Fifth+Grade

Welcome to Fifth Grade!

__**Sept. 7, 2010 PLC Meeting Minutes:**__

PLC Norms

1. Work collaboratively and positively with the group. 2. Be prepared to actively contribute and engage fully in group goals. 3. Focus on learner achivement and team goals. 4. Be honest and kind - make it about the goals. 5. Be respectful of time.

PLC Current Role Players Note Taker : Chad Adams Timekeeper: Tim Kostynich Facilitator: Gloria Dagliesh Organizer: Gustavo Hernandez Process Organizer: LaTanza Haggerty Snacks : Issac Tristan

Things to discuss at the next meeting: Bring AIM Web reading report. Look over your data and determine skills that we should focus on during our intervention times. Look for grouping of student for intervention based on reading reports. Things discussed:

Discussed the numbers needed to become and Exemplary Campus. Discusssed the Mission and Vision statement for PLC. Assigned roles for team members on the PLC team. Discussed how to group students for intervention groups.

5th Grade PLC 9/13/2010

Purpose of the meeting: AIMSWEB Research Report/Intervention Grouping

Discuss skills we should focus on during intervention. Based on discussion of data it was determined that students struggle in the area of multiple meaning/context clues. Ambrose/Kostynich would be teaching the students that have scored low or failed.(554 or below) Dagliesh/ Will be working with the 8 Spanish speaking students for instruction. The team discussed lexile scores along with other data to form student groups. Groups will be restructured once more data has been taken. (Ex. of assessments to use for making groups CBA, MA, End of the year assessment. The team discussed the use of science reading for cross curriculum for the higher level students. Low struggling students were identified to ensure success with reading intervention. Reading teacher will locate materials for intervention after meeting. The team agreed that 2 weeks would be adequate for intervention on the skill . Learned skills should be use across the board with all content area. Resources ready by 9/15/2010.

Division of students along with Intervention teachers:

Dagliesh Spanish Speaking (8) Ambrose (15) Multiple meaning and context clues Kostynick (14) Multiple meaning and context clues Hernandez (16) Mid range students Tristan (GT 16) High students Adams (GT 15) High students Jackson (16) Mid range students Haggerty (16) Mid range students Jordan (5) Pull out for students that recieve modification during testing or recieve SPED. services.

Standards for 2010 - 2011 Reading Score Standard 623 Commended 744

What are the expectation for students learning during intervention? Students will be able to use surrounding text to support multiple meaning and context clues. Use the context clues of the sentence to understand unfamiliar words. (Males and LEP students scores were very low on reading).

How would we know they have learned it? Small assesment on every Friday.

To discuss the progress and change that maybe needed for the Reading Intervention.
 * 9/18/10 PLC Meeting**
 * Purpose of the Meeting:**

Some team members need to be invited or reinvited to the Wiki PLC page.

The team discussed the following TEKS 4.2B, 4.6A, 4.6B, 4.11A, 4.RC(D), and 4.RC(F) The team discussed the TEKS 4.6A and 4.6B as an identified problem as it relates to summarization and characterization.

Currently the team will be working on Context Clues(4.2B). The Bilingual group will be working on (4.2A) Context clues

October 4, 2010 the intervention teams(English speaking) will be working on 4.6A. The Biligual team will be working on 4.6B. Haggerty and Adams will be teaching high scorers for 10/4/10. The team began to discuss the grouping of students for October 4, 2010.

What is it we expect them to learn? Students are expected to learn sequencing, summarizing, and characterization.

How will we know they've learned it? We will know they learned by mini asssessment. Mastery of 80 percent with a total of 10 questions.

How will we respond when they do not learn? We will respond when they do not learn by more intervention.

How will we respond when they already know it? We will respond when they already know it by positive reinforcement.

The team will look for more ideas to use with students at the next meeting.

1. Ms. Dagliesh presented the mini assessment for Friday (10/1/10) for approval. Hartman stated that it would be fine after she changed a few grammatical things. 2. Ms. Dagliesh presented an idea for characterization for the bilingual. She recommended the use of a small basal to utilize for a Characterization Anchor Chart. This is focusing on TEKS 4.6B. 3. Mr. Kostynick stated that English-speaking classes would be reading passages and summarize them. Hartman stated that maybe they should start with a story that they already know, so as to alleviate the explanation of the story. 4. Tim posed the question of if summary should be focused on one week and sequencing the next week. Hartman stated that they would be fine. Hartman also discussed the test taking strategy in which arrows are used to identify //before// and //after.// //5.// Mustin asked when this (chosen TEKS) would be covered in CScope to ascertain whether or not it would be on the CBA in October. It was stated that it would not be. Mustin stated that we would discuss a mini assessment next week. 6. Hartman asked whether the intervention process is working. It was discussed that the group loses about 8 minutes of instruction directly after intervention due to the transition from intervention to the next scheduled class block. 7. Alisha Arceneaux will be moved to the struggling group for Context Clues (via Haggerty's request). 8. Discussed all the ways that we utilize for intervention. Haggerty discussed Study Island with "Prove It" sheets, dry erase boards and think alouds. Dalgiesh stated that she believes the word study in the morning is helping. 9. Mustin discussed whether the students are all having the same things targeted so that the the assessment can be fair and meaningful 10. Mustin asked what resources will be used to teach on next week. Mustin recommended looking in the Title I tub for passages to use for the struggling students. Mustin recommended using Reader's Theatre. Kostynick recommended that Haggerty and Adams continue utilizing Study Island. Daglieshn discussed the use of basals. 11. Hartman discussed that the organizer remind the team to look at Wikispaces to see what is on the agenda to do for the next meeting. 12. Roles reiterated: Adams--Timekeeper Haggerty--Note Taker Kostynick--Facilitator Ambrose--Organizer Tristan--Snacks Hernandez--Process Observer 13. At the Planning Meeting, reading resources will be discussed for intervention.
 * September 27, 2010**

