Third+Grade

= = = = = = =PLC 4/14/11=

Discussing **Math Interventions**. Ford discusses struggling students- particularl Ariel needs some extra practice. Ford also mentions that they are making careless mistakes. Jason and Angel also really stuck out as struggling. Normand mentions Jesse and Victoria struggle with knowing what operations to use. Shakeira is improving. Bailey is not showing much effort and even has a hard time explaining how he comes up with his answers. Jose makes simple errors and sloppy work- not really taking his time with the questions. Eggert mentions Cameron is making some simple mistakes- regrouping with addition. Madison and Caitlan use the wrong information from the problems. Michelle dosen't like working in partners. No one finished b/c they are working slow. They have started the multiplication and division packet. They struggle a little with one digit times two digit. Spriggs mentions that most are doing well. Chase seems to be regressing- not putting forth effort- his quality of work even in class too is going down. The students can use whichever strategy they want to do the problems. However they still sometimes struggle with getting tricked by the wording. The spanish kids are doing better in math than reading. So we will switch back to reading starting tommorrow for the Spanish group. The English groups will continue with Math until Tuesday.

Wed and Thurs will be blitz days. Because we don't have a kite stamp or stickers, we can make stickers on clip art and print them on labels. Spriggs shows us the kites the kids will decorate. We need yarn for the kites. The clouds on the walls will have inspirational saying son them. All decorations up by Wednesday. We will start working on it Friday. All teachers know what they will teach for blitz and they are responsible for getting the copies to the teachers. No PLC for the next two weeks. The next PLC will be May 5th. April 28 and 29 will be intervention outside- math flashcards. = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = =PLC Meeting 4/7/11=

=PLC Meeting February 17, 2011=
 * We are discussing our reading interventions that we have been doing for the past week and a half. Overall kids are doing good. Some pull out wrong info. from the passage- Victoria and Jesse. Seeing improvement though in most. Shekeria isfocusing more on her reading. Mustin suggests having Victoria orally tell Normand what she is processing while reading and doing notes. Oliva discusses his reading intervention. He asks them questions paragraph by paragraph. He gives them plenty of time to understand the reading and also help them bring up prior knowledge. He is working with the lower students in a small group. They are showing progress. Diaz is also doing the same passage, he lets the kids pair up and have dialogue about the reading. Kids are focused and on topic. Diaz works with a particular student who needs more help. Eggert has them in partners too. She sat w/ Toby and Shamara to help them focus more.**
 * We'll being doing Math for the next two weeks. Our big issue is word problems.Possibly do Mon and Tues addition and subtraction, Wed and Thurs- division and multiplication and Fri- estimation. 18th-21st do a mix of all the word problems. 20 and 21 are our Blitz days so we will not have an assessment.**
 * Taks Blitz- Eggert gives us a schedule and the packet that each student will have to stamp. We look at each skill on the schedule- 10 for Math and 10 for Reading. One day for Math and one day for Reading. We need to look at list and make sure each student is there. We need to make some posters about incentives - if 90% pass on Reading- park day, 90% on Math- extreme recess. All students are on the lists. We should make posters with the groups the kids are in according to color.**
 * Walker passess out the Math and Science CBA 4 for us to review. They are Mid May, there is no LA CBA.**

=PLC Meeting February 10, 2011=

Ms. Spriggs: Introducing QAR (Questions Answer Relationships) "Thinking Strategies" //"Students need to know what they are being asked.// She reported that she noticed the good dialogue from the students as they were working in groups and discussing the problems. It was brought up that students need help applying prior knowledge and making connections. "Dialogue with students is critical."

Mrs. Romes: Main Idea (General Comprehension/Reading Endurance-Bilingual) She reported that the students are working on TAKS passages and stategies. Students who are struggling are show ing strategies and are progressing.

Ms. Normand/Manning: Critical Thinking with an empahsis on Making Inferences/Drawing Conclusions She has reported that she is having difficulty getting students to comprehend. Several students (Jese and Jose) are not progressing and/or not retaining information (Victoria and Josh).

Mr. Diaz: Main Idea(General Comprehension/Reading Endurance-Bilingual) He reported that students are getting better at showing strategies. Sebastian stills wants reassurance for each answer, but he is pleased the student is working.

Mr. Oliva: Main Idea (General Comprehension/Reading Endurance-Bilingual) "Students are still working to master drawing conclusions--students have to know the answers 'behind the words'. He is stil working on reading comprehension skills with students.

Next week interventions will continue with the same skills with the exception of Oliva, Romes who will focus on drawing conclusions. Several suggestions were offered to give the students a different delivery, such as partner discussions. A way for students to orally practice strategies and comprehension.

PLC Meeting February 3, 2011 3rd Grade

Ms. Spriggs: Introducing QAR (Questions Answer Relationships) "Thinking Strategies" She taught her intervention group how to anaylze the questions and determine what exactly it is asking. Diego Gonzales really shined and understood the concepts. An extra amount of prasie has really helped to motivate this gorup. She will continue to work on this concept next week.

Mr. Diaz: Main Idea(General Comprehension/Reading Endurance-Bilingual) He is reviewing general test taking strategies, while incorporating longer Reading Passages. This is in hopes of building reading endurance. He is concerned about Sabastion. He needs help with his endurance. He belives this student needs a little extra push to be sucessful. Mr. Oliva offered a suggestion of not giving to much intense support becasue this student tends to use the teacher as a cruch. Mr. Oliva advises to watch Sabastion carefully but encorage him to do his work indepenednetly. Mr.Oliva has had sucess wtih the strategy with this student.

