2012_5th+Grade_PLC+Page

[|Math 1-6 weeks Agreed Guaranteed Curriculum] 8/31/12


 * 5th Grade WIN assessment on 9/5/12 created by each group's teacher, analyzed on 9/7/12 for group changes
 * WIN group changes begin on 9/10/12.
 * Friday's combine Multiplication and Division groups to accommodate for Joanie's schedule. Additionally, combining her group to Place Value was not successful on Friday 8/31/12.
 * Division group will create peer tutors for new-comers as well as Fridays.
 * Grid paper is working for Place Value and Division as handwriting is an obstruction in their understanding of place value because they are not watching where to place their numbers.

9/7/12


 * Wednesday Assessments were analyzed and groups were shuffled.
 * Deb offered to take 2 students who were getting the double digit multiplication concept but struggling with placing numbers which lead to the incorrect answer.(2)
 * Moyo is moving to the Multiplication Group on Monday 9/10/12. (12)
 * Joanie is taking the Place Value group (5)
 * Tiffany remains AP until end of semester (19)
 * Sandy will continue with Division (7)
 * Mary Anne will continue with Place Value (7)
 * We created a Division Assessment to divide students on Fridays so that Sandy can take the Place Value.

9/14/12
 * Data was assessed for Division Group so that it may be divided for Fridays, (4 to AP, 3 to Multiply group)
 * Students who sat in AP today were able to keep up with the content and pace.
 * Data was reviewed for double digit multiplication and most groups will stay as is since it is mid-cycle for us (in a 2 week cycle)
 * 2 students who were in Coleman/Rivera group are moving to Division Group while 1 will be moving to them to get help with similar spacing issues in multi-digit multiplication.
 * Items were reviewed for 1-6 Summative and Monday Planning was reserved for review of 7-12 Formative items.

9/21/12
 * reviewed data from Joanie and Maryanne for moving kids out of Place Value towards Multiplication.
 * Revised groups based on Ms. Sandy quitting JCPS
 * Moyo will now teach Division for 9/24-9/28/2012
 * Joanie and Maryanne with now team teach Multiplication 9/24-9/28/12
 * Looked at weeks 7-12 and separated Comprehension plans (Hill - Division, Moyo - Volume)
 * Created Formative assessment for dividing students based on high, middle, and low division skills (handwritten, 7 problems with 1, 2 divisors and 1, 2, and 3 dividends)
 * WIN groups for high, middle and low division skills will be from 10/1 - 10/5/12 for a double dose of division prior to moving towards Volume and formulas.

9/28/12
 * Reviewed and sorted students based on the division quiz

10/2/12
 * Discussed accuracy and appropriate placement of students based on division formative quiz
 * Won't have PLC again until next week due to no school on Friday.
 * Due to start new WIN groups based on Volume Assessment on 10/8/12
 * Plan to meet on Thursday after school to sort groups based on Volume Formative Assessment given 10/3
 * Double attack volume through homeroom math and WIN groups for week 10/8- 10/12 then regroup based on need.

Current SMART Goal for Division Unit is that we have 72% Apprentice or higher when given the Division Summative on Wed 10/10/12 Current SMART Goal for Volume Unit is that we want 70% to be Apprentice or higher when given the Volume Summative on _.

10/12/12


 * Tried to edit our Team Building Worksheet, but found that the document uploaded was edited and saved without 5th grade info...it needs to be updated again.
 * Hadn't met based on Volume so today's focus was Volume.
 * Divided WIN groups based on Volume Formative,
 * Give an exit slip on Wednesday to determine correct placement because data is approx 1 week old.
 * Thursday will be regrouped.

10/26/12 Regrouping of students based on skills in Volume. Volume groups were "up'd" to increase knowledge and no longer having a very low group. Students are doing well with the formula V=lxwxh.

11/2/2012
 * Students across the board are not able to interpret the numbers in order to answer the questions. They are able to calculate and show work, even if work is returned to add "scratch" work. Students are not labeling their work to represent knowledge of number meaning.
 * Weeks 13-18 - next week have our Formative Assessment
 * Summative Assessment on Volume next week
 * Foundational Skills to prep for weeks 13-18

11/9/12
 * Georgia Department of Education is a great resource for fractions. Moyo brought it and everyone agreed that they would either copy her packet or go to their website to choose appropriate activities for their groups.
 * New WIN groups will start on Monday 11-12-12 based on formative assessment on standards 5.NF.1 and 5.NF.2.
 * Will hold off on 5.MD.2 to give during Week 13 to add to the mixture of WIN groups during week 14 or week 15.
 * All groups agreed that the Foundation Skills week was a benefit. Teachers are more aware of the need in foundation skills like lack of retaining the skills previously taught. Formulas are remembered but only on the basic level. Students felt successful and gained foundational knowledge.

