conseguir una educación universitaria era … A. trabajar 30 horas por semana y ahorrar el dinero. B pedirle dinero a su familia. C. acumular préstamos enormes. D. trabajar duro en los estudios para llegar a ser becaria. 17. En la secundaria, la autora… A. sólo se esforzó en los estudios. B se esforzó en los estudios, en los deportes y en ser un líder. C. se esforzó en los deportes. D. se esforzó en ser un líder. 18. ¿Cuál fue la decisión difícil que tuvo que tomar la autora en su último año. A. Se esforzaría en el baloncesto. B. Podría participar en un deporte y mantener su nota. C. Dejaría un deporte a favor de estudiar. D. Podría ir a una mejor universidad con una beca conseguida por los deportes. 19. Gracias a su decisión, la autora… A. pudo recibir una beca deportiva. B pudo recibir una beca. C. no pudo recibir una beca deportiva. D. no pudo recibir ningún tipo de beca.

¿Qué es la economía? La economía se puede describir de varias maneras. Es el estudio de las decisiones que se toman en la producción, la distribución y el consumo de bienes y servicios. Es también el estudio de las razones por las cuales se decide lo que se va a producir, cómo se lo va a producir y para quienes. Al decidir lo que se va a producir, hay que tomar en cuenta que los recursos que tenemos a nuestra disposición son escasos y limitados. Puede ser imposible de producir todo lo que la sociedad quiere. La economía

Instrucciones: Lee con la siguiente selección sobre la economía y contesta las siguientes

preguntas.

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trata del uso o control eficiente de estos recursos limitados con el propósito de satisfacer al máximo las necesidades y los deseos humanos. Las necesidades materiales de la sociedad humana apenas tienen límite. Las necesidades pueden ser de primera necesidad, como la comida y el albergue; o pueden ser necesidades de lujo como los yates, los perfumes y el servicio doméstico. Claro está que lo que para uno es una necesidad básica para otro es un lujo. Aunque las necesidades o deseos de la sociedad no tienen límite, los recursos no son ilimitados. Los recursos pueden dividirse en dos categorías: los recursos de propiedad – bienes raíces, materia prima y capital (dinero) – y los recursos humanos – el personal que se necesita, o sea, la mano de obra. Una verdad económica es que la escasez de los recursos productivos hace imposible proveer todos los bienes y servicios que la sociedad desea. La escasez de recursos nos obliga a escoger entre los diferentes bienes y servicios que produciremos. 20. ¿Cuál de las siguientes oraciones tiene información correcta según el artículo? A. No se puede definir la economía. B. La economía es una ciencia que se estudia en un laboratorio. C. La economía no tiene nada que ver con el comercio ni las finanzas. D. La economía tiene varias descripciones. 21. ¿Cuál es la rama de la economía que tiene que ver con la manera en que llega algo al consumidor? A. la producción B. el consumo C. la distribución D. la disponibilidad 22. Los bienes son A. cosas bien hechas B. productos C. servicios D. bienes raíces 23. ¿Quiénes deciden los bienes y servicios que quisieran tener? A. los miembros de la sociedad humana B. los economistas C. los distribuidores D. nadie 24. ¿A qué categoría pertenece el albergue? A. un lujo B. un servicio doméstico C. una necesidad básica D. un deseo

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25. Una materia prima es A. una casa B. el petróleo C. el personal D. el capital II. La Composición: El escrito expositivo (la escritura interpersonal)

Instrucciones: Tú has pedido una carta de recomendación de un profesor o una profesora para

enviarla con tu solicitud de ingreso la universidad de tus sueños. Escríbele una carta a tu

profesor(a) con los siguientes puntos:

• 1 párrafo: Salúdalo y menciona la razón de escribir.

• 1 párrafo: Explica por qué esta universidad es la universidad de tus sueños.

• 1 párrafo: Explica por qué has pedido la carta de recomendación de este/a profesor/a

específicamente.

• 1 párrafo: Dile todos los detalles personales que quieres que incluya en la carta (ej. trabajos que

has tenido, actividades extracurriculares, clubes, trabajo como voluntario, etc.).

• Agradécele y despídele apropiadamente.

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US History DBQ #1: Immigration & Industrialization

EQ: To what extent was the United States welcoming and/or hostile to new immigrants at the turn of the century (1880s – 1910s)? In your response consider the political, economic

and/or social responses of the United States. Use the documents and your background knowledge of the time period from the 1880s to the 1910s to write a 4 paragraph essay in response to the question. You must use at least 3 of the documents in your essay.