What is it we expect them to learn? Summarization and Sequencing

How will we know when they have learned it? MIni assessment on Friday, 10/1/10

How will we respond when they don't learn? Reteach and restrategize

How will we respond when they already know it? Enrichment

Next week, we will plan for the next mini-assessment

__**October 4, 2010**__ Context Clues test is going to be reformatted and readministered in Language Arts Class Students from bilingual classes witll be rotated into regular classes if need be. Focus: 4.6A and 4.6B

Sequence and Plot for regular classes until October 15, 2010 Meet October 11 to discuss Math to start October 22 What is the plan for October 22? After CBA, Friday

Spanish Math scores are low, discussed what to do with those students Objective 6 focus Bilingual students are struggling in Math, multiplication facts, working backwards Bilingual students may need a seperate plan of action

Math intervention focus October 18th 9 students will be testing in Spanish Math Bilingual teachers discussed which students should take TAKS in Spanish or English Edgar Perez considereing putting him in an English class opposed to Spanish (code switching)

Extension of Story Plot/Sequencing Hernandez discussed a book that we can use for reading intervention (he will get back to us)

Use terminology to reinforce ideas in Language Arts Discussed Andy Ramirez, Sergio Padilla, Stephen Diaz What are some strategies to use that we regular ed teachers can use with bilingual students to reinforce ideas?

What are some hands on activities that we can use for Language Arts objectives? Mr. Rivas will get sheltered instruction book to support struggling learners.

Roles for next two weeks: Facilitator: Ambrose Notetaker: Dalgliesh Timekeeper: Hernandez Organizer: Haggerty Process Observer: Tristan Snacks: Kostynick, Adams


 * October 11, 2010**

CBA scores - students had a difficult time with testing questions. Some questions were to broad. Teachers will be evaluating future CBA's. Students had a difficult time with open-ended questions. Students also have a difficult time with talking and writing in complete sentences. Students are lacking the depth and understanding of answering and writing responses. The first CBA is an effective tool to determine what students are needing. Some of Kostynick's students rushed through the tests. Dalgliesh's students did not complete tests (Hernandez). Has not turned in all scan sheets. Ambrose also had low scores.

STUDENTS HAVE DIFFICULTY WITH OPEN-ENDED QUESTIONS. The revised context clues was a great improvement.

Where do we go from here regarding Language Arts? According to the test, students are lacking everything. Need to provide enough time for students to discuss with each other. Safe environments need to be nurtured.

Kostynick and Ambrose students are still working on sequencing and plot. Students are still having trouble with plot. Students are not placing events in order. Several suggestions were made such as cutting up a story, as well as in science, and math. Having a difficult time with importance with of events.

Math focus: Objectives students are lacking: Objectives 5&6- algebraic thinking, statistics and word problem language (Tristan) Objectives 3,4,6 - measurement and geometry (Adams)

vocabulary - critical thinking Need to change language from language arts to mathish (Luther)

Need a starting point-overall thinking process. Will look at problem solving skill.

Starting October 18, 2010 will work on problem solving. Will also discuss Math and Science CBA data on October 18.

Language Arts - Intervention Students are still having problems with sequencing - inferencing skill. Students did fine with characterization.
 * October 18, 2010**

Mr. Adams - used Study Island. Has the high end students. All students are having problems with complete sentence structure. Mr. Kostynick - has the same problem as Ms. Ambrose. Mr. Tristan - spanish are very slow at reading. All but one passed TAKS but are slow. Ms. Clark recommendation - fluency probe every two weeks as a competition to build up. Students have to recognize what the problem.--- maybe we have to question more. Student - Odalys Gallardo having a difficult time. Refuses to

Math CBA - Why are we below district score: 70% We are 62%. Why? Haggerty- Kostynick students some are SPED. Who is taking TAKS - A Chastity Gallano, Chevon Henry, Chris Deel. Jordan is pulling students for regular intervention. Students need to stay with intervention group. Mrs. Mustin would like to see a list of students that can do it but they are not doing it right now. Look at individual kids to address problems. Need to look at two objectives and what did they miss.

Looking at CBA item by item. 5.14 A - Ques 17 Only one question for that objective. Need to know what the definition of words (vocabulary and read chart) Students have difficulty reading data. This need to be an everyday situation. Ques 6 - because it had "more" students added instead of subtracting.

Adams- students need short stems to identify operations. Not solve problem but identify.

We cannot trick teach but teach for depth. Allow students to think about it and give them the opportunity. (Walker) Identified African-American students taking test.

Will be focuing on UPS next weeks for intervention. Will be working on 5.14 A and B next week. Will be working on vocabulary this week. Maybe in week 3 work backworks. Have conversation with students to discuss what they are having problems with. How are they going to achieve it?

Chris to Ambrose's room. Ms. Jordan can work with the remainder of the students in the room with Mr. Adams or Ms. Jackson. Will integrate today. Have a plan of action for next weeks (UPS).

Assessment piece - Oct 29. Students will know how to interpret information. Next week: Oct. 25 - will have the bilingual kept in a group. Need to pull data from CBA and divide students by level from both questions from CBA. Mr. Adams has questions that will identify operations students are missing. Students will explain why. Mr. Adams will supply assessment in English and Spanish by Mr. Tristan.

