Forest+Grove+Meeting+Minutes

**As we begin to think about developing a school plan we need to think about K to 8 alignment and alignment to our Division priorities.**
Big Rocks: • Knowing how to interpret the journals to improve instruction (Anne Davies AFL) • Linking the journals to most important curricular outcomes to improve learning in expository writing and mathematics • Choosing key targets to provide intensive instruction about in x in expository writing and x in computation Potential PD • Consistent elements for all year: word walls, continuums, use manipulatives, document cameras for alouds and sharing (should this be developed as a staff?) • Opening Blitz: o Use ½ day to pick big curricular outcomes for a unit in Math. o Choose what the journals will be about (share journals and practice interpreting them at your next meeting). o Discuss instruction for computation (especially automaticity) and expository writing (language choice, organization, messaging Wendy thinks too many). Plan assessment for the unit, including a pre and post test (chapter end reviews or journal entries). • Co-teaching opportunities with Jennifer and with grade-alike teachers. This should include a pre-meeting to plan and post meeting to debrief and do some metacognitive learning. The catalyst teachers (Math community members) will regularly share with staff. • Learning how to use samples of student work to plan instruction (formative assessment) – focus on journals and extra math (potentially a ½ day).

__ Welcome and introductions __
- Review of the 2011 and 2012 School Plan. How close are we to our goals? Year 1: Using Nelson and buying the manipulatives Year 2: Nelson the key resource, perhaps bumpiest year. Building confidence revolving Year 3: Use Anne Davies AFL and how do we develop exemplars and writing continunums. We have learned how to co-construct criteria with students. We have also spent time developing wordwalls. Question: Where do we go from here? Some staff feel confident while others may not feel as confident based upon discussions and learning walks. How close are we are to the goal? 4-5: Making great strides but how do we make that continunum move on. More math terms are being used both in a written and oral. Common language. Self assessment is beginning to occur and recognize where they need to go and it is not seen as a negative. Seeing the cross-curricular benefits. More continunums are developed (writing).

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6-8: still feel that there is more growth needed. Students are overwhelmed with the many components but they are using bits to represent. The volume of writing is more not necessarily the quality. The students are now understanding the expectations. ======

Children's literature connecting to the math
Share exemplar from the principals' meeting. What do we like? Concerns? Data Spread there isn't consistent instruction and holding on to the next. So you need to identify the problem. Conceptualize journaling and computation can help reduce the spread. Need to develop common language and why they are doing what they do. "I see this and this is why" Supporting the bottom three. Computation is the common Dig into the data. What strikes us? It would appear that math journal and know what to look for with the journal and add the computation. Triangle math journal, instruction and what to look for and the computation. Computation skills are so low that interfering with content. Use the journals to drive instruction and how to look for the conceptualizing and then the computation that goes with it. <span style="font-family: Arial,Helvetica,sans-serif;">What are the math targets we are looking for and what are the writing target we are looking. What does it look like when we see? What does it look it look like when we don't see it? You need to know the big concepts of the big rocks? When do we do journal? What kind of journal? Gradual release. <span style="font-family: Arial,Helvetica,sans-serif;">Building a school plan. 2:00 p.m.

__**March 27**__
- set a half day aside to work on the data and begin to plan for next year and possibilities - Learning Walk with Wendy James, Gary and Jennifer B to have that outside perspective - want a reading and writing focus on the school plan Discussion: what is the biggest goal (improve scores, improve vocabulary and fluency scores are not being tackled need to explicitly teach the strategies) What is our focus? Math Word walls have evolved and working well. Journal piece may be not as clear. __ Guiding Questions: __ Do you feel that our students would benefit with our school strategic focus remaining with math? Is there another direction we should we going? Why?

