home

January 4th minutes:

Present: Jim Bragg, Eldonna Skahill, Bill Miller, Janelle Thompson, Stacey Wigant Task: completed survey, set up note taking device, assigned roles: Stacey: note taker, Janelle Thompson: Task Manager


 * Survey Data from Jan. 4th is below:**
 * Student Centered Classroom |||||| Teaching for Understanding |||||| Assessment for Learning |||||| Rigor and Relevant Curriculum |||||| Teaching for Learner Differences ||  ||
 * Know How || Importance || Application || Know How || Importance || Application || Know How || Importance || Application || Know How || Importance || Application || Know How || Importance || Application ||  ||
 * 3 || 3 || 3 || 3 || 4 || 3 || 4 || 4 || 4 || 3 || 4 || 2 || 4 || 4 || 2 || 1 ||
 * 3 || 3 || 3 || 3 || 3 || 3 || 3 || 3 || 3 || 3 || 3 || 2 || 3 || 4 || 4 || 1 ||
 * 3 || 2 || 3 || 4 || 4 || 4 || 4 || 3 || 3 || 3 || 3 || 3 || 3 || 3 || 3 || 1 ||
 * 4 || 4 || 4 || 4 || 4 || 4 || 4 || 4 || 4 || 4 || 4 || 4 || 4 || 4 || 4 || 1 ||
 * 3 || 2 || 3 || 3 || 3 || 3 || 4 || 4 || 4 || 2 || 2 || 3 || 4 || 4 || 4 || 1 ||
 * 3 || 4 || 3 || 4 || 4 || 4 || 4 || 4 || 3 || 3 || 4 || 3 || 4 || 4 || 4 || 1 ||

"2"s in Rigor and Relevance--- is this due to the fact that Elementary did not have "proper" training and does not have the same baseline data for understanding. same concept why is it that we have a "4" for importance, and application is low? If we know something is important-- as a "4" why do we have a "2" for application---why are we not doing it? Teacher for learner differences.
 * January 17th**

Discussion on "alignment" of standards and what relevance the information that is being taught--are we duplicating too much within grade levels. and review vs. new content. Ie. why are we repeating a lot of the same content? Do we need to communicate what content is being taught--quicker review over material? Students will have a base knowledge on the content and when they progress we need to go deeper.

How can the characteristics of effective instruction benefit our classroom? Teaching for Learner Difference--how do we meet these needs in large classrooms? Yes we know it is important, yes we know how to do it---but what if you have 90% proficient in all of your classes? Do you consider yourself successful, if it is only "5" students who are struggling and you move on? What about the "5" what do you about those "5"---we cannot forget about them. How do we address this?
 * Tuesday January 18th**

With alignment, would Standards based grading help eliminate the "review"--is review bad? How long do we need to review? If it is something that builds, then it is necessary, but the concept that does not build, why do we review?

Conversationhow do you compare PLCs VS MERIT Pay---don't we want to create sharing vs. competition of teachers---do we grow more?

And what can I change in my classroom to improve? Janelle - Start a formal intervention for students below grade level in comprehension and fluency. - Learner Differences. Eldonna - Learn more about the "inquiry" part of inquiry science, and how to apply that and use it in my 3rd grade classes. Jim--I'll give students more choice when the basic needs are met. Bill--Work on student centered classroom.