Mr. Oliva: Main Idea (General Comprehension/Reading Endurance-Bilingual) Mr. Oliva is reviewing general test taking strategies but he is having concerns with the students reading abilities. He has observed that many of the students skip entire lines while reading. This is a situation that will cause comprehenison to cease. To remedy this problem, he keeps a small group of students near him to redirect them when they skip lines. He will continue working on these skills next week.

Mrs. Romes: Main Idea (General Comprehension/Reading Endurance-Bilingual) She has observed a lot of success with her group of intervention students. She is concerned about the progress of Margarita and Alexis. She believes with more practice they will make progress.

Ms. Ford: Test Taking Strategies She was observed that the group has a better understanding of how to use their strategies. She is very pleased with their progress. She is going to emphasis the questions and how to understand what the question is asking. She is going to continue with this objective next week too.

Ms. Manning & Ms. Normand: Critical Thinking with an empahsis on Making Inferences/Drawing Conclusions Ms. Manning is going to continue to work with her group. She is taking time to understand their work and comprehension habits. Ms. Normand observed that Chase showed more enthusisian when he felt confident enough to guide a 2nd grade vistor. He would benfit from being a peer mentor to a younger student. Zyria and Valerie Angel did well in explain and quiding thier groups to better understanding the questions. Angel was a lot more engaged and really thinking this week. Briana is showing impovement but she gets distracted easily. Lexis did well and participated in whole group but didn't do so well with her small group. To fix this problem, Ms. Normand will continue to change the groups to find the students' strenghts and weekness. Both Ms. Manning and Ms. Normand will continue working with these objectives next week.

We will contiue with Language Arts objectives until February 11. We will assess Wednesday and Thursday of that week. The PLC Role were also changed for next week:

Mrs. Spriggs: Facitlator Mrs. Romes: Organizer Mr. Diaz: Observer Ms. Normand: Time Keeper Ms. Ford: Note Taker

PLC Meeting January 27,2011

3rd Grade

Ms. Normand: Working on Context Clues/Vocabulary Developement with small group Heaven & Zyaria making major progress. They have a much better understanding of how to use context clues to find the meaning of unfamilar words. Shakria, Nathon, and Diego are becoming more confident with this objective. With a little more practice they will be better. There are still concerns about Lexis, Chase, and Angel, not making the progress we'd like to see. Angel and Chase have difficutly concentrating on the task at hand. Jose has a tendecy to not use the context clues to discover his answer. He decided to pick the answer that "sounds the best". Abraham does well with direct teacher guidence. He has a problems focusing and not being too playful during independent/partner work. During the next two weeks we will focus on Critical thinking skills with an imphasis on Inferencing(Drawing Conculusions/Cause & Effect). Chloe will be moved to another group due to her level of understanding. Ms. Ford: Test Taking Strategies Overall Ms. Ford feels her group has a good understanding of how to find text evidence to support their answer choices. She encouraged the studetns to take ownership the their actual strategies by devloping strategies they felt were helpful. The students looked at each paragraph and decided which way they wanted to express the main idea. The could underline, draw a quick sketch, or write in five words or less the main idea. She found this method to be very effective. Ms. Ford is also going to focus on Test Taking Strategies. Ms. Eggert & Ms. Burris: Main Idea Both of their groups focused on main idea. Ms. Eggert did Think Alouds and allowed her group to work in parterns to discover the main idea of their literary texts. After a few sessions of that Ms. Eggert had the students coutinue their practice with Main Idea Bingo. Mrs. Burris did simlar activities with the expeption of Main Idea Bingo. Ms. Burris was also encouraged by Ms. Normand, as mentioned in the last PLC, to check the studetns work with them, so they can see their mistakes. Next week, Ms. Burris will be working on Critical Thinking Skills also. Ms.Eggert's intervention will be lead by Ms. Manning. Ms. Manning will be working on Critical Thinking with an empahsis on Making Inferences. Ms. Romes: Main Idea (Bilingual) Overall Ms. Romes is very pleased with how the students are performing. She is also very pleased with how Ms. Sanchez, the intervention teacher, is working with her English speakers. She feels they have a special bond that is helping them to be most effective during this time period. She is concerned about Stephaine Barron. She isn't showing the progress in her written work that Ms. Romes would like to see. Mr. Oliva agrees that Stephaine lacks confidence. It was suggested that maybe she speak with Ms. Price. They have both agreeed to keep encouraging her to express herself and be more confident. Next week Mrs. Romes will be working on Longer Passages with mixed review. Mr. Oliva: (Main Idea) Overall students mastered the objective. He has concerns about Sabastien. He is the only one that failed. Mr. Oliva is also working on Mixed Review with Longer Reading Passages. Mr. Diaz: Main Idea Overall students did well. He didn't have any students that majorly concern him at the time. He is pleased with his students progress. Next week he will also be working on Mixed Review with a longer passages.

For the next two weeks we will continue with these objectives

Welcome!

PLC Meeting January 20, 2011

Ms. Normand: Context Clues-Fabian's confidence has really grown, he is finding the clues and really being successful, so is Caleb Calicut. Caleb and Fabian will be moving into Ms. Eggert's main idea group today due to their success. Chase is not focused, and is not showing improvement, he is regressing, Ms. Normand is really worried about him. Zaria not seeing progress until yesterday then Zaria really helped Alexis, the new student, and really pulled everyone together yesterday, doing good, showing progress; Angel is not comprehending what he is doing and needs more practice; Shakeria and Diego are doing well; Heaven and Nathon hit or miss, Heaven is not really participating; Ms. Normand will continue with her group on context clues next week
 * Intervention this week:**

Ms. Romes: Main Idea(spanish)-group is doing well, they are really getting it; still needs more resources for spanish, Ms. Mustin will look and order more if we don't have the ones we used last year

