All+PLC+Page+from+2011_12+School+Year

All Grade Levels from Last Year have been added to this space...by cascading grades:

__ 5th Grade __

11/21/11 Discussed 2 specific students' data as it relates to their progress in the Intermediate setting. Discussed possibility of switching 2 students to different color groups. Looked at change in schedule for the Intermediate Team due to Turkey Bowl. Reviewed Stem Project. Reviewed changes to Literacy website.

1/23/12 Discussion of MDA/MPA for tiering in Deb's office. Met with McNairy to get RPA/RDA charted for proficiency towards KCCT. DRA has been tiered and moved in Deb's office.

1/30/12 Discussed Parent Teacher Conference Day. Reviewed how we could provide opportunity for parents to meet with any teach of their choice. Team created draft letter to inform parents of specifics of such opportunity. Team discussed strategies and data collection on behavior issue students. Ongoing conversation about upcoming conferences tentatively planned.

2/6/2012 Discussed most recent schedule of Parent-Teacher Conference and confirmations. Sorted AP letters for dispursement. DIscussed MPA and tiering students. International Delight Night HR JA Biztown on 22nd for 5th grade.

2/20/12 Discussed the most recent rotation of Successmaker & Study Island. Rotation of Chinese & MC work. Distinguished Ladies Club Consequence plan as discussed with parent. Behavior plans for specific students.


 * __ 4th Grade __**

Check 5th grade PLC page


 * __ 3rd Grade __**

Third Grade PLC Meeting Notes

Date: October 4, 2011 Time: 10:15-10:50 Place: Lancaster’s Room Present: Reed, Andriot, Lancaster, Erny, Paula Miller
 * __Agenda__**/**__Notes__**
 * 1) Referrals to office. (TO BE PLACED in a cabinet in the office).
 * 2) Think of your classroom Discipline Plan. Needs to be posted (& visual).
 * 3) AP testing – Erny will follow up with Overberg who was scheduled to be at meeting but was not due to another event.
 * 4) Field Trip to Ferdinand the Bull – Cost $9.25 Erny will make permission slips.
 * 5) Reminder- students need hall passes


 * __Guest-Paula Miller Formative Assessment in Math__**
 * 1) Looked at weeks 7-12 in math.
 * 2) What formative assessments to give.
 * 3) Lancaster shared Common Core KCAS prep book and all grades will use to support instruction, for flashbacks, activators, and/or homework.
 * 4) Sarah will provide formative assessment cards to teachers to laminate and put on an O ring.

//Narrative Article// ||  || **14th-** //Research// //Informative// //Explanatory// || **30th-** //Opinion Article// || **18th-** //Literary Analysis// || **10th** //On Demand Article// ||  || FROM ADAIR COUNTY. I CAN STATEMENTS ALL COMMON CORE AREAS. CLick here.
 * **August** || **September** || **October** || **November** || **December** || **January** || **February** || **March** || **April** || **May** || **June** ||
 * ||  ||   ||   || **30th-**

Third Grade Informational&Literature Text Walks

Character Trait Cards

October 18, 2011 Present: Lancaster, Erny, Andriot, Reed __**Agenda**__: 1. AP testing 2. 3rd grade Standards Based Instructional Unit for Literacy 3. I CAN's. __**Notes**__: 1. AP testing. Give the pretest. Each part takes an hour. 2. Mrs. Reed shared the Standards Based Instructional Unit for Literacy - thinking colors and short answer. She shared the short answers scoring guide with others. 3. Teachers read and then worked to craft a score "2" for the standards based unit. 4. Teachers then created a "stem" to scaffold student responses. 5. Mrs. Reed then shared Literature and Informational "Common Core Focus" points (CCF points) to use during literacy instruction. Teachers brainstormed ways to use these. Task cards - Andriot. Flip books - Lancaster.... 6. Next step: Work to create sentence stems for each of the CCF points. 7. Teachers brainstormed plan for more Short Answers into instruction. Mrs. Reed will follow up with Rivera. 8. Mrs. Reed shared and teachers went briefly over the Short Answer Genre Unit. - Goal is to work backwards.

Short Answer Questions we are working to create stems for:


 * What is the main idea of the text? Support your answer with two details from the text. ||


 * What do you think the character learned? Explain your thinking in at least four sentences using details from the text to support your answer. ||

Third Grade PLC Meeting October 25, 2011 Present: Reed, Andriot, Lancaster Agenda: 1. Field Trips 2. Fundraising 3. Successmaker 4. Short Answer Test Genre 5. Continue the work on creating sentence frames.

1. Field Trips - None coming up. But Dress Up Word Day is this Friday. Falloween celebrations in the room. 2. Fundraising - Pie orders. Some brought in too late have to return. Will come in Wednesday. Large profit for third grade. Need to remind students they need adults to help them bring them home. 3. Successmaker. Reed made labels and McNairy has these. Need to get your own index cards and put labels onto so that you can get the ball rolling with SM. Test kids id's and if not working, give cards back to McNairy with a note telling them they cannot log on so she can check and return the cards back to you in your mailboxes. Math SM is a different icon. Hannah is putting SM into the shared M folder via the MY computer. 4. Short Answer Test Genre:

This is what third grade is doing with the short answer this week. It's called Short Answer Genre Study. Which you may want to go over with teachers during PLC time so that they can do the text walk to do the lesson with their students.

1. Pass out the scoring guide. 2. Discuss how the reader navigates the text & textfeatures the author uses and genre: informational, text boxes, colors, shading, bullets, statements, numbers indicating the pattern of organization is sequential. 3. Have students look at the answer sheet page and do the same. What do they notice about the rules of navigating the text. What can and cannot do. 4. My students noticed the small box. We counted the lines. They noticed the words do not write on this page. They noticed do not write outside the box. They had a huge discussion whether or not they should fill up all the lines and the size of their handwriting. ....You know number talks? ....welll they had a short answer talk. 5. We then choral read the scoring guide. 6. The students then had a scoring guide number 2 talk. What did all that adult language mean? 7. After the talk we re-wrote the scoring guide into kid friendly language.