Document 1: Political Cartoon from the turn of the century

“Spoiling the Broth!” Document 2

The following excerpt is from Mary Antin, a Russian Jewish Immigrant who came to America at the turn of the century. When I first came to America I was amazed with the street lamps. People here didn’t have to carry lanterns with them like they did at home my father said. In America, he told me, everything was free. Light was free. Education was free. Education, as my father said, was the essence of American opportunity, the treasure no thief could touch, not even misfortune or poverty. It was one thing that would always be sure and safe. When I went to school on that first day the doors stood open for every one of us. Document 3

Newly arrived urban immigrants tended to live in the least desirable districts, where housing was cheapest. Such areas often contained the factories and shops that provided their livelihoods. Amid the city's din and dirt, immigrants crowded into tenement buildings and other run-down, slum housing, sometimes up to 14 people crowded into a single room. In 1914, an Italian immigrant described such an area of Boston:

Here was a congestion the like of which I had never seen before. Within the narrow limits of one-half square mile were crowded together thirty-five thousand people, living tier upon tier in dirty despicable conditions, huddled together until the very heavens seemed to be shut out. These narrow alley-like streets of Old Boston were one mass of litter. The air was laden with soot and dirt. Ill odors arose from every direction . . . A thousand wheels of commercial activity whirled incessantly day and night, making noises which would rack the sturdiest of nerves.

—Constantine M. Panunzio, The Soul of an Immigrant, 1969

Document 4:

The following excerpt from Emma Lazarus’ poem was inscribed at the bottom of the Statue of Liberty. "Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden door!"

—Emma Lazarus, "The New Colossus," 1883

Document 5:

This chart compares the growth of the U.S. industrial economy with the arrival of immigrants. “Bank clearings” refers to bank transactions, and railway freight refers to how many tons of goods were transported by train.

Source | Isaac Aaronovitch Hourwich, Immigration and Labor: The Economic Aspects of European Immigration to the United States (New York: G.P. Putnam’s Sons, 1912), 87.

Document 6: The Chinese Exclusion Act

Source: History Alive: Pursuing American Ideals: Through Ellis Island and Angel Island: The Immigrant Experience.

During the 1870s, a depression and drought struck California's economy. Seeking a scapegoat, many Californians blamed Chinese workers for their economic woes. The Chinese made an easy target. They looked different from white Americans, and their language, religion, and other cultural traits were also very different. As a result, innocent Chinese became victims of mob violence, during which many were driven out of their homes and even murdered. Anti-Chinese nativism had a strong racial component. The Chinese were seen as an inferior people who could never be Americanized.

Nativists demanded that Chinese immigration be curtailed, or reduced. Their outcries led to the passage of the Chinese Exclusion Act in 1882. This law prohibited the immigration of Chinese laborers, skilled or unskilled, for a period of 10 years. It also prevented Chinese already in the country from becoming citizens. For the first time, the United States had restricted immigration based solely on nationality or race.

The Chinese Exclusion Act still allowed a few Chinese to enter the country, including merchants, diplomats, teachers, students, and relatives of existing citizens. But the act did what it was supposed to do. Immigration from China fell from a high of nearly 40,000 people in 1882 to just 279 two years later.

Document 7: Political Cartoon from the turn of the century

“Parting the waters for Europe’s refugees”

DBQ Rubric Name: _____________________ as of 9/7/2010 4 3 2 1 0 Claim: Answers the question and maps out the argument to be made.

Contains a claim that answers all parts of the prompt, makes a sophisticated, clear argument, that represents original and/or deep thinking, and lists the major reasons for the author’s argument.

Contains a claim that answers all parts of the prompt, makes a clear argument, and lists the major reasons for the author’s argument.

Contains a claim that answers most of the question and/or lists major reasons for the author’s argument

Contains a claim that only repeats or rephrases the prompt

Contains no claim or misunderstands the question.

Outside Information: Connects relevant outside knowledge to argument.

Brings into argument THREE or more details of history to support argument and/or general context; These details are thorough, relevant, and accurate

Brings into argument TWO or more details of history to support argument and/or general context; These details are, relevant, and accurate

Brings into argument ONE or more detail of history to support argument and/or general context; These details are relevant, but may be vague or inaccurate

Brings into argument ONE or more details of history to support argument and/or general context; But these details are not relevant or accurate/thorough enough to advance argument

Contains inappropriate or no outside information.

Use of Documents: Understands author’s point

of view, purpose, or audience

Correctly distinguishes between fact and opinion

Makes connections between documents by grouping similar positions or identifying contradictions

Identifies contrary evidence

Draws plausible inferences and conclusions

References the required number of documents and/or uses at least three of these skills with each document.

References less than the required number of documents, but uses at least two of these skills with each document

References less than the required number of documents, but uses at least one of these skills with each document

Briefly cites documents, or misunderstands documents. Does not use any of these skills.

Ignores documents.

Analysis: Makes plausible inferences and makes a rational argument.

Effectively uses the evidence in the documents to support the argument; This includes summarizing the evidence and clearly and fully explaining how it supports the Claim.

Effectively uses most of the evidence in the documents to support the argument; This includes summarizing the evidence and providing some explanation of how it supports the Claim.

Effectively uses some evidence in the documents to support the argument; May not summarize all evidence; may not explain fully how it supports claim, or explanation may not make sense. Makes a strong argument, but does not link it to any evidence.