Mr. Oliva-Main Idea(spanish)-Sebastian doing well and creating his own paragraphs orally in front of the class; Mr. Oliva made up his own paragraphs and the students had to guess the main idea; Ms. Spriggs mentioned that riddles may be really good for main idea

Ms. Ford:reading strategies-keeps strategies to a minimum and her group is doing well, will still continue next week

Ms. Spriggs: math building numbers-Joshua and Jesse are really doing well using their math strategies, Bailey still doesn't understand the different forms of numbers like standard form, expanded form; Reginald gets it during group time but when it comes to independent work he still struggles, several students use glasses, but never have their glasses so that could be part of the problem

Mr. Diaz-Main Idea(spanish)-going slow, Alex, Margarita, and Juan are still struggling, will continue with main idea next week, the students need more time

Ms. Eggert: Main Idea-group is doing really well, has been playing Main Idea bingo and the kids really like it

Ms. Sanchez: Main Idea(english)- still struggling due to noise after lunch since they are in the Fine Arts room so they are not focusing, what can we do about that? Ms. Mustin said we don't have anywhere else to put her group but maybe we can reroute the first graders during lunch time, also can make the PLC area bigger so they can stay more focused

Ms. Burris: Main Idea-most students seem to be having a better grasp of this, still need continued practice, focusing them has been the main challenge; Ms. Normand will talk to her about being sure to partner them up and have them work together and to make sure she is going over the answers and showing them where the proof is in the passage


 * Assessments next week:** Will give on Wednesday, January 26th and bring results to PLC meeting on Thursday; Ms. Mustin mentioned looking at Study Island for ideas for spanish main idea assessment, Ms. Romes said she would look at it.

Ms. Normand will get main idea assessment for Ms. Eggert and Ms. Burris, Ms. Ford will check on a book she used last year

New Students: Abraham Rodriguez (new student in Ms. Ford's class)-very unfocused, doesn't understand discipline, Ms. Spriggs has told him this is his trial week but he needs to get focused, very interested in history, has come here with failing grades, can communicate effectively,

Alexis Gonzalez (new student in Ms. Ford's class)-very quiet, came with very low grades, not catching on very well in intervention, her first day she was participating in discussions, but not yesterday; does know to ask questions

Ms. Normand will take over as note taker when Ms. Eggert leaves for her son's surgery and Ms. Romes will take over as timekeeper, Ms. Manning will be at the PLC meetings for Ms. Eggert


 * Next Week:** bring assessments from intervention and fluency results from AIMSWeb to decide what our focus will be for the next few weeks during intervention

Third Grade PLC Meeting. January 13, 2011.

Mr. Diaz started the meeting by introducing the agenda and the analysis we are about to make on Reading intervention that it has just started this week. He considers that his bilingual students are doing pretty well with main idea. Ms. Romes stated that her students are doing an extraordinary job in finding the passage’s main ideas despite is hard to find Spanish resources. Mr. Rivas offered his help to try to find more short reading passages. Ms. Ford group, which is working on strategies for testing skills, is doing well also, as she noticed here. Ms. Hatrman asked how many questions we are covering per reading. Teachers responded that usually 6 to 8 per reading... Ms. Normand groups, which is working on context clues, is doing OK, but also she is practicing some kind of writing with them. She still has some struggling students whom she is working with the most. Mrs. Eggert is doing main ideas and she is making students to work in pairs to play with cards. Math group with Ms. Spriggs is showing more progress everyday. She says that Victoria, for example, is doing well in writing numbers and expanded form. The students are also working in learning how to make a chart. Ms. Walker suggested using some kind of rhyme to teach students how to place the comma in between the place value periods. Ms. Normand asked for some ideas and recommendations to do with Victoria because she has tried almost every thing, but she is still concerned about that student. She also says that Victoria’s problem is not comprehension, but kind of academic caused for an unknown reason. Ms. Normand says that Victoria is always eager to participate and to answer questions in class, but almost always gives wrong answers. Some ideas were given to try with her in the next weeks. Ms. Ford and Ms. Spriggs are concerned about Lexis Gonzalez, a new student that recently entered their classes. The student is coming from HISD and they want to test him to see at what point she really is, because this students brought failing grades in. Ms. Normand, as an ESL designee person is going to prepare some type of assessment and activities for her. Teachers suggested and requested some resources to be used during instructional or guided practice with our students.

The new responsibilities for the next PLC were assigned. Ms. Ford……. Facilitator Mr. Diaz……..Organizer Ms. Eggert……Note taker Ms. Normand…Timekeeper Observer………Mr. Oliva Spare…………..Ms. Spriggs

Session is closed at 9:45

PLC. Meeting. Thursday, January 06, 2011.

Mr. Diaz began the meeting introducing the Agenda to be discussed. He asked every one to make a brief explanation about the last Math mini assessment.

Ms. Spriggs says that almost all of her students showed progress but she is still working with Victoria, who is the one who concerns her the most. Ms. Normand says that we started an RTI process for Victoria and hopefully we will be able to find out better ways to help her. Some ideas like creating an individual folder for her were suggested.

Ms. Eggert added that we discovered that she was retained in Kinder and again in first grade again. Rivas asked if we found any academic problem. Normand answered that is more a comprehension issue that leads to an academic problem in a long term.

Diaz talked about the progress that his group has made and Mr. Oliva added that bilingual students have showed a significant gain after all of this weeks working with the targeted skills that even the students are asking to move to Reading Intervention. Ms. Eggert noted that she has observed that her group has had a significant progress too. The group began to debrief the way we are going to organize Reading intervention for the next two weeks. Suggested by Ms. Cruz, Ms. Spriggs is going to keep her small group in Math intervention to make sure they can make a truly measured progress and to make sure they are ready to move on to de next skills.