The one thing that they discussed that was hard for them developmentally/conceptually was the third bullet in the scoring guide for a score of a 2. In this bullet is really the concept of using academic language within the reading language. What I mean is that if the question asks what did Frog learned, what then does the reader have to do to communicate they know how to read to comprehend a character learns something. It learn what a character learns, the reader has to take in what was said/actions/behavior/thoughts in the beginning of the story compared to the actions in the middle of the story to find the resolution to the problem at the end. So what did the character learn, for a reader, means that a reader conceptualizes the problem and the solution, which in of themselves are reading-vocabulary words. During this conversation I changed my voice to sound English, like I was a professor talking about a book I wrote. The kids cracked up. But what really occurred was a discussion of what "tone" a student has to take when writing in the test genre to communicate that they can not only read but write as if they are an author.

The one thing that I got from this conversation was that I as an instructor need to make another anchor chart of the language the students are to use when communicating as readers.

8. We then did the same for the score of a 1, and a zero and a blank. 9. Then in their reading response journals, I gave them a stem to respond what they learned they had to do to score a response of a 2. 10. They read the stem, discussed it with their group. Got up and discussed with others. Sat down and wrote. 11. Then they shared out.

Today they will be reading a score of a 2, not knowing its a 2, but working as scorers to give the response a score using the scoring guide.

Tomorrow they will do the same, only the response will be that of a 1. They willl then work with a "We do" to improve the score to a 2, make recommendations, using specific language.

Notice that we have not even gone into the text to write. Nope. All of this is working towards building the schema of how to score a 2. And building the schema of what a 2 is conceptually vs. a 1 or a 0 or a blank.

Then for the multiple choice we will go into a completely different genre than the thinking colors.

Stems we worked on to create response frames:

The main idea of the text is __. One detail to support it is__ _. This detail is important because it helps a reader understand that ___The second detail to support it is__. This detail is important because it helps a reader understand that ___
 * What is the main idea of the text? Support your answer with two details from the text. ||

I think the main character ___ learned__ ___. At first,__ (name) thought __. Then he/she discoverecd__. He/she didn't realize _. Finally, at the end he/she learned _.
 * What do you think the character learned? Explain your thinking in at least four sentences using details from the text to support your answer. ||

I CAN's for this week:

__**Lancaster/Reed:**__ I can look at a rubric and break it down into "kid-friendly" language.
 * look to notice" test features.
 * understand that my answer will be scored using a 0-2 scale.

1. Explain the purpose of the questions- to assess what I have learned from reading a story. 2. Read a rubric & determine the details I need to pay attention to, to understand how to respond to an open response question. (RI.3.2) 3. I can answer questions to show understanding. I can use evidence from the text to support my thinking.(RL.3.1; RI.3.1) 4. I can describe the relationship between steps in tech nical procedures in a text using language that relates to time, sequence, and cause/effect.(RI.3.3). 5. I can find out the meaning of words and phrases across different topics (RI.3.4)

__** Sharon Erny **__ Targets for Reading/Language Arts Week 11 October 24-28 And Week 12 October 31-Nov. 4 a. Identify and know the meaning of the most common prefixes and derivational suffixes. c. Decode multisyllable words. d. Read grade-appropriate irregularly spelled words. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. answers. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea. || a. Capitalize appropriate words in titles. c. Use commas and quotation marks in dialogue. f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words || __**Trish & Sarah's I CAN's**__ Week 11
 * ** RF.3.3: ** Know and apply grade-level phonics and word analysis skills in decoding words.
 * RF.3.4: ** Read with sufficient accuracy and fluency to support comprehension.
 * RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. **
 * RL.3.3: ** Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
 * RL.3.7: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, **
 * emphasize aspects of a character or setting). ** ||
 * RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the
 * L.3.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

I CAN .... Identify character actions in a story. Know the sequence of events is the order of the things that happen in the story. Identify the sequence of events in a story. Know a character's actions can contribute to the sequence of events in a story. Explain how a character's actions contribute to or change the sequence of events in a story. Know a phrase is a group of words that have meaning. Know literal language is words or phrases that express their most common meaning. Know which words or phrases have to be interpreted by the reader because their meaning is not explicitly stated. Use context clues to figure out the meaning of words and phrases within a text. Ask and answer questions. Know the meaning of common prefixes and derivational suffixes Determine which reasons support my opinions. Know writing should be done routinely, each time with a specific purpose

__**Trish & Sarah's I CAN's**__ Week 12

I CAN .... explain how aspects of an illustration contribute to the message of the words in a text/drama; explain how aspects of an illustration contribute to creating the mood in a text/drama; speak in complete sentences. explain how aspects of an illustration contribute to emphasizing character traits in a text/drama; explain how aspects of an illustration contribute to emphasizing parts of the setting in a text/drama answer questions about a literary text using explicit references to support an answer find evidence within a literary text to support an answer. explain how parts of a text are organized to connect events and ideas. use parts of a text to locate specific information when writing or speaking about a text. explain how an actions contribute to or change the sequence of events in a story

Trish & Sarah's I CAN's Week 13

I CAN ... Create a different form of a familiar word by adding an –er or –est ending to a root word. Identify base words and their suffix word part endings. Use suffixes and root words to determine word meanings in context. Identify a trait(s) that describes characters in a story & use evidence from the text to support my thinking. Ask questions to determine the motivations of the characters in the text I read. Distinguish between an author’s use of literal and nonliteral words and phrases. Use details to explain how a character’s traits, motivations, and feelings impact their actions. Determine how my ideas are the same as the narrator’s/characters’. Determine the point of view from which the story is told. Compare and contrast stories told by different authors about the same idea/content. Use poetic language when talking about poetry. Investigate the mood of a text by analyzing illustrations. Ask questions to determine the motivations of the characters in the texts I read. Ask questions to identify the cause and effect of historical events. Explain how the actions of a character contribute to what happens next. Determine the author’s intent by placing different characters at different angles within illustrations.

Last years' Math ORQ plan...

Tuesday November 24, 2011 Present: Lancaster, Andriot, Enry, Reed Discussed and analyzed RPA1 data from reading literary: folktale and informational:sequential text.