Simply narrates the events or lists specific pieces of evidence but provides no explanation of how it supports the claim;

Analysis is missing or makes no sense.

Organization and Clarity: A coherent essay with thesis, topic sentences, analysis and conclusion.

Introductory paragraph includes background information and a claim; Body paragraphs clearly organized around sub-claims; Topic and Transition sentences of paragraphs are clearly linked to sub-claims and Evidence.

Introductory paragraph includes some information and a claim. Body paragraphs contain topic sentences and supporting evidence.

Introductory paragraph includes a claim. Body paragraphs lack topic sentences and/or supporting facts are unrelated.

No introduction. Essay is a challenge to read – may not be organized into paragraphs; topic and transition sentences missing.

Paper is difficult or impossible to read; no clear organization.

Level 5 (A or B Grade as a UC Freshman) : Meets all of the Level 4 criteria plus: Makes claim that is substantive, original or goes beyond the question; Powerfully matches documental evidence and claim; On their own identifies author’s point of view, contrary evidence, and fact vs opinion; Has depth & complexity in reasoning; Uses sophisticated language, including transitions and headings to clarify logic.

Biology Genetics Unit Exam

Part 1: Multiple Choice 1. Fill in the blank. _______________ are composed of strands of DNA, come in pairs, and contain hundreds of genes.

A. Chromosomes B. Traits C. Cells D. Enzymes

2. Which of the following sequences summarizes the correct order of the central dogma?

A. DNA transcription, RNA translation, protein synthesis B. Protein synthesis, RNA transcription, DNA translation C. DNA replication, DNA translation, RNA synthesis D. RNA transcription, DNA translation, protein synthesis

3. Proteins are large macromolecules made of amino acids. The cell organelle most directly involved with making proteins is the… A. mitochondrion B. cell wall C. ribosome D. endoplasmic reticulum 4. Assume T= dominant for tall plants and t = recessive for short plants. If you cross a plant genotype Tt with another plant Tt how many of the new plants will be tall? A. 0% B. 25% C. 50% D. 75% 5. In a human, the gene P for polydactyly (having extra fingers or toes) is dominant over the gene for the normal number of digits. If parents who are both homozygous dominant have four children, how many of these children would most likely have extra fingers or toes? A. 25% B. 50% C. 75% D. 100%

6. The principle of dominance, segregation and independent assortment were first described by… A. Watson B. Crick C. Franklin D. Mendel 7. Which of the following would be the genotype of a heterozygous individual? A. BB B. Tt C. HH D. zz 8. How many chromosomes would be found in a human diploid body cell? A. 46 B. 23

C. 14 D. 7 9. Sperm cells are haploid. Sperm cells of the Russian dwarf hamster, Phodopus sungorus, contain 14 chromosomes. What is the total number of chromosomes that would be contained in a body cell of a Russian dwarf hamster? A. 7 B. 14 C. 28 D. 42 10. The diagram below shows a cellular process that occurs in organisms. This process is known as…

A. meiosis. B. mitosis. C. endocytosis. D. phagocytosis.

11. If a corn plant has a genotype of Ttyy, what are the possible genetic combinations that could be present in a single grain of pollen from this plant? A. Ty, ty B. TY, ty C. TY, Ty, ty D. Ty, ty, tY, TY 12. Which of the following statements correctly describes meiosis? A. Cells divide only once during meiosis. B. Meiosis does not occur in reproductive cells. C. The cells produced at the end of meiosis are genetically identical to the parent cell. D. The cells produced at the end of meiosis contain half the number of chromosomes as the

parent cell. 13. The table below lists the typical diploid number of chromosomes of several different organisms.

Diploid Chromosome Number

Goldfish 94 Potato 48 Human 46

Pea 14 Fruit Fly 8

Which of the following is the best explanation for why the chromosome number is an even number in each of these organisms? A. It is only a coincidence; many other organisms have an odd number of chromosomes. B. The diploid chromosome number is always even so that when mitosis occurs each new cell

gets the same number of chromosomes. C. The diploid chromosome number represents pairs of chromosomes, one from each parent, so it

is always an even number. D. Chromosomes double every time the cell divides, so after the first division, the number is

always even. 14. Which of the following sequences represents chromosome number during fertilization?

A. n + n → 2n B. 2n→n+n C. n→n D. 2n→2n

15.

The diagram above shows homologous chromosomes during prophase I of meiosis. Which of the following correctly describes the process being illustrated? A. mutation in which the DNA content of the gene is altered B. segregation of sister chromatids C. condensation and segregation of alleles D. crossing-over in which alleles are exchanged 16. Fur color in cats is controlled by an autosomal gene that can occur in the dominant form, (B), or the recessive form, (b). The length of the cat’s fur is controlled by another autosomal gene that occurs in the dominant form, (S), or the recessive form, (s). The table below shows the traits for these allele codes.