Intervention skills for the next two weeks in reading are: Main ideas, Author’s purpose, and Context clues. English students are going to be organized by teachers as follows:

Extra Practice……… Ms. Ford Extra Practice……… Ms. Sanchez (Bilingual English speakers). 9Location Conference room) Vocabulary…………Ms. Normand  Main Ideas………….Ms. Eggert  Main ideas………….Ms. Burrs. Location in the Fine arts, PLC area.  Ms. Romes, Mr. Diaz, and Mr. Oliva will have Spanish students to target the skill Main ideas.  Ms. Spriggs is going to continue with Math intervention.

Meeting is closed at 9:50.

Mr. Diaz opened the session at 9:55 presenting the Agenda that was previously e-mailed. He also started the first topic on Students’ performance in Math Intervention. He said that in his Spanish Math intervention group, there are still a few students that are struggling somehow. This is the case of Guadalupe Rodriguez, but the rest of the students are ready to move on more complex problems and skills.

Ms. Ford stated that she also has a few students that are not ready yet to move on, but she has seen a lot of progress because they have already grasped the skills she is working on it. Ms. Normand is still working with the problem solving model, but the main problem she is helping the students is trying to make them more confident in using that model because they lack that confidence that they need to master it. Some students have also problem in transferring the information into pictorial models. However she noticed that some students are using different strategies to solve the problem so at this point Ms. Spriggs and Ms. Walker said that as long as they get the correct answer and they know what they are doing, that is totally fine. One student that Ms. Normand is working intensively is Nathan Gonzalez.

Ms. Spriggs said that she is still working with building numbers skill. She stated that she has figured out why they are still struggling, so she is making the students to draw a 6-digit chart and has used magnetic numbers so that they can see the relationship of the digits when making numbers. She is working with dyslexia students since they really need a variety of strategies and tools. Ms. Spriggs mentioned Kaylob as a student who needs to be helped the most. She also referred to Reginald because she has notice that he can explain mathematic process orally but he struggles when transferring into a paper –pencil activity. Some students are saying the zeros after a comma in the thousands place and she is working on that to prevent that from happening because as she explained to the students, a zero is just a place holder and you don’t have to read it when you say it or write it. Ms. Spriggs gave details about Jessie and Victoria, who are showing some progress. Victoria was identified as one of the hidden miss. She is still working with Victoria to help her to read numbers. Ms. Normand says that sometimes some students need extra time to understand and sole a problem. She mentioned Zeroes as an example of this because he is a little intimidated at the time to express his ideas. He is so afraid of participate in class that he has become in a major concern for her. For that reason she is most of the time working one-on-one with him... Ms. Ford intervened to say that this kind of students needs lots of encouragement, and she has been using this strategy that is working well with them. Ms. Walker said that might be helpful to try to find out how the was the relationship between this kid and his previous teachers or school. Ms. Rome says that some like Heaven and Alyah are still having trouble in doing grouping and regrouping, but although she is going to keep working with these two students, she is ready to move on with the rest of them. Mr. Oliva said that his group is doing fine even those three kids identified as the slow one in understanding and choosing a strategy, are now able to do well on multiplication skills. These kids are Edmund, Giovanni, and Alexis Padilla. These three kids are identified also in Language Arts with the same comprehension problems that don’t allow them to progress faster. Mr. Rivas says that Edmund has some kind of skills that should be tried like reading parts of the problem together, so that he can break it out in small pieces. Ms. Walker said that it might be also helpful to make them working in small portions so that we can identify what portion of the problem they are missing or don’t understand, or what could be the reason that makes them struggle. Ms. Normand red the report from Ms. Eggert. Ms. Eggert says that there are some students that need a little more practice like Cassandra, Jade, and Beatriz.

Mr. Oliva, Ms. Spriggs, and Ms. Walkers modeled and explained a model of multiplication problem to Ms. Romes and Ms. Normand.

After everybody presented their observations on their intervention class, Mr. Diaz concluded this topic from the Agenda. He asked what we are going to do for next week to assess the student’s skills on multiplication. He said that although we don’t have intervention on Thursday, we do have a data meeting on Tuesday to go over CBA # 2 results... So he asked everyone to bring all data information needed and any intervention proposal for those who need it. Mr. Diaz asked if there are any questions, concerns, or materials needed.

PLC Meeting 12/2/10 Current Math Interventions Normand: Modeling multiplication; Samantha Martinez-struggled at the beginning Eggert: Mult Relationships; Chase and Cassandra; struggle when number does not start with one; continue Ford: Mult Relationships; white boards-skip counting; Catlin, Cameron, Jeqaylon, Isaiah, Romes: Modeling multiplication; need more practice; Angel and Zion addition sentences; continue and use word problems Oliva: Modeling using base ten blocks; able to regroup; using word problems then students use base ten blocks to solve Diaz: Used a pictorial representation; stated the rule; use the T-Chart to see the relationship between numbers Spriggs: unifix cubes; base ten blocks; building numbers Will continue to build on skills Tuesday, December 14, 2010 will be the Multiplication Assessment We will all meet Tuesday, December 14, 2010 to discuss CBA data and skills We will group students the Monday we return after Winter Break

What do we want our students to learn? We want the students to understand the relationship between numbers using a T-Chart horizontally or vertically Assessment will come from TAKS Busters

Allow students to use the strategies that work for them ...