__**Andriot**__ had 6 students that took the test. Of the 6 there is 33.35 achievement; 16.67 Gap 2 AM; 2 NM; 1 NN; and 1 P MCQ item analysis- incorrect responses

1 - 3 2-2 3-3 4-3 5-2 6-3 7-3 (C) 8-3 9-2 10-4 (A) 11-3 12-4(D) 13 - 5 at zero; 1 at 4 14 - 2 at zero; 4 at 2

__**Lancaster**__ Achievement - 100 Gap 84.62 1 - 7 2-2 3-4 4-3 5-2 6-12 7-10 8-7 9-2 10-13 11-4 12-9 13 -2 at 2; 22 at 4 14 - 2 at 0; 1 at 1; 20 at 4

__**Erny**__

Achievement 76.90 Gap 43.75 1 -4 2-3 3-2 4-13 5-1 6-11 7-8 (C) 8-1 9-14 (A/C) 10-11 (D) 11-4 12-6 13-1 at 0; 25 at 2; 14-2 at 0; 4 at 1; 20 at 2

Erny 1 Blank Lancaster 2 Blank - Next Step ... Monitor more closely and have students redo blanks.

__**Reed**__ - Achievement 100 Gap 81.82 1-2 2-2 3-0 4-4 5-6 6-2 7-5 8=1 9-16 10-4 11-4 12-8

Group Consensus - Interview students for the MCQ item number 10 to figure out what they were thinking and how they navigated the text to determine next step instruction. All teachers will utilize the Standards Based Guided Practice from the district during instruction to beef up the MCQ and use stems for the Short Answer. Need to bring in ECE for a team meeting to involve them in Short Answer Instruction.

4 50.0%50.0%RL.3.1 **Key Ideas and Details** 1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 6 57.7%42.3%RL.3.1 **Key Ideas and Details** 1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 7 69.2%30.8%RI.3.7 **Integration of Knowledge and Ideas** 7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 9 46.2%53.8%RI.3.7 **Integration of Knowledge and Ideas** 7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 10 53.8%46.2%RI.3.4 **Craft and Structure** 4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
 * __ERNY__**
 * __Flag Kiddos__**- D.B. ; MV; KT; RP; JJ; DH; AH; BH; AD; AC – Represents 9 out of 16 gap kids.
 * __MCQ Flag Kiddos__**-DB; AC; MC; DA; CF; BH; AH; DH; RJ; JJ; MM; AP; RP; MS; KT; MV; JW

5 70.8%29.2%RL.3.1 **Key Ideas and Details** 1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 7 75.0%25.0%RI.3.7 **Integration of Knowledge and Ideas** 7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 9 29.2%70.8%RI.3.7 **Integration of Knowledge and Ideas** 7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 10 75.0%25.0%RI.3.4 **Craft and Structure** 4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 12 70.8%29.2%RI.3.4 **Craft and Structure** 4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
 * __REED__**
 * __Flag Kiddos__**- IH; DM; DM; MP; ST; IW; Represents 6 out of 11 gap kids.
 * __MCQ Flag Kiddos__**- CH; IH; GL; CM; DM; MP; BS;

1 50.0%50.0%RL.3.7 **Integration of Knowledge and Ideas** 7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). 3 50.0%50.0%RL.3.7 **Integration of Knowledge and Ideas** 7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). 4 50.0%50.0%RL.3.1 **Key Ideas and Details** 1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 6 50.0%50.0%RL.3.1 **Key Ideas and Details** 1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 7 50.0%50.0%RI.3.7 **Integration of Knowledge and Ideas** 7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 8 50.0%50.0%RI.3.7 **Integration of Knowledge and Ideas** 7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 10 33.3%66.7%RI.3.4 **Craft and Structure** 4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 11 50.0%50.0%RI.3.4 **Craft and Structure** 4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 12 33.3%66.7%RI.3.4 **Craft and Structure** 4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
 * __ANDRIOT__**
 * __Flag Kiddos__**- MP; DP; SR; TT; SS
 * __MCQ Flag Kiddos__**- MP; SR; TT

1 70.8%29.2%RL.3.7 **Integration of Knowledge and Ideas** 7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). 4 66.7%33.3%RL.3.1 **Key Ideas and Details** 1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 6 50.0%50.0%RL.3.1 **Key Ideas and Details** 1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 7 58.3%41.7%RI.3.7 **Integration of Knowledge and Ideas** 7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 9 70.8%29.2%RI.3.7 **Integration of Knowledge and Ideas** 7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 10 45.8%54.2%RI.3.4 **Craft and Structure** 4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 12 62.5%37.5%RI.3.4 **Craft and Structure** 4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
 * __LANCASTER__**-
 * __Flag Kiddos__**- JG; CS
 * __MCQ Flag Kiddos__**- EB; MB; SC; OC; DF; JG; ZH; AH; EH; LM; LM; WP; CS; SS; LT;

Number 10- Number 12 – Number 4
 * __ 3rd group Common Threads with MCQ __**:
 * __Informational- Sequential__**
 * __Literature – Folktale__**

Third Grade PLC Plan for November 29_2011


 * __FACT FINDING Test Item MISCONCEPTION Analysis__** **-**
 * What type of test item did we select? ** MCQ item number 6 - Answer is C

6. What question might the readers have about the giant's son?

a. Where does he live?

b. What does he look like?

c. Why did he help the little people?

d. Did he take the shoe with him when he left?

What major concepts/ideas do students need to understand to successfully complete this test item? What abilities do students need to successfully complete this test item? What is the Knowledge Level for this test item? What do we infer is the skill gap, misconception, or behavior that is producing the incorrect responses? (What pieces of information do the students fail to put together to answer the question?)
 * Test Item Analysis ** - Students are asked to ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for their answer.
 * __ Concept & Process Skills __**

What I CANs did we use? What formative assessment did we use? What writing/thinking/oral response stems did we use?



Instructional Resources http://classes.seattleu.edu/masters_in_teaching/teed521/professor/Literacy/questions.pdf Thoughtful Education Click here. Third Grade ELA bundles broken down. Click here. Read Tennessee Lessons to support common core. Click here.



Ask and Answer • Determine Key Details • Refer Explicitly • Draw Inferences • Provide Examples • Quote Accurately • Cite Support

November 31, 2011 __**Presen**__t: No One__**Reason**__: Andriot and Reed were in an interview with the gentleman from Vanderbilt University who was inquiring about the use of formative assessment at Field.