Gene Phenotype B black fur b white fur S short-haired fur s long-haired fur

The following genotypes were found in a male cat and a female cat.

BbSs (male) bbSS (female) Which one of the following choices is true of the phenotype of offspring from these parents? A. All offspring will have black fur. B. All offspring will have white fur. C. All offspring will have long-haired fur. D. All offspring will have short-haired fur.

17. If a human baby boy inherits a recessive allele from his mother, in which circumstance would he most likely show the trait coded for by the recessive allele? A. The baby inherits the dominant allele from his father. B. The allele is on an autosomal chromosome and the baby is a twin. C. The allele is on the X chromosome. D. The allele is on the Y chromosome. 18. Based only on the sex chromosomes in typical human egg and sperm cells at fertilization, the probability of producing a female is A. 25%. B. 50%. C. 75%. D. 90%. 19. In fruit flies, the gene for red eyes (R) is dominant and the gene for sepia eyes (r) is recessive. What are the possible combinations of genes in the offspring of two red-eyed heterozygous flies (Rr)? A. RR only B. rr only C. Rr and rr only D. RR, Rr, and rr only 20. In certain breeds of dogs, deafness is due to a recessive allele (d) of a particular gene, and normal hearing is due to its dominant allele (D). What percentage of the offspring of a normal heterozygous (Dd) dog and a deaf dog (dd) would be expected to have normal hearing? A. 0% B. 25% C. 50% D. 100% 21. 5' ATCAGCGCTGGC 3' The above sequence of DNA is part of a gene. How many amino acids are coded for by this segment?

A. 4 B. 8 C. 12 D. 20

22. A scientist puts nucleotide chains of UUUUUU in a test tube under conditions allowing protein synthesis. Soon the test tube is full of polypeptide chains composed of only the amino acid phenylalanine. What does this experiment indicate? A. The amino acid phenylalanine is composed of uracil. B. UUU codes for the amino acid phenylalanine. C. Protein synthesis malfunctions in test tubes. D. Most proteins contain only one type of amino acid.

23. Mendel hypothesized that reproductive cells have only one factor for each inherited trait. This hypothesis is supported by the observation that A. haploid cells are produced by mitosis. B. diploid cells are produced by mitosis. C. haploid cells are produced by meiosis. D. diploid cells are produced by meiosis. 24. A strand of mRNA containing the repeating sequence AAAAGAAAGAGG could code for which of the following amino acid sequences?

A. lys–arg–glu–lys B. ser–ser–glu–glu C. lys–arg–lys–arg D. lys–lys–lys–lys

25. Which of these would most likely cause a mutation? A. the placement of ribosomes on the endoplasmic reticulum B. the insertion of a nucleotide into DNA C. the movement of transfer RNA out of the nucleus D. the release of messenger RNA from DNA

26. One human disease is caused by a change in one codon in a gene from GAA to GUA. This disease is the result of… A. a mutation. B. a meiosis error. C. crossing-over. D. polyploidy. 27. Although there are a limited number of amino acids, many different types of proteins exist because the A. size of a given amino acid can vary. B. chemical composition of a given amino acid C. sequence and number of amino acids is different. D. the same amino acid can have many different properties. 28. Which of these is best demonstrated by the experiment below?

A. Differentiated cells contain a complete set of genes. B. All frogs are genetically identical. C. Embryonic development is controlled by the cytoplasm. D. The nucleus of a tadpole cell is unspecialized.

29. The clear protein of an egg white becomes opaque and firm when cooked because the heat A. mutates the DNA. B. turns the protein into carbohydrates. C. stops protein formation. D. changes the protein structure. Ology

30. Which of the following base pair sequences could be produced in DNA replication? A. 5' AGTCUT 3' 3' TCUGTA 5' B. 5' AGTCAT 3' 3' TCAGTA 5' C. 5' AGTCAT 3' 3' CTGACG 5' D. 5' AGTCAT 3' 3' UCAGUA 5' 31. Semi-conservative replication of DNA refers to the idea that A. DNA molecules need to unwind before duplication begins. B. each new DNA molecule contains two new single RNA strands. C. the two strands of DNA molecules run in opposite directions. D. each half of the original DNA molecule is joined with a new complementary DNA strand. 32. 3' G T A _ _ _ A A 5’ 3' C A T G C A T T 5' This segment of DNA has undergone a mutation in which three nucleotides have been deleted. A repair enzyme would replace them with A. CGT. B. GCA. C. CTG. D. GTA. 33. The bacterium Agrobacterium tumefaciens infects plants, and a portion of its DNA is inserted into the plant’s chromosomes. This causes the plant to produce gall cells, which manufacture amino acids that the bacterium uses as food. This process is a natural example of A. polyploidy. B. genetic manipulation. C. grafting. D. hybridization. 34. A base sequence is shown: ACAGTGC. How would the base sequence be coded on mRNA? A. TGTCACG B. GUGACAU C. UGUCACG D. CACUGUA 35. Genetic engineering has produced goats whose milk contains proteins that can be used as medicines. This effect was produced by A. mixing foreign genes into the milk. B. injecting foreign genes into the goats’ udders. C. inserting foreign genes into fertilized goat eggs. D. genetically modifying the nutritional needs of the goats’ offspring.