We will be incorporating word problems in interventions

Discussed the UPScheck model; it is used as a think aloud

PLC Meeting 11/18/10 Language Arts Assessment Spriggs Normand: sight word-Shakera-progress, Chase-still needs additional practice, Diego-progress, Samantha-contractions, Reginald-, Joshua-does better with a guided practice, Jese-did well Ford:sight word Jose-still having difficulty; Normand will send home practice for Jose, Angel-getting help at home, still struggling; Khalib Perot-making progress, Aerial and Jeqaylon-did very well Diaz: summary- need more practice with summary; Kevin, Miguel, Zarious-average on summary assessment; Sarai Torres Mrs. Mustin suggested to using test taking strategies-underline text evidence Eggert: context clues-used test taking strategies-Toby-didn't show any proof; Valerie-didn't; Amy-; Aaliyah-; Victoria Lopez-only able to do work in a one-to-one situation; Cameron wasn't feeling well, so she didn't do good Romes: Most of them got what they needed, but summary is stil struggling Oliva: context clues-did very well- went back and implemented suggested strategies from last PLC Meeting

Math-interventions for after Work on modeling multiplication facts-grouping and array modeling Building numbers and working on understanding facts-Spriggs- Reginald, Jese, Briana, Khalib, Pictorial representation of multiplication- Pictorial representation of multiplication- Patterns and Process rules-

Divide students into groups

What do we want our students to learn?

PLC Meeting 11/11/10 Language Arts interventions What do we want our students to learn? Current groups: Sight words, context clues, summary, text features---share experiences: what's working---Normand: timed sight words Reginald Hollis, Joshua Leanox : worried about progressFord (sight words): Khalib Perot and Jose Guiterrez: recommend flash cards for extra pratice at home --- does a high frequency word check with Jose Guiterrez -- working on word patterns able to grasp when its one on one --- Ford: Reginald is still having difficulty with reading words --- Ford and Normand (sight words) will be working on fluent phrasing ---Oliva(Spanish---sight words): working on context clues --- reading the passage by the paragraph --- finding text evidence of what the word means --- predicting what the words mean --- Edmundo Arenas, Esteban Zuniga --- suggest having students draw out what they are seeing --- Mrs. Mustin suggested using the strategy of substitution --- Normand: use synonyms to replace words in context clues--- Romes (Spanish--text features): students are progressing very well; is going to move on to summary--- Diaz (summary) using TAKS coach to help students with summary --- began with reading textbook -- then moved to paper passage practice --- students are progressing well --- would like to do more to make sure everyone is understanding summary --- Eggert (context clues): using context clues cards --- looked at a passage to help with predicting the meaning of words --- Spriggs (text features) --- using TAKS coach to help with text features --- had students bring in examples of different forms of text

Resources: Everyone has enough resources: TAKS coach, Florida Reading Resources

How will we know if each student learned it? Observations

How do we respond when students are not learning? Create smaller groups with those students that are still having difficulty with understanding words --- try different partners --- try putting the sight words on colored papers to see if that makes a difference ---

How will we extend the learning for students who have demonstrated proficiency? Increase the intensity of the intervention ---

Do we need to make any adjustments in the groups? Groups are okay

Assessment will be November 17, 2010 -- assess on both skills --- Mrs. Mustin suggested using the same assessment with the same intervention groups

Check study island for assessment ideas for reading ---

Focus on fiction and nonfiction --- genres ---

Make it a school wide project for reading

Bring assessment for next PLC meeting November 18, 2010

PLC Meeting 11/4/10 Feedback from current intervention (math) Oliva's group is progressing well. Eggert and Normand's classes are progressing well. Romes' group is progressing well. Working on greater numbers. Mr. Rivas voiced concern about bilingual students and how Mrs. Romes could be used. He would like for her to be used in the bilingual capacity. Mr. Diaz's group is progressing well. Ms. Spriggs' group is progressing well. How will be respond when some students do not learn it? We will use this data to drive our guided math groups.

Language Arts Data from Mini Assessment #2; looking at skills; skills: biography, point of view, summary, context clues, spelling principles, contractions Normand: the students had a difficult time remembering spelling principles; Ford also had the same concern; need to reteach spelling principles; Ford suggested using the Reading Resource Room for resources; Ford's class is progressing well in context clues and summary; Normand's homeroom didn't do well, she had individual conferences with students to get a better interpretation of their misunderstandings; Romes believes that testing anxiety plays a role in the lower test scores for her students; discussed being confident with first answer choice; Ford suggested coming up with a procedure for helping students understand how to go back and check their answers; students need to have the hard copy of reading passages so they can use their good reading skills; Normand-Angel made a prediction then crossed it out; students need practice with using reading strategies and skills; suggested using sight words to help with struggling readers; focus shouldn't be entirely on phonics instruction;

Grouping Sight Word :Read 180 minus Rene and Heaven and add Zyria Jackson and Aerial Woods minus Summary Context Clues Text Features/Genres/Author's Purpose 3 Spanish Groups-Romes, Oliva, Diaz Eggert-18 Context Clues Normand-17 Sight Words Ford-15 Sight Words Spriggs-17 Text Features/Genres/Author's Purpose Romes-18 ??? Diaz-15 Summary Oliva-15 ??? English students-83 Spanish students-33

Charting Data Sight words; structures/point of view/summary/context clues Teachers are separating students into groups English groups are large; concerned about large numbers

2 weeks for Reading interventions Meeting adjourned Ms. Spriggs group addition with problem solving most students are getting the skill, students choose either picture model or place value model, her group is ready to move on to problem solving with subtraction, Ms. Mustin mentioned that she was impressed with the vocabulary that they were using, Salvador (GT) not finishing his problem gets bored not GT in math, he is careless
 * PLC Meeting 10/28/10**
 * Feedback from current intervention (math):**

Mr. Oliva's group spanish problem solving (one group) and addition and subtraction skills and number sense (another group)-has discovered that students have a misconception from second grade about double. He found out that the students thought double meant equal. He looked into 2nd grade and retaught this to the students that double 5 is not 5 =5 it is 5 + 5 = 10.