December 2, 2011Location: Principal's OfficePresent: Erny, Reed, Andriot, Overberg (counselor)

Agenda: Bring Behavioral Data to identify and discuss interventions for students, per principal's request.

Andriot provided Overberg list of students needing behavioral supports. Overberg and Andriot set timelines for data collection. They also set plans in place for next step interventions and discussed data gathering methods. Dates were set for meetings to review student data. Reed showed Overberg Intervention Central website for CBM's for math to gather data for math.

Erny did the same, as did Reed. All meetings are set to take place either at the beginning of January and/or during the second week of December (Erny).

Reed shared ABC form as a check off to collect behavioral frequency data.

December 13, 2011 Agenda

1. I Can statements due for week 12-16. Need to post. 2. I Can statements posted in classrooms. 3. Principal walkthroughs. 4. ABC office referral forms. 5. Brief overview of RDA 6. DRA's 2 below level tier 2 and 3 kids for data wall. 7. Personal writing due for high medium and low first week of Jan to review using Class at a Glance. February Explanatory/Informative/Research due. 8. Stem to create....

__**Present**__: Andriot, Reed, Lancaster, Erney Notes from meeting: Discussed methods for showing I CAN statements per week in the classroom. Ms. Andriot places in a pocket chart. One I can per standard. Reed showed her chart paper with academic vocabulary words squared. Teachers will send old I can's via email to Reed each Sunday of each week. Discussed and showed Principal walkthrough document- Rivera will be going in and out of rooms, do a walkthrough, leave comments onto the document and place a copy in your mailbox. Purpose is for summative report at end of year. ABC office referral forms given to teachers and additional copies can be taken from Tonya. DRA's 2's need to be done for Tier 2 and 3 by first week if at all possible to Rivera. Ecodrama - Reed and Lancaster only Stage 1 - Will be doing characterization - Black History focus discussed...perhaps Native Americans.Erny and Reed will meet with Andrew. Personal Writing analysis to be done with high medium and low January 14th. After that its informative, explanatory and research.

PLC Meeting January 3, 2012 __**Present**__: Reed, Lancaster, Andriot __**Agenda**__: 1. Reminder for Personal Narrative Analysis 2. DRA 2 Retesting - Tier 2 and 3 3. RDA #2 to be put onto JCPS online 4. Review Math & Literacy Objectives - Common Core weeks 9-18

__**Notes**__: 1. Personal Narrative Analysis set for Jan. 17th. Next writing is research. Reviewed JCPS materials and Lucy Calkins lessons. 2. DRA 2 testing set to be done at the end of Jan. 3. RDA 2 - spoke of issues with the scantron reading the actual forms going through. Informing parents of students' results. Aggregating data. 4. Discussed Math unit and materials for mastery along with formative assessment opportunities and how to access materials. Literacy is basically the same standards. Will be doing a poetry unit in 3rd to embed the common core standards. First week is to review elements of poetry: simile, metaphor, figurative language, personification (2nd grade common core standard), rhyme and rhythm and then using narrative poetry to help students identify author's message, setting, character, plot, point of view, main idea. Lancaster is going to be gathering materials. and Reed will copy the 2 week genre study that she created for teachers to use and/or adapt.

Present: Reed, Lancaster, Andriot, Erny Agenda: 1. Meet with Andrew / Stage 1 to set the plan for the collaboration
 * PLC Meeting January 10, 2012**

__**Discussion**__: 1. Unit will focus on myths with the common core to be point of view, character's motivations, traits, and feelings with integration of listening and speaking skills. 2. Reed showed the PAL form that audience - listeners used last year during monologue focus. 3. Date set the week of February 6, 2012

__**Follow up**__: 1. Need to send Andrew a schedule. - Lancaster did this...

__**PLC Meeting, January 24, 2012**__ Met in Rivera's office and placed students into new categories based on DRA2 scores. Reviewed Math Tier levels and reassessed tiers. Discussed needs for BlackAcre field trip. Present: Reed, Lancaster, Erny, Andriot

__**PLC Meeting January 31, 2012**__ Present: Reed, Rivera, Erny, Andriot Met in Reed's room. Went into Successmaker as teachers to access data for Differentiation/Intervention and RTI data reports. Chose 1 student to disaggregate data for. Completely went through the reports to determine next steps need/s for chosen student. Discussed RPA 2 - When it was due - January 27th.

__**PLC Meeting February 7, 2012**__ Discussed ELA Changes with Common Core Shift 4 - Text Based Watched Coleman - Common Core Shift 4 Video to understand....discussed changes and what they meant for us instructionally. Next steps...will continue to explore common core shift 4.

__**PLC Meeting February 14, 2012**__
 * No meeting. Came back after Parent Teacher Conference...

__**PLC Meeting February 21, 2012**__ Present: Erny, Andriot, Lancaster

Eco-drama schedule: Ms. Erny 12:45-1:45, Mrs. Lancaster 1:45-2:45, and Mrs. Reed 2:45-3:45. And that would be on Mon., Wed., Thurs., and Friday.

Analyzed RDA 5 to determine what is expected from students as they navigate the text. Analyzed questions and went back to curriculum map. Discussed navigational issues. Discussed text structure and ways to teach. Analyzed seed lessons which ones the test was covering.

__**PLC Meeting March 24, 2012**__

__**Present**__: Reed, Erny, Andriot, Lancaster, Guest - P. Miller, District Math Resource Agenda: 1. Camp Hi Ho. Funds to support. Vote on yes/no. 2. Discuss district assessment window due dates for reading/math. 3. Review reading test and guided practice materials from district to support. 4. Review Math MDA scores and district trends on test. What are weak areas across the board & reasons why.

Discussed Hi Ho. We all agreed to go. Discussed window dates. Assessments will be given and we know they are the last from the district. Discussed test - reader navigational issues with the test. Possible misconceptions. Discussed where we are on the curriculum map with math - everyone needs to be knee deep in fractions. Shared Go math resources. Miller shared district insights said: 9/12 of the questions were to be supported from knowledge learned in 2nd grade. Pictorial represenations were difficult. Question number 10 caused a lot of confusion. Math department getting questions from a New York Bank of Questions. Other schools in district had similar issues. Discussed need to have primary resources for primary teachers to use to teach math investigations. Request her to speak for us at district meetings.