Part 2: Critical Reading

Dominant and Recessive Alleles Mendel used letters to represent dominant and recessive factors. Likewise, geneticists now use letters to represent alleles. Capital letters refer to dominant alleles, and lowercase letters refer to recessive alleles. For example, the dominant allele for the trait of green pod color is indicated by G. The recessive trait of yellow pod color is indicated by g. A true-breeding plant for green pod color would have identical alleles GG in all somatic (body) cells. An organism that has an identical pair of alleles for a trait is called homozygous. The true-breeding parents GG and gg are homozygous for the pod color gene. Organisms that have two different alleles for a gene are called heterozygous. The offspring of the cross between the GG and gg plants are all heterozygous for the pod color gene. Due to dominance and recessiveness of alleles, an organism's traits do not always reveal its genetics. Therefore, geneticists distinguish between an organism's genetic makeup, called its genotype, and its physical traits, called its phenotype. For example, the GG parent and the Gg offspring have the same phenotype (green pods) but different genotypes. Questions 1. Capital letters and lowercase letters are used to identify what particular alleles?

Score ______ / 2

2. Explain the difference between the terms homozygous and heterozygous.

Score ______ / 2

3. Explain how an organism's genotype determines its phenotype. Score ______ / 2

SCORING KEY

0 points

It’s missing

1 point Answers the question but

answer does not make sense

considering the reading.

2 points

Answers the question and

answer is consistent with

the reading

Part 3: Experimental Analysis Experimental Question: What seeds are more mutation-resistant, corn seeds or bean seeds? If plant seeds are exposed to UV light, their genes can become mutated. Mutated seeds will grow into plants that show irregular growth. You want to test which seed is more resistant to UV Light—bean or corn seeds. You are given two sweet corn seeds, and two pole bean seeds. You are also given a UV lamp, pots, soil medium and all of the other supplies necessary to grow new plants. Analysis: 1. What is your hypothesis? . 2. Provide the rationale (support) that you used to develop your hypothesis:

SCORING #2

0 points

It’s missing

1 point There is some connection to

the background, but it doesn’t

clearly explain the hypothesis

2 points

The rationale clearly connects

to the background and

to the hypothesis.

SCORING #1

0 points

It’s missing

1 point There is some connection to

the background, but it doesn’t

clearly explain the hypothesis

2 points States a

hypothesis, and it connects to

the background information.

Design your Experiment: Use the following questions to outline the procedure for your experiment. 3. What is the independent variable? (what you are changing) 4. What is the dependent variable? (what you are measuring) 5. What are you going to use for comparison (control group)? 6. What constants are you going to keep the same in your experiment? (name 2)

SCORING 3d

0 points

No constants indicated

1 point

Only one constant listed

2 points

Two appropriate

constants are given

SCORING 3a, b and c

0 points

Not answered or indicates a a correct variable

or group

1 point Appropriate measurement

indicated

Analyze your Experiment: Figure 1:

UV Light? Number of Mutations Pole Bean Seed 1 No 2 Pole Bean Seed 2 Yes 4

Sweet Corn Seed 1 No 3 Sweet Corn Seed2 Yes 8

7. After analyzing your results, write a 5-8 sentence-conclusion that addresses the following questions:

a) What is the answer to the experimental question? Use specific evidence from the results (4 points)

b) What are the most important/most interesting results of the experiment? (2 points)

c) What is another experiment you could do in order to figure out if UV light is related to mutations? (think about what other information you would like to know) (2 points)

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Circuits—Ohm’s Law Mr. Tarshis

A simple direct current (DC) circuit consists of a voltage source (electric potential), a load (bulb, motor, resistor), and the wires connecting them in a loop. The electrons receive a boost in voltage in the battery and experience a drop of voltage of equal magnitude in the load. Ohm’s Law tells us that the drop in potential at the load is equal to the current in the circuit times the resistance at the load (V=IR). We will use this relationship to measure the resistance of ceramic resistors. Ceramic resistors are made of a mixture of clay and carbon. The carbon will conduct electricity and the clay does not. The greater the percentage of clay in a resistor, the greater its resistance. Each resistor is labeled with four color bands. Following is a table indicating how to use the colors to determine the resistance in “Ohms”. The first three colors are one of these nine, and the last color is either gold, silver, or no color.