Facilitator: Tristan Note Taker: Kostynick Time Keeper: Adams Observer: Ambrose Organizer: Dalgliesh Snacks: Hernandez and Haggery

Mini-assessment got better scores than other assessments. Went over problem with the wording of question 10 about differences in time and location. Students not understand what they were looking for in the answer. Not understanding #5 about antonym and synonym of the analogy. Schedule to have adminstrator come talk to the whole 5th grade about effort on testing. Not giving tests or assessments with the Read 180 students. Mr. Kostynick did give to them and the students showed improvement, where Ms. Dagliesh and Ms. Ambrose didn't. Kostynick concerned about Jordan Rsberry and Adrai Dixon not giving any effort on assessments and CBA test. Both scored low on assessments and CBA. Dav'ion Taylor not answering questions when he knew the answers.
 * October 25, 2010**

How the invention with story problems are going with the students and what we saw during intervention. Discussed how Mr. Tristan and Ambrose used pictures to show how to figure out word problems. Drawing every step out for students so that they understand what processes to get to the final answer. Why students get different answers and how they got that. Mr. Tristan went back to the beginning. Concern on the students not knowing more than one step process and helping them out with it. Mr. Hernandez used groups down to partners and now thery will be working as individuals. Dagliesh worked with getting the kids to understand the words and then working it out. Mr. Kostynick and Mr. Adams are disecting problems with students to help them understand what areas of operations are needed to help solve the problems.

Use labels on pictures for better understanding. Make phrases to help out students who are struggle.

Ms. Walker asked how are we knowing that the students are getting the information in understanding how to solve these problems. What materials on how we know this. Need supporting evidnece to see that the students are understanding the information. Just need evidence. This would not be a grade, just to make a list of who is understanding to make sure they are understanding it. Understanding what key words are for the operations in math questions. Enforce good reading strategies to find information of the math problem. Underline or circle what you understand or need to understand to solve the question. Using good reading strategies should be used in ALL subjects to find important information. Ambrose discussed a student who was trying to explain something to her in mathish language.

Plans of for this week. Get into working out the problem. Use ups charts this week. Use problems that were disected last week. Work in groups, use construction paper to for chart. How to use the ups chart. What is being used for assessment for math. Model on how to underline the important information, becuase the students want to uinderline the whole question instead of the just the important information. Just show the right way example instead of also showing them the wrong way. Might confuse them.

Talked about what is needed for the next week, because Monday is parent conferences and we will not have PLC metting. Amy came up with going over assessment quiz for the next week showing how to do it and show operations of the questions. Go over information on Tuesday, keep the students in the same groups. Take out the ones that didn't do so well on the assessment. Split those up between Adams, Tristan, and Jackson to help them out. Adams giving list to the teachers and just put plus or minus to show who is and who isn't understanding the information.

What data to bring next time, the assessments broken down, new list of students for the teachers, student work samples, to makes sure that they got it. To see who really does get it and who doesn't. Dagliesh concerned with student who is really slow, just wants to make sure that he is understanding the information. Using ionva information to look up who passed and failed 4th grade TAKS tests. Feeling pressure for all the low students. 4 way talked to students individually on why they are fine in one class but acting up in other teachers classes. Concern about African-American sub-pop. with doing well on tests and what we are going to do to help improve that sub-pop. to get higher scores.

Discussed how mini-assessment went. All groups did well in the mini-assessment. Some had problems with not recognizing that there was extra information in the question. Tristan had the kids doing well with the single step process, but had a problem with taking out extra information. Taking one step and making a two step process. Adams, doing well with picking out processes only few didn't know how to take out extra information. Tristan asking prompting questions with Ups chart to get the information for the problem. Ambrose had the students label the processes and what the problem was asking for. Showing two batches and labeling them. Some were not understanding what the question was asking for. Hernandez had students messing up on subtraction problems. Flipping numbers around instead of leaving as is. Especially with regrouping with across zeroes. Dagliesh had really no problems with students. The only one is Cameron who is finding ways to avoid doing working. Ambrose voiced on working on two step process next week instead of staying on one step process. Regroup students moving Cameron and Isreal to a group with working on one step process for the time being. Kostynick is working on getting rid of extra information from the problem. Haggerty is doing the samething to get rid of information and working on how to identify what they need to be looking for. Kind of regrouped in class already.
 * November 11, 2010**

Adams is having problems with not circling the question. They are just underlining information and that is all. The teachers should be able to see what they are solving for. Hartman asked if we are modeling how the problem is being solved and what steps are needed to take to solve. Kids are in a hurry and don't look for the all the information. Remind students to write the infromation on Upsies chart to show they know what they have to look for in the problem. Mrs. Mustin asked if grades are being taken on the Ups chart. Tristan said that he is not taking a grade, just grades from C-Scope. Mustin said that we should walk around and give feedback on the students charts to make sure they are filling in the chart. Kids are more concerned with what is in it for them when they do work in class. Maybe a competition in class to see if that helps out and they will be learning what material goes where and make sure they rotate the squares.

For next week focuss on subtracting and two step problems. Push kids to think outside of the box. My Ambrose was thinking on creating their own questions and switching to solve the problems that they created by themselves. Subtracting with the zeroes. Talked about changing groups where they need to go to. Adams will be teaching subtraction to the group that needs the help with it.Dagliesh, Haggerty, Hernandez, and Kostynick will be teaching the two-step processs with their groups. Looking at when doing a assessment. Give one big assessment next week instead of two little ones while Haggerty and Hernandez will be out for a workshop. Splitting it into two one-step problems and two two-step problems. Giving it on Wednesday due to lucheon and kids focused on vacation. Bring INOVA data on Monday and a class list with data next to the, along with reading level and last CBA scores.

Facilitator:Ambrose Organizer: Kostynick Note Taker: Hernandez Process Observer: Adams Timekeeper: Haggerty Sancks: Dagliesh and Tristan

Meeting started out by discussing the data from the Inova and CBA scores also from reading levels to determine the next group of intervention groups. Ambrose discussing standards and percentage needed for commended scores. A minimual of 25% is needed to obtain our goal. Dagliesh discussing the results of summarization, both bilingual class struggling and Kostynick has a few struggling. Inova data table indicates that most of the african american males are in the red, Kosynick has majority of his hispanic boys in red. Dagliesh bilingual classes are at different levels on the chart. Ambrose has some kids that fall in the blues example of student is Lojoseph. Dagliesh may have 3 students taking test in english that took the taks last year in spanish, she will know by January.