__**PLC Meeting March 20, 2012**__ Present: Reed, Erny, Andriot, Lancaster

Using the MDA Cascade Analysis we analyzed to determine trends for MDA 2 and 3.

Reed: Amount || Percentage || Proficient Amount || Percentage || Apprentice Amount || Percentage || Novice Amount || Percentage ||
 * **MDA #** || Distinguished
 * 2 || 9 || 30 || 11 || 36 || 6 || 20 || 4 || 13 ||
 * 3 || 4 || 15 || 11 || 40 || 3 || 11 || 9 || 33 ||

Erny:
 * MDA# || Distinguished Amount || Percentage || Proficient Amount || Percentage || Apprentice Amount || Percentage || Novice Amount || Percentage ||
 * 2 || 13 || 46 || 9 || 32 || 4 || 14 || 2 || 7 ||
 * 3 || 7 || 25 || 9 || 33 || 3 || 11 || 8 || 29 ||

Lancaster:
 * MDA# || Distinguished || Percentage || Proficient Amount || Percentage || Apprentice Amount || Percentage || Novice Amount || Percentage ||
 * 2 || 12 ||  || 8 || 33 || 3 || 12 || 1 || 4 ||
 * 3 || 7 ||  || 8 || 33 || 6 || 25 || 3 || 12 ||

Andriot
 * MDA # || Distinguished Amount || Percentage || Proficient Amount || Percentage || Apprentice Amount || Percentage || Novice Amount || Percentage ||
 * 2 || 5 || 35.7 || 7 || 50 || 1 || 7 || 1 || 7 ||
 * 3 || 4 || 27 || 5 || 33 || 0 || 0 || 6 ||

40 ||

**PLT Meeting Agenda/Record** **TEAM NAME:** Third Grade **DATE:** **Roles:**
 * Facilitator:
 * Time Keeper:
 * Recorder:

__** NORMS **__ * Begin on time and end on time * Place disagreements on parking lot & respect opinions of others * Share strengths/good strategies * Be prepared (bring data, do homework, etc..)

__** Third Grade Annual 2012_2013 Smart Goal **__


 * __ Current Reality: __** Last year, 77.59% of third graders met or exceeded standard on the state’s Math Assessment in May, 2011.


 * __ SMART Goal: __** This year, at least 84% of third graders will meet or exceed standards on the state’s Math Assessment in May, 2012.

**__Team Members Present__****:**

**__Team Members Absent__****:**

**__Purpose of this meeting__****:**

**__Discussion- document PLT discussion held at this meeting under the appropriate question__**

**What is it we want students to learn?** JCPS Weeks 1_6 Math Unit: 3 OA8; 3G1; 3MD3; 3NBT1; 3NBT2

**How will we know that they have learned it?** Math: We have rewritten problems from Formative Assessment #1 (the problems we used to group students) and put them in a common assessment.

__** Scoring Guide **__


 * __Exceeds Expectations __**: Students solve all ___# equations correctly explaining more than one strategy to solve. (.e., all 6)__


 * Proficient **__: Students solve all equations correctly explaining their strategies. __


 * Approaching Proficiency **__: Students solve ___#out of the # problems correctly explaining their strategies. (i.e., 4 out of 6)


 * __Not Proficient __**: Students solve _ or fewer of the equations correctly explaining their strategies.(ie...3 or fewer)

Tracking Sheet

Class: __Grade:__ _

__Skill: ­­­­­­ 3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operation, and/or relationship between addition and subtraction __

__Tracking Sheet__

__Class:__ Grade: _

Skill: ­­­­­­ 3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operation, and/or relationship between addition and subtraction.


 * Student |||||||| 3 NBT.2 |||||||| 3 OA8 ||||||||  ||
 * ^  || Not Proficient || Approaching Proficiency || Proficient || Exceeds Expectations || Not Proficient || Approaching Proficiency || Proficient || Exceeds Expectations || Not Proficient || Approaching Proficiency || Proficient || Exceeds Expectations ||

**What will we do for those who have not learned?** Small group remediation in the classroom

**What will we do for those who have learned?** Enrichment activities in the classroom

**__Additional Discussion/Decision Summary (if applicable)__**

We need to put common assessments we are using in a folder and have them copied.

**__List any action steps from this meeting__**

**__List agenda items for next meeting__**

**__Next Meeting Date__**

**PLT Meeting Agenda/Record **


 * TEAM NAME: **


 * DATE: **


 * Roles: **

Ø **Facilitator Ste**

Ø **Time Keeper:**

<span style="font-family: Cambria,serif;">Ø **Recorder:**

* Place disagreements on parking lot & respect opinions of others * Share strengths/good strategies * Be prepared (bring data, do homework, etc..)
 * <span style="font-family: Cambria,serif;">Team Norms: (to be reviewed at each meeting) **
 * Begin on time and end on time


 * <span style="font-family: Cambria,serif;">__Smart Goals:__ **


 * 1) **<span style="font-family: Cambria,serif;">Math SMART Goal for 2011-2012: **

<span style="font-family: Cambria,serif;">Benchmarks:


 * <span style="font-family: Cambria,serif;">__Team Members Present__ ****<span style="font-family: Cambria,serif;">: **


 * <span style="font-family: Cambria,serif;">__Team Members Absent__ ****<span style="font-family: Cambria,serif;">: **


 * <span style="font-family: Cambria,serif;">__Purpose of this meeting__ ****<span style="font-family: Cambria,serif;">: **


 * <span style="font-family: Cambria,serif;">__Discussion- document PLT discussion held at this meeting under the appropriate question__ **

<span style="font-family: Cambria,serif;">What is it we want students to learn?

<span style="font-family: Cambria,serif;">How will we know that they have learned it?

<span style="font-family: Cambria,serif;">What will we do for those who have not learned?

<span style="font-family: Cambria,serif;">What will we do for those who have learned?