2 4 x103 5%

Example: Red, Yellow, Orange 24000 Ω

To read the resistance we note the first color and write down the number. We note the second number and write it next to the first. Then, the third color tells us the number of zeros to add after the first two numbers. Purpose: Measure current through a resistor using an ammeter, the voltage drop using a voltmeter, and compare the resistance read from the color code to the experimentally measured resistance Materials: 2-3 ceramic resistors, wires with alligator clips, 4-5 D batteries and battery holders, ammeter, voltmeter Procedure:

1) Record the colors and resistance of your first resistor. 2) Setup a circuit with one battery and one resistor. 3) Connect the voltmeter in parallel to the resistor. Record. 4) Connect the ammeter in series with the resistor. Record. 5) Add another battery and repeat steps 3 & 4 until you have up to five (5) batteries. 6) Repeat for another resistor or two.

Black 0 Violet 7 Brown 1 Gray 8 Red 2 White 9 Orange 3 Gold 5% Yellow 4 Silver 10% Green 5 No color 20% Blue 6

Data: Resistor 1 colors: _________ _________ _________ ___________ Resistance: ______

Resistor 2 colors: _________ _________ _________ ___________ Resistance: ______

Resistor 3 colors: _________ _________ _________ ___________ Resistance: ______

Resistor 1 Resistor 2 Resistor 3

# batteries Current Voltage Current Voltage Current Voltage

Analysis: Create a graph of Voltage vs. Current. Create a key for each resistor (colors are best). Draw a best-fit line for each resistor, and show your slope calculations clearly on the graph. Conclusion:

1. How does a resistor work? What is its purpose? 2. The more clay a ceramic resistors has, the greater its resistance. How can you classify clay

and carbon? 3. The current values are very small. What could we do to the experiment to make them larger? 4. What does an ammeter measure? How is it connected? 5. What does a voltmeter measure? How is it connected? 6. What does the slope of your best fit line represent? 7. How do the slopes compare to the expected values? Calculate percent error for each.

LPS RICHMOND2011-2012 February 3, 2012Review Cycle 3

API (Academic Performance Index)

SCHOOL Act

ual

2007

Pred

icte

d 20

08

Targ

et20

08

Act

ual

2008

Pred

icte

d 20

09

Targ

et20

09

Act

ual

2009

Pred

icte

d 20

10

Targ

et20

10

Act

ual

2010

Pred

icte

d 20

11

Targ

et20

11

Act

ual

2011

Richmond 624 634 655 636 646 666 668 677 694 670 679 697 753Green Achieved or exceeded LPS target Yellow Achieved predicted growth but did not meet LPS target

Red Did not achieve predicted growth or LPS target

District (LPS or Comparator)

% Low Soc-Ec. Status

(SES) 2011* API 06 API 07 API 08 API 09 API 10 API 11

API Growth

'10 to '11LPS Richmond LPS 93.07% 588 624 636 668 669 753 84Kennedy HS WCCUSD 88.36% 562 549 580 580 551 528 -23Richmond HS WCCUSD 90.71% 538 534 547 609 592 600 8

API Local Comparators

Letter Grades Semester 1 2010-2011 and 2011-2012

10TH GRADE CENSUS Percent Passed 2007 2008 2009 2010 2011

2011Entering 9th

CAHSEE-Ready*

English Language Arts (ELA) 73% 76% 71% 65% 81% 41%Math 58% 63% 79% 72% 91% 27%

CAHSEE (California High School Exit Exam)

ACADEMIC INDICATORS

Entering 9th CAHSEE-readiness predicted if MAP grade level equivalency 8th or higher

* Student qualifies for free/reduced lunch and/or parent not a high school graduate

LPS Richmond SEMESTER ONE

% Students With All As-Bs

% Students With All As-Bs-Cs

% Students with One or More D-F

% Students with Two or More Ds-Fs

2010-2011 25.6% 63.5% 36.6% 22.6%2011-2012 29.2% 66.1% 33.9% 16.0%

* LPS Targets are 300% of the "predicted" growth based on an analysis of high school API statewide.

Green indicates improvement and yellow or orange indicate decline in 2011-2012 ascompared to 2010-2011.

Charter Renewal Date: June 30, 2012Feb. 2012 Enrollment: 441

LPS RICHMOND2011-2012 February 3, 2012Review Cycle 3

MAP (Measures of Academic Progress): Winter 2012 Growth Report

1.29�

0.95�

0.52� 0.58�

1.41�

0.81�

0.43�0.59�

0.00

0.20

0.40

0.60

0.80

1.00

1.20

1.40

1.60

Math�9th Math�10th Math�11th Math�12th Reading�9th Reading10th

Reading11th

Reading12th

LPS�Richmond:Average�Grade�Levels�Grown

CLIMATE INDICATORSEnrollment and Attendance

ENROLLMENT:

FOR THE TIME PERIOD :

Daily Attendance Rate*

* days attended/days enrolled ** # of period 1 or homeroom tardies/# of period 1 enrollment

395

94.16%

5.14%

Sept. 7, 2010 - Feb. 3, 2011

February 3, 2012

The horizontal red line denotes "expected" first semester growth. Results may not fully reflect growth for studentsachieving at high levels due to lack of MAP norms for 11th-12th grade reading and 12th grade math.