Team discussing student test anxiety who to work with and how to help students perform. Ambrose classes needing support in word meaning and characterization. About 20 students are needing to focus characterization and 11 in the bilingual classes needing help in characterization. Some students needing support for all objective. Mastery is also needed for focus on summary. Team is discussing how to divide students into groups that will best help, Objectives inferencing, word meaning, characterization/changes, sequencing/plots, comparison across text,and summerization. Ambrose, Dagliesh and Kostynick will teach all objective for students who require it. Dagliesh will teach the bilingual group and the rest will be placed into Ambrose and Kostynick. All other students will be placed in classes that are teaching different objectives for those who need certain objective mastered. List of the students will be given to teachers after they have been divide into their proper classes by objectives. Intervention to start after the Thanksgiving holidays.

Nov. 29th thru Dec. 9th Language Arts Interventions

Ambrose= 15 Kostynick= 15 Dagliesh= 8 bilingual focusing on (Inferencing, Literacy connections, word meaning, sequencing/plot, and characterization/changes) Adams ( Hernandez( Tristen( Haggerty(

Groups will be discussed during our team meeting Wednesday 17th of Nov.

December 6, 2010
 * November 29, 2010**
 * Results of Math assessments:**
 * Students had trouble with translation of question - gave them credit**
 * Adams - students still have problem with word problems; some students did not need UP chart**
 * Ambrose & Haggerty - need to review how to teach concept or other strategies; UP chart being taught differently by teachers; need more consistency on how teachers teach concept**
 * Students are still having problems with two step problems.**
 * How will math teachers reinforce intervention in the classroom**
 * Adams - daily word problem and spiral reviews**
 * Tristan -daily word problems (started with alot of modeling now working individually; if two step will model)**
 * Mustin recommend having objectives on clip board and checking who has mastered - good way for using data later**
 * Will be working on reading until Winter Holidays; Tuesday before break will have assessment.**
 * What kind of assessment? What we taught or what the students know? What are we using assessment for?**
 * Haggerty - word meaning (prefix and suffixes) using a song; use a creative fun things**
 * Dalgliesh - bilingual - inferencing**
 * Ambrose and Kostynick - teach everything**
 * Tim - breaking down main idea and**
 * Amy -**
 * Adams and Tristan - students who have mastered will be working in creating a play from book read**
 * Jackson - sumarization and comparison of text**
 * Hernandez - sequencing and plot**
 * Will discuss assessment during content meeting. Assessment Dec. 14. What do you want the students to demonstrate? Mastered students will need a rubric for performance of play. Next meeting prepare what an assessment might look like.**
 * Should LaJoseph be recommended for SART. Came in February and took TAKS here. Does not demonstrate what he should know?**
 * Hartman be sure to include think aloud during teaching time.**
 * Kostynick - Facilitator**
 * Dalgliesh - note taker**
 * Amy - Organizer**
 * Adams - Time Keeper**
 * Haggery - Process Observer**
 * Hernandez and Tristan - Snacks**
 * For next Monday - bring possible assessment and maybe work they have done.**

Interventions Dalgliesh Kostynick - Summary - students are getting better but still need more work.

Tristan and Adams - students are working on dialogue for play (students who have mastered objectives) Adams - would like have a snippet of how a play could be written. Hartman will look in teacher tube for an example.

Ambrose - students are still having problems with main idea. Students are throwing things in that are not important and not being careful. Ambrose will try somebody wanted but... Hartman - other examples of how to teach different ways. The important Book, get the gist. Remember somebody wanted but.. is for fiction.

Hernandez - 75% are succeeding for "sequencing" Will begin plot today. Hartman - Main idea is a tough concept.

Haggerty - word meaning; studying affixes. 4 door foldable. have to know what root word and then tell me what the prefixes and suffixes are and what the word means.

Kostynick - will continue same Hernandez - plot Adams and Tristan - continue with plays Dalgliesh - continue with the same Dalgliesh, Hernandez, Kostynick Ambrose - main idea and summarization Haggerty - word meaning, what the word means Adams and Tristan - will record plays and show to students; start Monday to record plays
 * Actions for next week:**
 * Assessments:**

Reading Resources - Hartman will get copies for "get the gist" and "important book"

Haggerty - asked whether LeJoseph (504) has assessment to read to him.

Bring CBA data and planned assessments for next meeting. Will also bring all CBA data for Math and Science. When will we do DRA for January? Discussed guided reading groups- Kostynick and Ambrose are already doing guided reading on Wed. Dalgliesh will start this Wed (Dec 8). Luther is working on how we can incorporate another day for GR.

Jose Aranda - will not work for Adams and Ambrose. Works will for Haggerty. Ismael Martinez - has a "thug" attitude.