 * <span style="font-family: Cambria,serif;">__Additional Discussion/Decision Summary (if applicable)__ **


 * <span style="font-family: Cambria,serif;">__List any action steps from this meeting__ **


 * <span style="font-family: Cambria,serif;">__List agenda items for next meeting__ **


 * <span style="font-family: Cambria,serif;">__Next Meeting Date__ **

I CAN’s: <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">2. I can decide the main idea of a text and explain which details support it. RI.3.2 <span style="color: #000000; font-family: 'Tahoma','sans-serif';">SL.3.1 <span style="color: #000000; font-family: 'Tahoma','sans-serif';">SL.3.3; <span style="color: #000000; font-family: 'Tahoma','sans-serif';">SL.3.4; <span style="color: #000000; font-family: 'Tahoma','sans-serif';">RL.3.1; <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">I can identify details from the text. I can explain how details from the text support the main idea. I can determine the main idea of a text. I can use signal words to locate supporting details in the text
 * Reed/Lancaster || Andriot || Erny ||
 * <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">1. I can listen to text or information and decide the main idea and supporting details. SL.3.2

<span style="color: #000000; font-family: 'Tahoma','sans-serif';">RL.3.4; <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">I can distinguish between literal and nonliteral language. <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">I can use context clues to figure out the meaning of words and phrases within a text. I can use prior knowledge to determine the meaning of words and phrases within a text. <span style="color: #000000; font-family: 'Tahoma','sans-serif';">RI.3.1; <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">I can ask questions about an informational text referring to explicit details and examples from the text. <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">I can answer questions about an informational text using explicit details and examples from the text to support their answer. <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">I can find evidence within an informational text to support an answer. <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">I can refer to text when drawing conclusions. || <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">CAN identify physcial and personality traits of a character.

<span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">I CAN identify the main idea in a text.

<span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">I CAN retell a story identifying the important details from the beginning, middle, and end.

<span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">I CAN identify the author's purpose in a text. || <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">I CAN <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">RL 3.1 Ask and answer questions <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">RL 3.3 Describe character (motivations, feelings, traits) <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">RL 3.4 meaning of words and phrases <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">RL 3.5 Parts of stories - stanzas, scenes, chapter - chorally read stanza by stanza; discuss meaning of poet <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">W3.2 Writing - write informative texts (topics, dev w/facts, linking words, conclusion) <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">RI 3.7 Illustrations in fiction - create mood, character, setting ||
 * All through computer – W3.7 <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">I can select appropriate sources to obtain information to support an idea, topic or task in a piece of writing.
 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">I can record information about my research.
 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">I can analyze gathered information for relevance and support of my topic.
 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">I can determine what information should be included in my writing project.
 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">I can organize information in a logical manner.
 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">I can relate the information they learned during research to enhance an idea or opinion about a topic.


 * __ 2nd Grade PLC 2011 __**

2nd Grade I CAN statements All COmmon Core Content Areas. Click here.

P3 PLC

October 4, 2011 Present - Mrs. June, sub for Mr. Greenwood, Mrs. McNairy, curriculum coordinator, Miss Downs Focus on Student Achievement: ~ Went over assessment calendars for reading and math ~Looked in room for materials and completed RTI materials form ~ Discussed minutes from team leader meeting ~ Mrs. McNairy worked with us on A-Z materials

October 18, 2011 Present - Mrs. June and Miss Downs Focus on Student Achievement: analysis of MPA#1 ~most missed question = #3 - ?why - possibly: format was different, confusion over counting by 10's but not multiples of 10,few lessons at this point on the hundreds chart which is where they would see this pattern ~celebrated that each class had questions that 100% of the class got correct ~sorted students by performance level and by question missed paying close attention to students who scored below proficient ~looked at performance level on ORQ next steps ~Mrs. June to reevaluate intervention as pull out - possibly switch to push in ~after looking at ORQ scores, maybe group students who got less than 3 to have special lesson(s) with modeling on how to answer the ORQ since this type of problem is repeated on other assessments ~look closely at individuals who scored novice or apprentice on second part of test (number stories) and assess if they can identify a number story as adding or subtracting story then work on strategies to solve each type of problem

October 25, 2011 Present - Mrs. June and Miss Downs Focus on Student Achievement: SuccessMaker ~got student login information and created log in cards for students ~looked at class schedule to begin to determine when students could use the program Science ~preveiwed new science notebook for next unit ~went over procedure for returning and beginning kit (inventory process) ~discussed concerns related to upcoming assessment ~looked in Mrs. June's room for science materials Questions/Concerns/Updates ~Mrs. Schmidt as pull in in Mrs. June's class has just started but is going well - pulling a smaller group, in the classroom, as needed ~check in on math - both classes feel that students understand the vocabulary related to geometry and the sorting of quadrilaterals ~reading concerns - literacy block at end of day, struggle to get all groups in, using materials strategically ~reading possible solutions - differentiate number of group meetings per week by reading level with emphasis on Tier 3 and Tier 2 students (so schedule is different on different days), using Rigby materials, book room materials or reading A-Z materials - different levels of support

November 1, 2011 PLC and team meeting Present: Mrs. June and Miss Downs Focus on Student Achievemnt: __Assessment Calendar__ ~MDA #2 due Friday 11-4 ~Reading Window - 12/12 - 1/20 ~MPA #2 - 1/9 - 1/20 ~SPA #2 - 2/20 - 2/24

__Data Analysis SPA #1__ ~addressed Mrs. June's problem with scanning the results Downs 1 below proficient score; 1 multiple choice less than 80%

how to address: this student is a tier 3 student who struggles with comprehension - address by giving more practice with mc questions question #1 most missed - possibly because our milkweed bugs did not arrive on schedule which led to lack of background knowledge for students

June 6 below proficient 11 below 80% on mc Mrs. June feels some results do not reflect what students really know

how to address: learn strategies for multiple choice questions ORQ scores low often for being incomplete - work on following all directions - this can be the difference between apprentice and proficient work

__Writing Dates__ We looked at the map for the year and saw that basically 3 forms are repeated during the year, therefore we will look at working pieces for narrative on November 15 at PLC time to plan next steps for instruction when we cycle to narrative pieces again and for areas of general writing improvement. We plan to look at informative/explanatory on January 10th, again to plan next steps for instruction when we cycle to informative/explanatory pieces again and for areas of general writing improvement.

__RTI__ We discussed students who were struggling behaviorally and academically. June Q M - behavior and academics C V - academics K R - academics E J - behavior S A - behavior

Downs D J - academics

November 15, 2011 Present: Mrs. June, Miss Downs, Mrs. McNairy and Mrs. Rivera We met in Mrs. Rivera's office to review the data wall and update as necessary. We recorded on a form all Tier 2 and Tier 3 students and their current interventions. We turned in a literacy block schedule to help with decision making about support staff placement.