This Time Last Year

441

94.47%

3.83%

Sept. 6 , 2011 - Feb. 3, 2012

Period 1 Tardies Rate**

9th 10th 11th 12th 9th 10th 11th 12th 97 107 97 69 110 110 104 60

# Pre-Post Scores READING # Pre-Post Scores MATH

MAP�%�of�Students

Accelerated�Growth

At/Above�Expected�Growth

Below�Exp.�Growth�&�High�Achievement�

Below�Exp.�Growth�&�Achievement

Reading 59.19% 59.46% 14.59% 25.95%Math 64.58% 66.67% 7.03% 26.30%

"Expected" growth = .5 grade level and accelerated growth > .5 grade level semester 1 2011-12."High achievement" = at/above grade level winter 2012.

Charter Renewal Date: June 30, 2012Feb. 2012 Enrollment: 441

4(A)

Progress ReportSTUDENT: Xxxx Xxxxx

4/2/2012

Period

Academic Numeracy 117952

Alejandre,

Overall Average

Letter Grade

OVERALL PERFORMANCE

SKILLS MASTERY

96A

Avg % Correct

Evaluate expressions using order of operationsIdentify equivalent fractionsDivisibility rulesConverting decimals to percentsRounding decimalsConverting decimals to fractionsConverting fractions to percentsAdd fraction with common denominatorsSubtract fractions with common denominatorsAdd fractions with unlike denominatorsAdd and subtract mixed numbersSubtract fractions with unlike denominatorsMultiply fractions

100100

100

100100100100100100100

100100

10010010075

50

10010093

100

93

1009380

100100

Evaluate expressions with exponentsEvaluate basic square rootsDeterine the perimeter of a rectangle squareDetermine the area of a rectangle squareDetermine perimeter of compound shapes with rectanglesDetermine the area of compound shapes with rectangesAdd integersMultiply integers

Divide integersReduce and enlarge fractionsConvert mixed to improper fractionsConvert improper to mixed fractionsConvert fractions to decimalsConverting percents to fractions

4(A)

Progress ReportSTUDENT: Xxxx Xxxxx

4/2/2012

Period

Academic Numeracy 117952

Alejandre,

100Converting percents to decimals100100

Add with DecimalsSubtract with Decimals

96Multiply with Decimals100Divide with Decimals100Divide Fractions

MAP READING AND MATH SCORESGoal Setting & ReflectionLPS RICHMOND

STUDENT: Xxxxx, Xxxx

FEBRUARY 2012

ADVISOR: Hester, Tyler

Please review your 2011 and Winter 2012 MAP Reading and Math scores.

Reading Test Date

OVERALL READING RIT SCOREOverall Lexile

Word Analysis & Vocabulary Development

Reading Comprehension - Inform, Structure, Critique

Reading Comprehension: Comprehend & Analyze Text

Literary Response & Analysis

Minutes Spent Taking the Reading Test

Pre-Test: Spring,Summer or Fall 2011 WINTER 2012

Math Test Date

OVERALL MATH RIT SCORENumber Sense

Algebra & Functions

Measurement & Geometry

Statistics & Probability

Math Reasoning

Minutes Spent Taking Math Test

8/25/2011 1/27/2012

218 231920 1158

220 235

220 239

216 225

216 226

43 49

1/7/2011 1/30/2012

228 229232 230

253 230

221 232

208 218

231 235

34 63

Please use the table below to identify the grade level equivalency you earned on MAPReading and Math. This table can also help you set goals for MAP growth for Spring 2012.

READING�RIT�Score�Cut�Points�for�Grade�Level�Equivalency MATH�RIT�Score�Cut�Points�for�Grade�Level�EquivalencyGRADE Beginning�of�Year Middle�of�Year End�of�Year GRADE Beginning�of�Year Middle�of�Year End�of�YearKinder 142.5 150.6 155.1 Kinder 143.7 150.7 159.11st 160 170.1 176.1 1st 162.8 172.4 179.92nd 175.9 183.4 189.2 2nd 178.2 185.5 191.33rd 190.2 194.8 199.2 3rd 192.1 198.6 203.14th 199.6 203 206.3 4th 203.8 208.7 212.55th 207.1 209.9 212.4 5th 212.9 217.8 2216th 212.5 214.2 216.2 6th 219.6 222.8 230.57th 216.6 218.2 219.6 7th 225.6 228.2 234.58th 219.5 221.4 222.6 8th 230.2 232.8 2369th 221.8 222.2 222.9 9th 233.8 234.9 236.610th 222.9 223.3 223.9 10th 234.2 235.5 238.311th 224 224 224 11th 236 237.2 238.3

Please answer the reflection questions on the back of this page.