__**LA CBA**__ __**Math CBA**__ Adams - 18 passed 41 failed. About 4 have not taken the test Tristan - out of 53 students 16 did not pass Walker - School - 46% passing, district 65% build in translation Hernandez - 36 passed out 53. 6 border line. 10 who failed were the bilingual. Haggerty - 42 out 66 passed. Test was not TAKS rigor. Some of the questions were not fairer questions. One questions was thrown out. 5 out of her homeroom failed; adams 8 out 18 passed; Ambrose - 8 out of 16; Kostynick - 5 out of 17; SPEC - 2 out of 5 The ones who did fail made a 69. The lowest grade was a 50.
 * December 13, 2010**
 * Dalgliesh - Students did very well; most of them passed. Students in Read 180 did not pass.**
 * Ambrose - out of 35 only 7 did not pass**
 * Kostynick - most of his homeroom showed improvement all but 2. Haggerty - out of 11 2 failed.**
 * __Science CBA__**
 * Walker - did you look at 23 (still being looked at) and 35 was thrown out**
 * Campus score lower than district by 10 points.**
 * Reading Mock Feb 9, Math Feb 8, and Science in March.**
 * Will be working with Math when we return from Winter vacation.**
 * Should be working on strategies. Teachers should be taught the right way on how to teach strategies. What are the strategies we want to teach the students? Teachers need to see the thinking.**
 * Monday we will have a 1 hour training when we get back.**
 * Need to have a number sentence (alegebraic representation) person.**
 * Need to better in grouping students for intervention.**
 * Need to work with multiplication facts.**
 * January 10, 2011**
 * Math - Gloria- Intervention teacher will be taking advanced class. Students are matched with a lower end student. Working on number sentences. (obj 2)**
 * Tristan - Objective 6 - will continue working on objective. Mr. Hernandez - objective 1**
 * To many students do not know math facts.**
 * Discussed Math Magician for a competitive edge. Maybe it will help students learn the facts. Need laptops. Discussed using flash cards and timer when students have time. Try also using real life time situations.**
 * Will do math facts assessment on Friday to determine which students need extra help.**
 * At breakfast time will play math facts power point on projectors.**

__**January 24, 2011**__ __**January 31, 2011**__
 * What assessments will be done this week?**
 * Chad - divisibility rules. Discussed how students are having trouble with rules because they do not know the math facts.**
 * Today will do math facts test. Will students be regrouped? We need to look at data to determine what students will need math facts. According to Chad, they have about 29 students who do not know the math facts. Facts from 6-12. Give them about two weeks time frame to assess what they learned. We need to work also with parents to let them know that their students has had 3rd, 4th grade to learn them and still don't. We are working with them but they need to help them also.**
 * Recap: test today or Tuesday. Look at data on Wednesday at meeting to regroup. Will tell students it will be timed test the second time.**
 * This week Ms. Burris will work with Chad. Ms. Sanchez will work with Obj 2 - advanced students matched with a student having trouble.**
 * Next PLC:**
 * Facilitator - Tristan**
 * Organizer - Adams**
 * Timekeeper - Dalgliesh**
 * Notetaking - LaTanza Haggerty**
 * Observer - Hernandez**
 * Students are still having trouble with multiplication facts. GT students were able to get 60 out of 100. Mr. Tristan middle students are 30 out of 100. Low students 20 out of 100. Ms. Haggerty - Ms. Ambrose - Round the world. Students were able to get it.**
 * Mustin asked team to share today's assessments:**
 * Tristan---Objective 6....TAKS Masters**
 * Hernandez...Objective 1...TAKS Masters**
 * Ambrose....Objective 1 (Divisibility in Word Problem Format)**
 * Kostynick...Objective 1 (Divisibility in Word Problem Format)€** **Haggerty...Objective 1 (Divisibility in Word Problem Format)**
 * Adams...Objective 1 (Divisibility in Word Problem Format)**
 * Ambrose wanted to revisit motivating the students for math. Also stated that some of the students in her class need to move out of her group because have "had enough."** **Mr. Adams stated that he would be regrouping based on INOVA and divide/group by objective from there.**
 * Mustin stated that could speak with Kemmerling concerning giving math drill for first two minutes of his class and keeping progress on his board.**
 * This week's intervention:**
 * Tristan (Word Problems)**
 * Dagliesh (Multiplication Facts)**
 * Hernandez (Fractions)**
 * Adams/Ambrose/Haggerty/Kostynick (Word Problems with Multiplication and Division)**
 * Mustin asked the bilingual teachers if they were ready for the LPAC on Friday. Noted that they were other than Dagliesh who had concerns for Edgar Perez and Mayra Cuellar who don't want to assess in English, but need to.**
 * Dagliesh recommended moving on to Science while waiting for data from Math and Science for next week for a two week span. The Bilingual classes are moving on to Science for the next two weeks.**
 * Adams stated that there will be another assessment on Friday on Multiplication and Division. Adams recommended that next week we regroup based on the assessment and do Multiplication and Division again.**
 * Mustin discussed //Below 50 Grade Justification// due to the state law that now states that a student does not have to make a "50" and that they can make "what was earned." District has adjusted the system. Only Hernandez needed to complete the form thus far.**
 * Failing students discussed: Ismael Martinez ("68" in LA), Cesar Zamarrippa (failed semester for Math), Alan Gonzalez-Guerra (failed LA and Science for semester). Could not discuss all due to time.**
 * Discussion of Monday's Assessment:**
 * Tristan: Majority passed Obj. 1. Obj. 2 and 3 was a 50/50 split. Obj. 6 was carelessness...went back over it and they seemed to have gotten it.**
 * Discussion of Friday's Assessment:**
 * Tristan: Two-step word problem-solving...1/4 did well, but others did not; either omitted a step or did the wrong operation.**
 * Bilingual did multiplication...2 out of 8 had no issues; others still had issues with the 8's and 9's**
 * Adams:**
 * Still having trouble with the 4, 6, 7, 8, 9 multiplication facts.**
 * Assessments are 50/50 split. Some showing improvement, others not even showing strategies.**
 * Multiplication assessment was at 75%, but some still struggling with basic concepts.**
 * Ambrose had to sit with some of the students and work one-on-one with them to get two-digit facts. (Cameron W., Kiara O., Ismael M., Colby B.)**
 * Haggerty stated that Colby's illegible handwriting could be the problem with twso-digit multiplication.**
 * Ambrose feels need to focus on lining up double-digit multiplication problems.**
 * Kostynick does not see strategies being used.**
 * Kemmerling will start working with multiplication facts on tomorrow since rotation starts over.**
 * Bilingual starting Science this week. Hernandez--15 (below 75 for semester) Tristan--11 Dalgliesh--11**
 * Hernandez will be working on vocabulary. Tristan/Dagliesh will be working on workbook questions.**
 * Mustin thinks that Hernandez's plan would not be the best for maximizing intervention; would rather be hands-on**
 * Haggerty recommended stations. Hernandez stated that the groups could rotate between the three teachers.**