November 22, 2011 Present: Mrs. June and Miss Downs Focus on Student Achievement: Math Diagnostic ~We analyzed our class data. June - 9 students below 75% ; most missed questions by the class 3, 7, and 11 Downs - 1 student below 75%; most missed questions by the class 4, 7, 9 and 11 question 7 - format different from other 2 on that standard; the ones for that standard on arrays the way it was taught, most students got correct - this question had a very different format and did not match our lessons question 9 - equation with missing part - to address - making a center with a balance and students will use the hands-on balance to solve the equations

~Stage One Residency We wrestled with how to do content integration but we need more information on what drama core content strategies are available to us. We also wondered would there be some way to integrate social behavior into the learning. Miss Downs to e-mail Mrs. Rivera to get more info.

~Writing Resources ~ On Demand Writing Prompts We looked at the prompts provided by the district to determine what lessons we would need to do to prepare students for these practices. Further study is needed since the first prompt, the narrative prompt, is an imagined narrative about a butterfly. Our instruction has focused on realistic narratives. The information prompt will be easier to work with. We wonder if these are the only prompts that we will receive as they are much more limited than previous year's on demand practice. ~New graphic organizer/Informational lessons We looked at the district's new writing organizer (by grade level and instructional focus) to realign our lessons to the new plan. Most important right now is the split between informational and explanatory. We looked at lessons for informational. Our concern is that we are to teach how to paraphrase but no lessons are given on how to cite sources. Mrs. June has tried a graphic organizer from A-Z and she has kids write the title and author of their material on the back of the paper.

~Bourbon County Resources As suggested by Mrs. McNairy, we looked at assessment resources from Bourbon County. We analyzed the formats of their reading and math assessments. The math is comparable to JCPS - some small vocabulary changes but similar style problems. The biggest difference is that they have short answer and ORQ. We explored using their record form and rubric for short answer with our own questions to train the kids on format. The reading was also similar in format to what our P4s use. We weren't happy with the text or the ORQ and short answer questions (no look fors for scoring and lack of depth in question) and we will be looking for our own examples to use with the template.

November 29, 2011 Present: Mrs. June and Miss Downs Focus on Student Achievement: ~We were given a copy of GO Math Standards Practice Book. We looked at the resource to see how those lessons align with the ones on our curriculum map. We compared the lessons in format and content with what we are using. Possible uses: formative assessments, reviews/test practice and reteaching lessons. We are looking at trying some on place value and even/odd numbers.

~We looked at the assessment calendar and talked about how we will approach the next round of reading assessments. Mrs. June has not been DRA trained nor does she have a kit. We brainstormed how she could work around those 2 obstacles. We also talked about how testing would impact our schedules since it has to be done one-on-one.

~We looked at STEM PROJECT work and discussed stems to use for upcoming lessons.

December 6, 2011 Present: Mrs. June, Miss Downs, Ms. Overberg, Mrs. McNairy, Mrs. Rivera Focus on Student Achivevment:RTI ~discussed specific interventions for identified students, including forms to use to identify reinforcers ~discussed what data to collect and how frequently; how to collect the data and how to record it on the forms ~discussed general concerns about behavior

December 13, 2011 Present:Mrs. June and Miss Downs Focus on Student Achievement: ~Stage One - Mrs. June will do what Mr. Greenwood did last year; Miss Downs depending on length of residency would like to do 1 part on narrative pantomime; 1 part on improvisation and 1 part on character development ~New referral form: how will we use it to improve student achievement? will make it easier to organize and therefore monitor student behavior ~Walkthrough tool - discussed key features and individual areas of improvement ~check-in on student math progress by analyzing student work - both classes need to review time, we need to help students focus on answering the question asked so they can score all the points - eg on math questions when it says how much money make sure they answer with money notation, like cents and not leave answer in tens and ones; focus on accuracy in number strings by teaching strategies to help students remember to add all the numbers when making bridges, eg circling numbers that do not make tens or doubles so that they don't forget to include them ~check-in on student science progress (vocabulary/concepts) - on target ~check on behavioral concerns - discussed what changes we have made for student success; shared what was working; exchanged ideas

January 3, 2012 PLC and Team Meeting Present:Mrs. June and Miss Downs Focus on Student Achievement: ~reviewed DRA protocols and how to use data ~reviewed unit planning for math unit 4 - both forms - connected prior work to standards and identified areas of struggle on previously taught standards and possible areas of difficulty ~looked at changes in the writing curriculum map and online resources, current portfolio requirements, scoring rubric and explanatory unit, and identified concerns and sources of lessons ~discussed the reteach/enrich model from Tucson after watching an edutopia video and thought about how we could modify this model to work on our team + extra support for most struggling students + built in enrichment for those who master the standard + enrich our PLC work by using data to plan targeted instruction and sharing students ? scheduling

January 10, 2012 PLC Present:Mrs. June, Miss Downs and Andrew and Talleri from Stage One Focus on Student Achievement: ~Discussed the residency from Stage One as part of the 5 X 5 grant - 1. will be one week long, not over several weeks like before - tentatively scheduled March 12th - March 16th 2. focus on traditional literature to connect drama to literacy content 3. tentative times 11:35 - 12:35 (Downs) 1:00 - 2:00 (June) 4. Next Step: Stage One will send us suggestions for content of the lessons

January 17, 2012 Cancelled - severe weather drill

January 24, 2012 Present: Mrs. June, Miss Downs, Mrs. McNairy and Mrs. Rivera Focus on Student Achievement: ~Retiering students based on latest literacy assessment ~Analyzing improving data

January 31, 2012 Present: Mrs. June and Miss Downs Focus on Student Achievement: ~Analyzing MPA data - we analyzed by question to see if there were patterns to incorrect answers and to see what areas need to be retaught ~Analyzing achievement gap data - we looked for trends and discussed strategies to improve the academic achievement of struggling students - especially novice multiple choice and 1's on ORQ ~We went to P. Miller, district resource for math, with questions about how the gap score was calculated and what it meant. June - proficiency 70% gap 60% Downs - proficiency 100% gap 83%