Mr. Diaz addition and subtraction word problems(spanish)-most students have addition, he shared who was struggling with the concept, he thinks they need more practice, the vocabulary is confusing them, not regrouping correctly, extra information confuses them

Ms. Normand addition and subtraction word problems-some students are struggling with the basic facts, Michelle didn't understand what the check part of the model is for, some students are really strong, Jorge orally explained what he was doing which helped, some students confused with extra information

Ms. Romes representing numbers different ways-pretty much have it to hundreds and then moved on to thousands and lost several, main concerns Bailey and Khalib Perot (attitude and shut down) can't help when attitude goes, Bailey is receptive, he is just really not getting it, has a hard time explaining number sense, Mr. Oliva said to relate it to money because kids relate to money

Mr. Oliva said the kids need to read and really understand and select key words to figure out when to add and subtract, and draw it out

Ms. Ford problem solving with addition and subtraction-2 students are struggling, not understanding the regrouping Zyria, everyone else is getting it pretty well

Ms. Eggert problem solving with addition and subtraction-most students are doing pretty good, Ciara, Catlin, Nathon, and Cravon are struggling with subtraction with regrouping, most students get the addition regrouping

When students are not learning identify the problem and try a different approach, model, practice, more one on one, really watch that student and talk to other teachers to get new ideas

Ms. Spriggs showed us a new way to teach regouping with squares and triangles for addition

Next Week: the english groups will stay the same, spanish groups Mr. Oliva will keep the struggling students and Mr. Diaz will go on with subtraction with regrouping with the other students

Math Assessments: everyone will share the assessment questions they have and create an assessment for next Friday

Ms. Romes will get with Ms. Jackson to get some paper money for next week

Next week bring mini assessment for language arts to discuss reading data

-Ford/Spriggs-going through and analyzing the word problems, drawing them out, writing out important information -Eggert/Normand-doing great on addition slowly getting subtraction, slowly moving into word problems -Oliva-going through and analyzing the word problems; needs to split his group up more, he will send his english group to Spriggs or Ford -Romes-working on building numbers but is concerned that there are so many low kids in her group and she can't get to every child one on one, started with tens and now they are moving on to hundreds; still not getting expanded notation, Ms. Walker gave her another idea for explaining it to them and Mr. Oliva and Ms. Spriggs; Ms. Romes will model more, pull the lowest ones and work with them and have the other students work in groups on what they need -Spriggs tells kids to use the strategy that works best for them, starts off Monday showing them exactly how to solve the problem and gradually allows them to slowly work on their own -Ms. Walker said we need to try to keep more informal observations so we know who is getting it and who isn't-maybe make a chart -Give an assessment at the end of the 3 weeks on Friday, November 5th. The assessments will be different for each group based on what they are working on in their group
 * PLC Meeting 10/21/10**
 * Current Intervention:** Number sense(building and writing numbers), addition, subtraction, and word problems:

We will continue the same interventions next week and Mr. Oliva will send his english students to Ms. Spriggs and Ms. Ford.

Ms. Hartman looked at Reading CBA data and pulled some TAKS formatted questions to look at to use for next intervention for Reading which will be after this math intervention block. We really need to look at Language Arts skills again after math because the CBA data is lower than the math data. Reading CBA overall = 11%, Math CBA data= 33%. Ms. Spriggs mentioned that last year we gave Released TAKS tests passages for CBAs but we didn't this year, maybe that's why we have such a difference this year with the data. The students are taking a Mini Assessment today, which will be more data to look at to plan this intervention block.

Next week continue talking about math data and assessments.

Therefore, November 4th PLC we will need Reading data because we will be discussing more Reading intervention groups. On the week of November 8th we will start more Language Arts intervention groups.

Ms. Mustin just mentioned to make sure you are bringing in data to the PLC meetings so that we can have very specific conversations on what we are seeing and what we need to do to meet the kids needs.


 * PLC Meeting-10/14/10**

1. Currently working on inferencing, context clues, and enrichment: going well, kids are monitoring and helping each other as they work together, kids really like the context clue review game, weekly readers are also good for teaching context clues; Ms. Normand gave us the context clue assessment to use for tomorrow, enrichment group: made a foldable and did some vocabulary with prefixes and suffixes, character comparison, assessment will be on prefixes and suffixes 2. Math-place value, estimating sums and differences, adding and subtracting with regrouping, after looking at CBA place value is okay we want to focus more on word problems, they just need more practice and need to know when to add and when to subtract when doing word problems, Ms. Walker says we should brainstorm key words and teach them these to help them. Ms. Spriggs also said they need to understand the problem not just look for clue words, they can't read and understand so they struggle -2nd grade the math CBA is read to the students the first semester and they don't bubble their scantron, they can use counters, and manipulatives on their CBAs, 2nd grade is very concrete, so that is why intervention and guided math are so important to reteach the skill, students can get help with reading on the math TAKS test so you have to teach them to raise their hand and ask when they need help so they know that we can do this 3. Math groups for intervention (next 3 weeks): Mr. Oliva and Mr. Diaz will take the spanish groups, Ms. Romes-low group, numeric fluency using concrete models to go to hundreds place, week 2-go up to 1,000s place and compare numbers(building numbers and regrouping numbers using manipulatives and graphic organizer from Ms. Spriggs) same for Mr. Oliva for spanish,; Diaz(spanish), Spriggs, Ford, Eggert, and Normand-identifying operations to solve problems using addtion and subtraction with regrouping 4. Groups for next week: Read 180 and very low students with go with Ms. Romes, other teachers will keep their classes to work with for intervention 5. Suggestion was made to have a vertical alignment meeting with 2nd grade next Friday since we have half a day next Friday 6. Next week bring Math CBA data to look at more skills and more weaknesses