__**Division with Word Problems --**__**Kostynick (Small Group--Jordan with Division** Facilitator--Adams Organizer--Hernandez Notetaker--Kostynick Timekeeper--Tristan Process Observer--Ambrose
 * Mock TAKS--Feb. 8th Math/9th Reading**
 * Four-Way will be focusing on multiplication and division again this week. Adams stated thatn could work on reasonableness. Will be doing word problems again. Ambrose stated that some students could work on cross-multiplication. Adams stated that the two low groups could work on basic mechanics. Ambrose requested that we put up steps for the students to see. Adams stated that he had those steps in the room and could make them available.**
 * __Double-Digit Multiplication--Ambrose__**
 * Marie C., Cameron W., Joseph G., Treveon B., Isis T., Ismael M., Fred W., Mikekel R., Shenitra B., Wendy M., LoJoseph L__.__**
 * __Division__--Adams (Small Group--Burris with Division)**
 * __Division Word Problems__--__Haggerty__**
 * __Division Word Problems--__Jackson**
 * Ambrose taking Odallys G.**
 * This plan will continue through February 11. Mock will be used as the assessment for math. Hernandez using TAKS Toppers and nonlinguistic demonstrations. Mock will be used to regroup based on data.**
 * Mustin requested that each teacher bring work samples to next meeting to see issues/progress and will discuss again what we will be using for intervention.**
 * __New Roles:__**

2/7/2011 Started by going over the three-way on how science was going. Discussed how things were going and the students enjoyed the objectives and interested on seeing how the assessment goes. Dalgliesh and Tristan worked with the higher level groups and the students seem to be doing successful with hands on works. Hernandez worked with bi-lingual groups and had problems with vocabulary. All four groups are going to be doing assessment today, due to no school on Friday. Continuing on with science until we information from mock tests this week. Only intervention for Monday, Thursday, and Friday. Regrouping students next Monday the 18th. Hernandez uses hands-on drawings to show their knowledge and hang the posters in the room so the students can continue seeing them. Ms. Sanchez ahs the high group and are doing wel. Science with be doing food chain using pictures.

Math- Kostynick struggling with having part high and part low in the same room. Concern with Kierra O'neal getting emotional in over not understanding math. High group is understanding, but being slowed down by low group. Mustin said to divide into two groups giving Ms. Jordan the low group to work with and move Kierra into that group to help boost confidence in her. Haggery used UPS chart, but took away answers so that the students had to work and find the correct answer. Having students writie the answer into sentence for. ex: They had 42 pages from the book. Doing well with math. Haggerty is checking by looking at the UPS charts that the students are using. Ambrose is concerned with LaJoseph, Marie, Irene, Odalys, and Ismael doing math. Did relays, but when these students did the work it slowed the teams way down. Marie didn't even tried. Marire had lots of absences last year and could have effected her with her learning. Odalys doesn't know math facts past 5's. Not understanding work and how to put them together. Irene is not showing correct work. Also had problem on performance indicator on Monday in Reading. Moving some some with Ms. Jordan to create a small group for her. Admas is doing one digit by two digit division. Only a few were that need more help. Asia McGwire, Jared Rasberry, and Jose Reyna are struggling with in class in class. Worried that Asia is unable to read and understand what is going on in classes. Math people will continue with the samthing this week with division using 2-digit and 3-digit numbers. Next week for intervention we will continue with math. Haggerty would like a word problem sheet with a mixture of problems, but no converstion or money questions. Just ones that they can prove and show that they know what order of operation needed to solve the questions. Discussed what Ambrose's students were doing wrong in the multiple step multiplication. Assess 4-way on Monday with math. Data day is next Monday to discuss data. Bring assessments and anything else AWARE information.to be able sit and discuss students abilities. Ms. Cruz went over procedures for Tuesday and Wednesday for Mock Testing. Taking notes on student's stregnths and weakness. When get information make sure you have a plan of actions ith the TAKS test coming up. Also check while the students are testing to see what they are doing and how they are doing. Mr. Adams wants to know the start and finish time of Math test and make sure to give the students breaks during reading test. NO SLEEPING! Let them stretch or walk to get water.