February 7, 2012 Present: Mrs. June and Miss Downs Focus on Student Achievement: ~Mrs. June asked for suggestions with regrouping students for reading after retier and arrival of new students ~We looked at resources for writing ~We planned how to integrate our International Delight items into our classroom work as research and informational writing

February 14, 2012 Present: Mrs. June and Miss Downs Focus on Student Achievement: ~updated plans for international delight night ~discussed portfolio requirements ~planned for field trip ~previewed science unit and looked at technology and assessment opportunities ~problem solved issues during writing block and shared ideas for making it better ~exchanged strategies to deal with behavior issues ~reflected on conference day

February 21, 2012 Mrs. June absent, no meeting

February 28, 2012 Present:Mrs. June and Miss Downs ~Mrs. June shared what she learned at the practical living PD and we discussed how, if implemented, this could benefit instruction ~we looked at new I can statements

March 6, 2012

__ 1st Grade PLC __ __Form__ from Ms. Adamson

FIRST GRADE I CAN STATEMENTS FROM ADAIR COUNTY. Click here.

First grade PLC put your notes here.

We have agreed to have a __working__ personal piece for each student by the end of this grading period.

10-24-11

We discussed first grade Scantron sheets and that we will bubble in the sheets for the __students__ the first semester.

MDA 2 will be available next week on CASCADE. We will discuss implementation at that time.

Our students did well on the Science proficiency assessment. We had to read the questions aloud to the students. The pictures on item 1 were confusing. The assessment did not seem to match the content of the unit well.

10-31-11

We discussed the MDA#2 assessment to be administered this week. We printed copies of the test and bubble sheets for each student. We discussed methods for administering the test that __insured__ that each student will successfully show their knowledge of the content and not be hampered by reading ability or lack of test taking skills.

We reviewed our individual status regarding running records on individual students. We are making a great effort to track our tier 2/3 students weekly.

11-28-11

Math focus: Addition and subtraction within 20. Instruction will focus on __using__ a numberline to solve problems. The skill of counting on and counting back will be stressed.

__Language__ Arts We will build upon the __work__ begun at Atkinson. Standard: RL.1.3: Describe character, settings and major events in a story using key details. Question stem: Describe the___.__ __Answer stem__ __The_____is___. One detail that shows this is. Academic __Language__: character, setting, major, events, details, shows, describe

Materials will include story maps and other graphic organizers in shared reading and small reading groups as well as sentnce stems.

February 20, 2012 Welcomed new first grade teacher introduced her to PLC protocol. Discussed __SPA__ #2; printed off assessment and bubble sheets. Discussed when and how to administer assessment and log them on cascade. Discussed curriculuam maps in regard to each classroom placement on map and discussed next __steps__ to ensure teachers and students are on track with map.

February 27, 2012 Beth Garmen from our Writing __Program__ Review Committee brought committees __form__ of what first grade should turn in to Writing committe. We supplied copies of district mandated peices thus far on curriculum map to committee. Discussed MDA #3 and set up to give it this week. We will discuss scores and next __steps__ according to MDA #3 scores.

March 5, 2012 Updated teachers with team lead mtg info from 2-27 Discussed opinion writing and watched video on WIKI in regard to opinion writing to gain strategies to teach Discussed MDA #3...will write more next week when all info in to analyze and procede to next __steps__ Discussed __report cards__ and gains students have made and suggestions for student imporvement

March 12, 2012 Analyzed MDA's will begin next __steps__ balanced equations since a lot of students had issues. Stage 1 collaboration. We discussed the process...positives and negatives...Stage 1 did a great __job__ they connected content about myth's and story elements to all __classes__. We feel students benefited from this experience and gained background knowledge appropriately.

March 19, 2012 Discussed inventory and lessons for __Science Kits__ and strategies to add for students' misconceptions Discussed tonight's Family Literacy Night at the Louisville Urban League and what it meant to students in our class and how we would extend the activities from event to classroom to reinforce reading strategies Discussed RTI behavior to use positive reinforcers with students as first __step__ (we will discuss results at next mtg)

March 26, 2012 Positive reinforcers for behavior such as verbal cues, good job-way to stay on task, etc if needed use visual cues taped to desk specifically for appropriate behavior of student and refer to frequently then time out in team teachers room Arts and Humanity need evidence of drama in class from teachers and students will supply Rigby drama plays from stories read Discussed how well stem (created in faculty mtg.) went in Reading...success for students will use this particular stem throughout the year (main idea)

April 2, 2012 Discussed MPA's to be given this week. We looked at MDA's and misconceptions of students on MDA's and believe through our strategies usedover past weeks will leave our students successful on the MPA this week. Discussed student behaviors this week, because of spring break next week, and how we will support each other's students this week. Emailed Arts and Humanity chair with evidence of student __work__. We continue to use stems in Reading to increase student achievement and understanding.

April 16, 2012 Comfirmed __award__ ceremony date for all 1st grade __classes__: May 30, 2012 Discussed the MPA and how it did not assess any of the measurement skills on curriculum map. Discussed and emailed Paula Miller to explain and justify why MPA did not match first grade map. First grade students need to work on commutative properties with missing addends. We are researching strategies and skills to teach early primary these skills sets and will come together Thursday do create grade group lessons. Most students were not as successful on this MPA as they have been on previous tests. Continued use of Reading stems across grade level as well as implementation of weather kits in science using I can statements from district science department.

April 24, 2012 Analyzed __report cards__ of intervention students, discussed next steps Analyzed curriculum map to see where each individual stood and brainstormed ideas how to catch up if necessary and discussed how to continue to stay on track to better increase student achievement to ensure students on right track for transitioning into second grade next year.

April 30, 2012 Analyzed curriculum map to see where we could integrate Derby Festival events. Created some Derby Festival event worksheets for the students including Math, Social Studies and Reading. "And their off and running!"

May 7, 2012 Analyzed all three MPA's to see student achievement/growth Discussed next __steps__ for students needing intervention in Math

May 15, 2012 Researched writing portfolio and pieces due by years end, set target date for completition if not done accordingly with district map Researched in common core each individual piece and assessed student pieces thus far

__ Kindergarten PLC __







K I CAN statements All COmmon Core Areas from Adair County. Click here.