We are discussing fluency results. There is a lot of improvement, but we need to figure out exactly how to help the low kids. Spriggs suggests the "Assessment Handbook" from our basal resources. Ford also mentions it's good to give the parents a reading questionnaire that observes their child's reading behavior. Ford also mentions how her students are doing the "Book It Program". She says she will share how to use the program with the rest of the team. We move on to talking about our current interventions. Ford mentions she has incorporated some games to get them more involved. Normand also mentions that she feels the need to move away from just paper and pencil work. Ford and Spriggs went to the resource closet and found some good inference and context clue games. The Taks Coach also may be a good assessment fort the end of these two weeks. Spriggs also mentions to use other assessments in the Tests books from basal- they get practice in Taks format and you can isolate the specific question to assess- Normand also suggests maybe they should listen to these stories from the basal instead of just reading them so we can accurately assess the skill and not their reading ability. For the Bilingual teachers, we also need to get with Saenz to check out some resources from the closet. We will assess the current skills from intervention on Friday, the 15th. When the kids take the assessment have them write their LA teacher on their paper, then get the assessment back to the reading teacher. Hartman shows us cards to give out to students that can possibly used for readers responses, maybe they can keep them on a ring. There is also a question stem sheet and Ford mentions the wheel from our tubs that has question types. Normand wants to know how to keep students engaged when they are doing T type questions- T questions (Text reading) vs. C reading (Creative reading). Hartman suggests having D. Luthern come to help us more with how to teach them T reading skills. Mustin suggests to teach them to read everything to find the answer. You have them read something, then draw a line and say at this line put your head down etc. There are types of activities you can do to emphasize how important it is to read directions. Spriggs also mentions the Parent Survey Form from The Assessment Handbook. Hartman mentions the Assessments that 4th grade used for Blitz. Eggert still has the Blitz assessment from last year- they include inference and context clues. Normand suggests keeping these assessments short. Hartman also mentions more partner and group work so they can talk about it. You could have them practice in small groups and share out why they got the answer they did. Spriggs played bingo and found taht it worked as a good scaffolding and it also held their attention. She also mention show important it is that they talk abnout what they are learning. Normand mention sthe book "The Raft" and how it works well for predictions and inferencing. Ford suggests making sure to incorporate some kind of test format so they can transfer the skill from looking a pictures. Or you could show the pictures and extend the picture into a written story, and then ask them questions from the text. You could also have them read a passage and then draw a picture of what they see, or draw what might happen next. Normand shares a chart she uses along with an activity for Context Clues and also an activity on Inferencing. We will continue with these objectives until next Friday. After that we will start Math. Next weeks meeting we can look at the math data - Mastery Assessment and CBA. The math teachers suggest place value and Spriggs talks about how they need to practice making a chart. Also rounding needs some work. Normand wants to switch jobs. Spriggs will be timekeeper, Ford is organizer (materials), Process Observer is someone who keeps everyone on subject- Normand will do it, Eggert- note taker, Oliva- facilitator.
 * PLC MTG- 10/7/10**

Discussing fluency probes and what the other kids are doing while we conduct the probes. The PPts are successful, the students like them- we can add word study words to the HFW word PPTs. In Spanish we don't have this kind of PPt, Bilingual teachers need to make one- Diaz and Romes will work on it. Spriggs also working on "chunk reading" (taken from a website), focusing on commas and periods and when to pause- when you're reading, you are finding your rythym-she asks them to find their rhythym when they are reading. Spriggs will send out the website that she got the activity from. It has two passages- one chunked and one that's just the actual passage- they are learning how to chunk read.
 * PLC Meeting 9/30/10**

Next Week's Activities: Inferences, Context Clues and Enrichment- Ms. Mustin has some material on "Reading Detectives". When you're reading, you are looking for clues and solving a mystery. If you put this spin on it, it makes it more exciting for the students. The purpose is to motivate them, can take it far by diving them a special hat etc. We read from the handout. The question you have for them is the mystery, they have to write down or tell you what evidence they have gathered from the text to solve the mystery. You can use the Reading Detective Investigation Log to help- can glue it in their reading log. Can also do a Detective Training Log- they can refer to this and add more strategies to it as you teach them more. If you teach them question and answer relationships, it really helps them. QAR- what kind of questions there are and how to find the answer. She gives us a Question and Answer packet to read through on our own. Margaret Kilgo is kinda a guru with this theory- she uses QAR, but has changed the names a bit, she also uses TAKS question stems. We also have little posters you could display that explain each kind of QAR. Ms. Mustin reads through some of the posters- there are 4 levels of questions. These are good reference charts for the students to have in their reading logs, she will put copies in our boxes. In the packet, there are some lessons. In your read aloud, you can ask them what kind of questions you are asking them. Upfront, you have to model it with a passage and then model the different types of questions. The quickest way to get them to pick up this strategy, is for them to come up with each of the types of questions and chart it in the box (see packet). They could buddy read then fill out the chart. Once they get good at making the questions, they can start to switch questions with a partner and try to answer the questions. Norman asks how we could incorporate all this with whole group instuction. Spriggs and Hartman suggest using the stems and questions during read aloud. Spriggs does things syep by step- do Level 1 questions for a few weeks, then move to Level 2. Norman expresses her concern about time, Spriggs suggests to just tell the kids what the focus is for that day and anything else they want to share, they can write it on a sticky notes and post it on some kind of "Detective Bulletin Board" in your room. Ms. Mustin mentions "Stories with Holes" and how will she try to find them for us. She reads us a short mystery story- "Mary Contrary" and asks us to help solve the mystery. Kids really eat these kind of stories up, you could model it in a read aloud. Also do a 21 questions game, and they have to collect the clues the figure out what the object/person/place is. Norman shares what she did for inferencing- start wth gestures, then move to pictures, then move to text. She asks when will she have the time to put this into her lesson. Hartman suggests using any moments we can find, pockets of time, to teach some of these things. Hartman also hopes that during small group some of these startegies will be addressed. Ford suggests using the passages with the skills from the basal workbook when you have spare time. You could have brain puzzles as warm up activities or something during breakfast.