2/21/2011 Science is going well. Only 5 failed the vocabulary in Science assessment, all were the bilingual students. The rest were in the 80's with their scores. Moving on with living museum by using pictures that help with understanding what ids being used and talked about in science class. Going to continue with intervention in the classroom and working with vocabulary for the students to get a better understanding. Kostynick- showing improvements in twop step word problems, only concern is doing with Jose Aranda and Isreal Cervantes with not knowing any steps of finding what order of operations. Jose can start the problem out but will not continue to finish the problems. Goves uyp even when he knows what to do. Isreal is lost in group, struggles with multiplying and dividing. Haggerty- Having the students work about showing work and proving their answers in math. Had part of Adams class. Worked on elasped time and division and ups charts. Problem with students not going from AM to PM times. Worked on probability problems in games. Using dice, marbels, and beans. And figure what is it likely to pull out different colors. Ambrose- working on multiplying. Students showing improvement even from the ones that using the notebook paper sideways. Ishmael got confused when he turned the paper sideways. Ishmael is understading with showing improvements, but behavior is getting in the way of his success. Is showing improving in class with work and in strategies. How motivating Tomas M. with class and intervention and his behavior. Keeping Tomas in Adam's class in the first class. Kids are improving with multiplication facts during the recess. All are getting correct answers in 11's and 12's. Adams gave 3 by 2 multiplication worksheet to help him out with that area. Next four weeks for intervention we split the students into math and reading depending on what areas the student needed the help in. Are having a group that will be pushed to be commended. Some students will be in Math for 2 weeks and Reading for 2 weeks becuase of they need help in both subjects. Rivas is helping with Spanish Math. Voiced concern with Rasberry's not wanting to wear glasses in class. Both need them for all subject areas. Next Friday the 4th what do we want the students to know and where we need them to be at. Each kid was put on a sticky note with areas were needed. After two weeks switched to other area that they are needed in. Assessmnents for classes are needed for each area. Amy voiced on how to or what kind of assessments we might use in order to assess students. Hartman said to look at old passages or look ahead and see what types of reading is coming up. Maybe a story or a peom to look at. Summarization is something that they do in Science to prove answers. Dalgliesh is doing summary for the Reading intervention groups. A lot of issues in summary is that the students are picking out details and not the main ideas that create a summary. Gloria is doing Time for Kids to show students non-fiction stories. Mini-assessments for Math Mr. Tristan is going over everything in his group of Spanish students. Going back and looking at old things that were covered at the beginning of the year. Doubling up on their multplications to help out. They are familar with area and perimeter. Assessment would consist of multiplication, fractions, and division. Also Converting customary and metric units in his class. Haggerty are doing hands on probability. Trying to show out of how many. Like picking one color out of 10 different colors. Using all hands on with paper and pencil writing. Want us to use Student interview form and to talk to students about goals and how they feel when they take the test. Also looked at another paper that the students fill in what areas of Reading that they need to work on. Students would color in the questions that they got right one color and wrong another to show what areas they need to work on. To show how many they need to passing or how many are needed to be commended. Using these as motivators for the students. Have the students do these. THen there is a little note that they students carry with them as a way of motivation. Use these color charts in data binders. Roles for nextr week Facilitator: Kostynick Note Taker: Haggerty Organizer: Ambrose Process Observer: Tristan TIme Keeper: Hernanhez

__**February 28, 2011**__ __**Interventions**__

__**This Week in Intervention**__ 1. Haggerty will continue with probability and sending conversons group to Jackson.

2. Assessments---Kostynick will do short quiz over reviewed concepts. Ambrose will do word webs. Haggerty will print assessment from Study Island. Jackson will do four conversion questions from Connections to the TEKS. Rivas will do one word problem per objective. Tristan will do TAKS Masters. Hernandez will use Step-Up to TAKS.

3. Will switch to second intervention need per student on Wednesday. 4. Starting TAKS talks this week. Mustin suggested that we do them on Wednesday after the Science Mock __**March 7, 2011**__ Hernandez and Haggerty out for Science Data Day. Kostynick's intervention group is doing a good job. Kendric Cunnigham is struggling and will be moved to another intervention group for characterization. Assessments were on track and students are undedrstanding. Samai Martinez is very quiet and needs to be coaxed to talk.

Summarization group is doing well. Jarred Rasberry is struggling. Mr. Rivas expressed talking to Jose Aranda and Jarred Rasberry about being motivated. Tomas Martinez received a 64. His attitiude changes day to day. Jarred Rasberry strategies are not consistent.

Characterization group overall did well. Most students missed the question that included "not reasonable." Most students received a 75 or higher. Benito Padilla received the only 100. Odallys Gallardo received a 25.

Students need Tier 2 words. Cantouplope and benefit. Students in Sequence/plot group overall did well. Ardai Dixon and Tory Jones performed less than a 50. Attitude can affect performance. Ambrose will have a conversation with Ardai about motivation and slowing down.

Dalgliesh expressed concern about speed reading. TAKS conferences need to be done, Kostynick and Dalgliesh are still working on them for Reading. Tristan shared information about Spanish Math takers. Ordering numbers was a struggle for students in Spanish Math. Decimal places was confusing for students. Uriel Vargas and Eric M are of a concern. Odallys Gallardo mom will be contacted for concerns in academics. Student did not pass mock.

Edgar Perez has a hard time focusing. Struggles in reading, but does well in Math. Jackson group is doing okay. She gave assessment on last Friday.

Next two week interventions ends April 2. TAKS blitz is coming up. Team feels like the students need a fun way to reinforce ideas. Needs to decide if we to do it as a review or targeted by skill for students. Spanish takers would have to be with Dalgliesh. We need to clarify somethings to prepare for TAKS blitz. What about students who are still struggling? How are we going to carry out this blitz? Fun activities?

__**March 21, 2011**__ 1. J. Braxton and T. Scott are having trouble with Sequencing and Plot (Hernandez) 2. Kevin Herrera is not very confident (Ambrose) Dagliesh asked about Sergio Flores' progress. Ambrose stated that he is doing better. Seems to be improving. Participation better. 3. Dagliesh stated that you "have to watch" Carnell. Ambrose stated that he "scares her" because he has the skills but rushes through and his scores don't show his potential. 4. **Assessments for Thursday (Reading)** Different group, so same assessment as last time will be used. 5. Students doing fine in equivalent fractions (Tristan) 6. Sees other deficiencies so covering more (Ambrose speaking for Jackson) 7. Sanchez has been replaced with Ms. Aranda for intervention. Jose Reyna only problem because since he cannot read, he will not try. 8. Seem to understand probability, just forget to simplify. (Haggerty). Rachel showed a helpful strategy to allow the student to see the correct answer. 9. Ambrose will be using the students wearing the words and identifying them to staff members 10. Kostynick using Sunday comics to reiterate main idea. 11. Reading is pulling non-Science words to teach bilingual for the test as well. 12. Dagliesh still finishing up the story for summarization. 13. Math interventions are continuing with previously taught content. 14. **Math/Reading Blitz** -Game format to review content -Student ticket drawing receive non-dress code shirt day. 15. Haggerty will be reviewing Math in class on Monday through Wednesday 16. **TAKS Incentive (90 % or better)** --Reading--Extreme Recess --Math--Movie Day 17. **Pep Rally** planning in progress (Theme Song: Space Jam)--->Rewrite lyrics ---45 minutes
 * -**Only two days due to reading still teaching new content.
 * ---TAKS Zone (Now entering...)**
 * Rocket Blast Off Countdown (Teachers perform)---Utilize Actual** **Space Shuttle Countdown**
 * 18.** Jackson and Saenz available for blitz rotation