MAP READING AND MATH SCORESGoal Setting & ReflectionLPS RICHMOND

STUDENT: Xxxxx, Xxxx

FEBRUARY 2012

ADVISOR: Hester, Tyler

1. Are you happy with the amount of growth that you made? Why or why not?

Reading Math

2. What are 3 things that you think contributed to your current results?

Reading Math

Reading Math

3. What are 3 things you will start doing now in order to improve your scores even more by the endof this school year?

LPS RICHMONDGoals & Data Sheet for Xxx Xxxxx

FEBRUARY 2012

ADVISOR: Brooks, Laelena

TABLESStuIDCCCC_AdvisoryPGFGPerATTPerATT_OnTimeCSTCumGPAInfo

MeritsTutorTixGoals

17975

9.00

6(A)

Leadership Advisory

20 weeks counted2 weeks counted 8 weeks counted 12 weeks counted 17 weeks counted

September 19 October 24 December 5 January 23 FEBRUARY 27 April 2 May 7

Review &Edit Your

Goals

GPAw/ AP pts.

# MeritPoints

Tutor Tix# and

Weekly Avg.

This sheet shows your GPA, MAP scores, merit points, tutor tickets,attendance, tardies and benchmark scores so far this year. This is the5th time this sheet has been shared with you this year. You will review these data 2 more times during the year. Please review yourdata and goals below. You can also set or adjust your goals as needed.

% ClassesAttended

# & %Tardies

17975

Garcia, Chelsie

student advisorBrooks, Laelena

Tardy Expectation: 2% or lower

MAPReading

MAPMath

4.00

216

100%

0 0.0%

2.1# Avg.

QUARTER 1

3.40

216

230

4

2 1.0# Avg.

4.00

222

236

5

100

0 0

80

100%

0 0.0%

# Avg.

BENCHMARK 1 2011-2012

Algebra 1 CP 100 Advanced

Biology CP 67.39 Basic

English 1 CP 91.67 Advanced

Course % Correct Performance Band

3.60

216

230

14

16 2.0

100%

0 0.0%

# Avg.

Garcia, Chelsie C

Attendance Expectation: 94% or higher

4.00

229

100%

0 0.0%

54

53 2.7

237

# Avg.

Semester 1

230

16

25

BENCHMARK 2 2011-2012

Algebra 1 100 Advanced

Biology - Genetics 82 Proficient

English 1 95.65 Advanced

Course % Correct Performance Band

expectation = 5 per week

# Avg.

4.00

216

230

39

39 2.3

100%

0 0.0%

LPS Richmond TUTORING PLACEMENT TEACHER TOOL Enrichment/Tutoring Cycle 5

Teacher Course

Per

iod

STUDENT

Avg % Grade

All Classes

CURRENT GRADESCurrent

Enrichment Teacher

Current SSR

TeacherCrs # Stu #

Teacher: Select

Student for

Tutoring

Garland,

Taylor

Algebra 1

CP2(A) xxxxxx, xxxxxxx 78.25

Academic Numeracy 1 ‐ Thomas, Sophia: D (65%)

Ac Lead: Speech and Composition ‐ Lac, Van: C (75%)

English 1 CP ‐ Hester, Tyler: B (88%)

Biology CP ‐ Papas, David: B (85%)

Papas, DavidPapas,

David150101 17823 y

Garland,

Taylor

Algebra 1


Academic Numeracy 1 ‐ Thomas, Sophia: C (78%)

Ac Lead: Speech and Composition ‐ Lac, Van: B (81%)

English 1 CP ‐ Hester, Tyler: A (94%)

Biology CP ‐ Papas, David: C (73%)

Garland,

Taylor

Papas,

David150101 17954

Garland,

Taylor

Algebra 1


Academic Numeracy 1 ‐ Thomas, Sophia: F (58%)




Thomas,

SophiaLac, Van 150101 18156 y

Garland,

Taylor

Algebra 1

CP2(A) xxxxxx, xxxxxxx 85


Ac Lead: Speech and Composition ‐ Lac, Van: A (93%)



Garland,

Taylor

Papas,

David150101 17961 y

Garland,

Taylor

Algebra 1


Academic Numeracy 1 ‐ Thomas, Sophia: B (84%)



Reading ‐ O'Brien, Teresa: A (93%)

Garland,

Taylor

O'Brien,

Teresa150101 17962 y

Garland,

Taylor

Algebra 1

CP2(A) xxxxxx, xxxxxxx 78

Academic Numeracy 1 ‐ Thomas, Sophia: F (58%)




Papas, DavidGarland,

Taylor150101 18158

Garland,

Taylor

Algebra 1






Thomas,

Sophia

Papas,

David150101 18153

Garland,

Taylor

Algebra 1






Melvin, RyanPapas,

David150101 18308

Garland,

Taylor

Algebra 1





Biology CP ‐ Kharrazi, Shira: A (90%)

Kharrazi, ShiraThomas,

Sophia150101 18204

Garland,

Taylor

Algebra 1


Academic Numeracy 1 ‐ Thomas, Sophia: D (63%)



Biology CP ‐ Kharrazi, Shira: B (88%)

Kharrazi, ShiraThomas,

Sophia150101 18253