Norman asks what else we want to do for next week. Ford has typed up all the groups. Assessment ideas? This will go on for two weeks- Oct 4-15. We could give the assessment on the Thurs or Friday of the last week. For next weeks PLC, come up with some kind of assessment for context clues and inferencing. After reading CBA, we will have more data. What will we do with this data? Ford suggests we just look at which stategies they need help in. Walker mentions that the Math CBA is 11th, so we may want to have a Math PLC once we get the results from that test.

Meeting 9/23/10

Discussion starts with opening. Teachers share experiences that intervention has been going well. Reviewing data from mini assessment. Mrs. Mustin recommends that students switch teachers to get different input from them. Mrs. Hartman notifies that Reading CBA is coming soon. Inferencing groups and context clues groups are suggested for the next intervention cycle. Preparation for the CBA is discussed. For higher level reading groups. we suggested to provide enriching materials for them. Ms. Ford suggests on test taking strategies to help students. Mrs. Hartman suggests that if learners just focus on comprehension. Ms. Normand suggests that it will be good to teach learners to slow down and reread options and to be careful on selecting answers. Mrs. Hartman stated that mini assessments can be adjusted to help students. Mrs. Mustin shares what 4th grade is doing. They are teaching them to be reading detectives. Students are asking questions. This motivates them to justify their reading as stated by Ms. Walker. These are strategies that could work. Mrs. Romes has started this strategy. Mrs. Mustin shares that this has been done years before. Teachers are interested in this strategy now. Modeling and speaking out aloud about this strategy will be more effective with students. Mrs. Eggert comments on who will make the chart to start the new intervention for the next cycle. Teachers organize and use post its to break students into groups to help with certain elements for the next intervention cycle. Teachers set up chart to anaylze data. For Spanish group, Romes and Diaz will get together to analyze data and see the needs for each student. Enrichment is the other element that we will work for on the next intervention cycle - The English group. This new intervention cycle will be done for 2 weeks. 1st CBA for reading is October 4. Normand will be doing inferencing, Ford, Eggert, and Oliva will do context clues. Spriggs will do enrichment. New roles - Mrs. Romes - Note taker Mr. Oliva - Time keeper Ms. Spriggs - Organizer Ms. Normand- Facilatator. Meeting concludes at 9:44 AM

__**September 9, 2010 PLC Meeting Minutes:**__


 * Mission:** It is our mission to give our students the opportunity to learn according to his/her ability and to create a school that is focused on student learning.
 * Vision:** All Teachers will work collaboratively to share knowledge and skills that ensure student learning.

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

Note taker- Mr. Diaz Timekeeper- Ms. Ford Facilitator- Mrs. Eggert Organizer- Ms. Normand Process Observer- Ms. Spriggs
 * PLC Roles:**

1. What is it we want our students to learn? 2. How will we know if each student has learned it? 3. How will we respond when some students do not learn it? 4. How can we extend and enrich the learning for students who have demonstrated proficiency?
 * 4 Essential Planning Questions:**

1. Increase commended scores to above 25% 3rd grade: 5% math, 8% reading 2.1st and 2nd grade-increase 10% on the number of students reading a minimum of two levels above the end of year grade level expectations 3. Become an exemplary campus 90% passing in all sub-groups on all tests
 * Goals for 2010-2011:**

-Focus on reading because we want to get our reading commended scores up and we have some struggling readers -Bring AIMSWEB reports and guided reading levels for each student (Ms. Mustin will email us on what report she wants us to bring) -Look over data and notes about reading behaviors and come with an idea of what the weaker skills are and what needs to be targeted
 * Next Weeks PLC Meeting:**

-We will have english and spanish groups
 * Goal:** By the end of the meeting each of us will know what skill we will be teaching for intervention that next week and hopefully make the groups. Also have ideas on what acitivities that we can do for each skill



Meeting on 9/16/10

Discussion: Mini Assessment for Language Arts. Spending more time for story elements. Group wants to concentrate with fluency levels. Coaches and Principal share insight upon subject. Group looks at data from AIMS for Language Arts discussion. Discussion involves placing learners in certain groups for maximizing effectiveness. Mrs. Mustin recommends to do a chart on fluency for our reading groups. Specific teacher shares that one student has better comprehension than fluency or vice versa. Mrs. Mustin suggests that we make certain groups to help learners in their reading such as hetergenous groups. Teachers organize learners in specific fluency groups to start a plan for next week. Teachers and Coaches discuss strategies on what is working and what may work. High frequency words and flash cards are some methods discussed in helping. Buddy work can be done by reading workbook provided this year.Choral reading is also suggested for the high level reading group. Florida fluency was discussed from Ms. Spriggs - for more details, see her. How will we know if learners have learned it? Do assessments and do a buddy work activity was discussed. Ms. Ford and Ms. Normand will be taking lower level learners. Mrs. Eggert will be taking the average learners. For Spanish groups, Mrs. Romes will be taking the high group. Mr. Rivas and Mr. Diaz will be taking the lower level reading group. Mrs. Mustin recommends Read 180 for more support, see her for more details. Baby Brother was discussed, program. See Mrs. Eggert for more details. Ms. Walker discussed the adoption program, see Ms. Walker for more details concerning Math. Mrs. Hartman discusses the Buddy workbook to show fluency. Tip- have learners read for one minute and time it. Repeat, and the learner should have read more the second time around. Color small posters was discussed for helping in transition time (students switching from one class to another). Meeting concludes at 9:45