__**Roles**__ __**March 28, 2011**__ Kostynick used comic strips with the Commended group. Drew four pictures with the comic strip to match. Really unique. Ambrose stated that were some big surprises. T. Scott did well on characterization, but unsure of ability. Would like Cruz and Mustin to speak to some students about performance/attitude for their TAKS: Joseph Guzman, Thomas Martinez, Carnell Jones, Jose Aranda, Ismael Martinez, Jazmine Braxton, Ardai Dixon, Stephen Rios, Mikekel Robinson, Marie Cabellero, Jordan Raspberry, Ivan Hernandez, Christopher Deel,
 * Kostynick--Timekeeper**
 * Haggerty--Note Taker**
 * Dagliesh--Facilitator**
 * Ambrose--Process Observer**
 * Hernandez--Organizer**
 * Math--**Good job on the assessment
 * Reading--**Dagliesh stated that students were really into the story in __Time for Kids__ about the earthquake. Proud of the progress

Dagliesh discussed her concerns and student progress. Hernandez stated that same students struggling with Dagliesh are struggling with him (on Science passages in TAKScopes) Hernandez stated that pretty good on sequence, but struggling with plot.

Intervention this Week: Hernandez continuing with plot, Adams reviewing Geometry, Haggerty reviewing Charts and Graphs and Interpreting Data, Tristan doing Word Problems, Dagliesh/Kostynick reviewing

Blitz: Scheduling Complete--Kostynick Flight Agenda Complete--Dagliesh Decorations in Progress--Ambrose/Hernandez Skills: Data Display/Charts (Haggerty) /Conversions (Jackson)/Simplifying (Kostynick)/Median, Mode, Range (Ambrose)/Algebraic Thinking (Adams) /Decimals (Dagliesh)/Probability (Hernandez) Characterization (Hernandez)/Sequencing and Plot (Tristan)/Inferencing (Haggerty)/Summarization (Clark)/Word Meaning (Ambrose)/Author's Purpose (Kostynick)/Main Idea (Adams)

Pep Rally--Friday 2:15 to 3:00

__**April 11, 2011**__ 1. Interventions are fine. Kids progressing. Concerns for Teluncia Scott (low) and Jazmine Braxton (behavior/disruption) 2. Moving on to new schedule. Ambrose, Kostynick, Dagliesh and Jordan using accelerated reader. Chanette and Hernandez using Reader's Theatre. 3. Adams, Jackson and Tristan--numeric concepts, charts/graphs, geometry, measurement and probability Haggerty and Aranda--math enrichment Rivas--Bilingual Math 4. Rivas and Jackson are not able to pull the kids because they are being utilized for other things. Schedule not consistent. Jackson's SART schedule conflict. Does not kn$ow where Rivas is. 5. Science Blitz on Thursday and Friday. Supplies provided to teachers by Haggerty and McGuire. May be moved to next week due to McGuire's daughter being in labor. TBA. Will just shift days. If so, will have Blitz on Wednesday and Thursday of next week. 6. Sergeant Sadillo and another officer will be pulling students out of class to discuss the issues/confrontation that are occuring amongst the students on tomorrow at 10:00. Rachel suggested that officers pull them out of class. Cruz will suggest this. 7. Discussion of Jose Aranda

8. Haggerty--Notetaker Adams--Facilitator Tristan--Organizer Hernandez--Process Observer Ambrose--Timekeeper

9. T. Scott will be changed to Adams homeroom on tomorrow.

__**April 18, 2011**__ Tristan-Probability **(Spinners/Simpler)--Understand. Higher Level--Not Understanding** Haggerty--Enrichment **(Budget Plan)** Rivas--Bilingual **Edgar should not be in the group...great performance via data. Dagliesh stated that he is taking the Math test in English, but Spanish Reading.** Dalgiesh--Accelerated Reader **Kids interested and doing fine** Kostynick--Accelerated Reader **T. Scott, M. Bush, A. Sanchez are the concerns. M.B. aned A.S. are more confidence issues** Ambrose--Vowel sounds, Fluency probes. **L. Laws and I. Salvador are under 100 words in fluency. Did not do well on the summary.** **Dagliesh thinks they may be getting burned out because just did a summarization unit.** Hernandez--Reader's Theatre Adams--Lower level Math. **Concern students: A. Dixon, K. Herrera, I. Martinez (Ambrose stated that Oliva** __**//This// //Week//**__ //Adams, Jackson and Tristan--numeric concepts, charts/graphs, geometry, measurement and probability// //Haggerty and Aranda--Enrichment// //Rivas--Bilingual Math// //Ambrose--Will continue with vowel sounds, fluency probes, Accelerated Reader// //Dagliesh--Accelerated Reader// //Kostynick--Accelerated Reader// //Hernandez--Continue with Reader's Theatre. This week will due commercials to promote their place.//
 * Ambrose stated that support teachers don't have anecdoctal notes. Will speak to Mustin.**
 * Adams stated that SART interfered with intervention again. Ambrose concurred .**
 * //Science Blitz//**