11/30/12


 * Look at Learning Targets for developing new groups.
 * Moyo 5.NF.1 - adding and subtracting with like denominators
 * Bowdan, Schmidt, Hoskins 5.NF.1 - adding and subtracting with unlike denominators
 * Lake 5.MD.2 - line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8)
 * Hill - AP mapping

1/4/2013


 * Created new groups for the week of 1/7/13 - 1/11/13 based on KPREP Raw Scores
 * Schmidt/Bowden will do D, Lake will do P, Hoskins will work with A in room 116, Hill/Moyo will work with N in room 115
 * Created Summative for third 6 weeks to be given on Monday 1/7/13
 * Formative to be created this coming week for the 4th set of 6 weeks.

1/11/13 Created groups based on 3.6 Summative with Hoskins co-teaching with Moyo Continue back with AP groups Hill/Schmidt

4/12/13 Analyzed Formative Assessment on 5.NBT.1-7. I can’s for these standards are as follows:
 * I can explain how the value of a digit in a multi-digit number relates to the value of the digits around it.
 * I can read and write decimals to thousandths using base-ten numerals, number names, and expanded form.
 * I can compare two decimals to thousandths based on the digits in each place using >, =, and <.
 * I can use place value understanding to round decimals to any place.
 * I can add, subtract, multiply, and divide decimals to hundredths using concrete models or drawing and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
 * I can relate the strategies I use to add, subtract, multiply, and divide decimals to hundredths to a written method and explain my reasoning.

Students placed in groups based on mastering learning targets for those standards. Changed group teachers. Bowden and Schmidt will split those students who demonstrated mastery and close to mastery. Moyo & Hill will take the students who scored less than 50%. Hoskins will work with in Moyo and Hill’s group. Lake will work with students who demonstrated partial mastery. Re-teach rounding, place value, reading & writing decimals, as well as, the four operations. Schmidt & Bowden groups will work on decimal division.

4/19/13 Analyzed Formative #2 Assessment on 5.NBT.1-7 Same learning targets as last week's formative. 10 students from the below 50% group, tested out. Still have several students that are performing below expectations within AP group and partial mastery groups. Separated students in groups and returned AP students into one group with Hill. Bowden will work with the above mentioned students in special pull-out groups for intensive re-teach and misconception modification. Moyo, Schmidt & Hoskins will work with 6 to 8 students each on reteach 5.NBT,7.

We will utilize decimal of the day and short answer exit slips to assess students daily. Hill and Lake Groups will continue with decimal multiplication, division and decimal placement within each of the four operations solution answers.

5/10/13 Hill, Moyo, Bowden, Lake and Hoskins present. Determined a final week of WIN to be cumulative. Each teacher will take a specific content and teach the same review lesson. Students were equally divided among 5 groups in mixed abilities to allow for peer tutoring and reinforcement. See below for group break out.

to Mixed || Conversions within the same Customary and Metric Graphing || Expanded & Written form, Rounding, Add, Subtract, Multiply & Divide ||  ||
 * ||  ||   |||||| =5th Grade WIN= ||   ||   ||
 * || Teacher: || Hoskins || Bowden Schmidt || Moyo || Hill || Lake ||  ||
 * || Content: || Place Value || Algebraic Expressions || Fractions || Measurement and Data || Decimals ||  ||
 * || Standard: || 5.NBT. 1-2 || 5.OA.1-3 || 5.NF.1-7 || 5.MD.1-5 || 5.NBT.3-7 ||  ||
 * ||  || Ones, Tens, Hundreds, Thousands, etc . . And tenths, hundredths, thousandths || PEMDAS Missing Variables || Add, Subtract, Multiply & Divide, Simplify and Improper
 * ||  || Ones, Tens, Hundreds, Thousands, etc . . And tenths, hundredths, thousandths || PEMDAS Missing Variables || Add, Subtract, Multiply & Divide, Simplify and Improper
 * || Day/Groups: ||  ||   ||   ||   ||   ||   ||
 * || Monday || Group A || Group B || Group C || Group D || Group E ||  ||
 * || Tuesday || Group B || Group C || Group D || Group E || Group A ||  ||
 * || Wednesday || Group C || Group D || Group E || Group A || Group B ||  ||
 * || Thursday || Group D || Group E || Group A || Group B || Group C ||  ||
 * || Friday || Group E || Group A || Group B || Group C || Group D ||  ||
 * |||||||||||| Students will rotate each day to different teacher but stay with the same group all week. ||  ||
 * |||||||||||| Students will rotate each day to different teacher but stay with the same group all week. ||  ||

5/17/2013 Lake is absent, Hoskins is in a meeting. The 3 of us discussed the success of our individual review groups. We are finding that names are similar across the board with which students are struggling in the subject of Math. We have analyzed the data from the MDA/MPAs and found that there were inconsistencies with the final data due to live scoring in one of the classrooms. Therefore, we will administer a new EOY summative to determine overall growth in the area of Math. EOY Summative will be derived using CIITS. Our data allowed for a great discussion regarding live scoring versus independent scoring.