__**January 10**__
**FOCUS: Key Math** **54 students have been assessed** __ **Agenda** __ **1. Opportunity to look at Keymath** **6 kids from Kathleen and Tammys below avg in computation - have to be 5 to complete assessment** **best to look at the bell curve to give you the best picture** **then breaks down in detail questions they got wrong** **coded to resource 3R essential responses - so looking at how this program can help** **- looking at trends making a graph based upon grade alike - looks likes trend computation** **2. Look at and talk about how we are going to help our colleagues to use the data to help reach our struggling students** **3. Lynn Sharrit may be coming to the school for a Learning Walk** **4. Update on the math fluency (Jennifer Brofowsky)** **computation is a system problem- there will be an email revolving about practice and that as a system that we need to practice but ensuring that we are making it purposeful rather than reverting back to perhaps the way we as adults have been taught** **Question: How are we doing in regards to students showing their work? This will depend upon the purpose? If you are working for fluency then perhaps the answer is enough. So on a consistent basis they should be showing their work. So you may be giving permission for students to do more work. Grade 2 and 3 they really need to have those facts in place. Grade 4 and 5 they need to have their mulitplication facts. So interventions could be held at grade 4 and grade 6.** **Agree to meet to go thru the results and**

**Todd will send an email to look at the results and then perhaps decide to work during an afternoon and determine our goal as to what we will accomplish.** **For January 26th PD come back to 13 Parameters and work on what happens after our group Data Team meeting.**

__**December 6**__

 * < ====**Item**==== ||= ====**Who’s Responsible**==== ||= ====**Completion Date**==== ||
 * articulate with staff the Data team process || Todd ||  ||
 * CIT - can you articulate our CIT goal and put it in student friendly language so || CIT members ||  ||
 * share with staff about making sure students are aware - how will you do this in your group - index || Todd & CIT members ||  ||
 * make a continunuum - K-1, 2-3, 4-5, 6-8 with attirubutes in student friendly language Jan. 20th || CIT groups ||  ||
 * sharing the pre and post assessment blackline master/second piece of data || CIT groups ||  ||
 * CIT commits to date for continunuum || CIT continunum ||  ||
 * identify three kids who are low || Ind. classroom teachers ||  ||

__**Meeting Review**__

 * < ====**Item**==== ||= ====**Who’s Responsible**==== ||= ====**Completion Date**==== ||
 * articulate with staff the Data team process || Todd ||  ||
 * CIT - can you articulate our CIT goal and put it in student friendly language so || CIT members ||  ||
 * share with staff about making sure students are aware - how will you do this in your group - index || Todd & CIT members ||  ||
 * make a continunuum - K-1, 2-3, 4-5, 6-8 with attirubutes in student friendly language Jan. 20th || CIT groups ||  ||
 * sharing the pre and post assessment blackline master/second piece of data || CIT groups ||  ||
 * CIT commits to date for continunuum || CIT continunum ||  ||
 * identify three kids who are low || Ind. classroom teachers ||  ||

__**Meeting Review**__
need to clarify for students and staff revolving around data

__**Meeting**__
ideas to place data on the portal teachers need move bottom three kids up do kids know math is a focus how are we telling them this- index cards with goals -two sources of data kids and staff - goal use pre and post blackline assessment - time consuming for younger grades each CIT team will use a second piece of data add KEY MATH resource

__**Action**__
articulate with staff the Data team process CIT - can you articulate our CIT goal and put it in student friendly language so share with staff about making sure students are aware - how will you do this in your group - index make a continunuum - K-1, 2-3, 4-5, 6-8 with attirubutes in student friendly language Jan. 20th sharing the pre and post assessment blackline master CIT commits to date for continunuum identify three kids who are low October 25th Meeting

We discussed the article that was sent to our data teams. We talked about the new assessment kit titled KEY MATH. We need to develop some common language within our school. We need to be able to define our roles. Discussion about relevant and pertinent material for data. Discussion about the philosophical shift in math. Connecting the math journaling into the ELA and stuggling to fit it into the classes. Cross curricular connections between ELA and math with the expository writing. Team teaching with the extra set of eyes and ideas and the laser like focus when pulling kids out. Working in small groups with Jennifer has been very beneficial. Upper years looking at having a consistent time to journal. Buddy sharing with classes - grade fours writing the journal and then having the grade fives critqiuing and using video to capture the discussions.

What are we collecting? Still looking at what and how much data. Identify two students to be tested from K-5 classrooms.