Thursday, May 14, 2009

ATTENDED BY: Ms. Russell, Ms. Norwood (Literacy Coach)

RE: Instruction

We looked at the students who had difficulty writing the narrative. We found that part of the problem was that those students were not always keeping up with the daily writing assignments and another reason was that the focus this year was mainly on writing a five paragraph essay rather than a narrative. We felt that there may not have been enough practice within the genre.

Next steps:

• During the Jacqueline Woodson author study, infuse more writing of short fiction.
• Revise units of study next year to include more narrative writing
• Rather than use a teacher pre-written story to model the mystery story, model using a "class" group model to showcase the writing process

Thursday, May 7, 2009

ATTENDED BY:
Ms. Russell, Ms. Norwood, Ms. Swensson, Dr. Gamboa, Mr. Chesler, Ms. Pinero

RE: Student Progress

We continued to examine collected student work from September thru April in all subject areas. When noticed the following:

• Students with fluctuating grades tended either not to have writing frames attached to their work, understand the genre (writing narratives), or not keeping up during the writing process (according to writing tracking sheets/teacher observations).
• Overall, student writing did improve from the first writing sample in September to their first formal writing assignment in October/November using the writing frame.

Next steps:

• Continue stressing the use of the writing frame
• Continue examining student work

Friday, May 1, 2009

ATTENDED BY: Ms. Russell, Ms. Pinero, Mr. Chesler, Ms. Swensson, Ms. Norwood, Ms. Ingolia

After compiling several samples of student work for each student in the study across the content areas, we began to use a checklist to see if the students were making the four learning targets.

We examined the work of "Student D". We looked at an ELA essay from November 2008, a Math essay from December 2008, and a narrative from ELA from March 27, 2009. We observed that "Student D" initially had difficulty with organization, sentence, and paragraph structure. Although there has been some improvement in structure and organization, the student's progress isn't consistent across all content areas. We made the following recommendations for "Student D":

• All teachers need to insist on his use of a writing frame and/or graphic organizer whenever "Student D" writes an essay.
• "Student D" needs to kept on task throughout the writing process.
• More revision/editing of his drafts are necessary.
• Teachers should have the student read his draft aloud so he can hear errors in structure.
• Conferencing can be used for the student to articulate his thoughts before using a graphic organizer/writing frame or help throughout the drafting process.

NEXT STEPS: Continue looking at a few more students using the checklist.

Wednesday, April 29, 2009

ATTENDED BY: Ms. Pinero, Ms. Russell, Ms. Ingolia, Ms. Swensson, Mr. Chesler

• Reflections on the meeting with Faye yesterday
• Revised the "Inquiry Team Checklist" to be used to examine the progression of student work

NEXT STEPS: Review the checklist and beginning looking at student progress.

Tuesday, April 28, 2009

ATTENDED BY: ELA & MATH Inquiry Team, Mr. Nikc, Ms. Titus, Ms. Sajek (Math coach), Faye (ICI)

Both Inquiry Teams came together to look at each team's progress and to discuss the usage of student data.

Thursday, April 23, 2009

ATTENDED BY: Ms. Russell and Ms. Swensson

• Ms. Russell will be providing Ms. Swensson with a list of students from the 2007 - 2008 Inquiry Team study so she can track their progress.
• Ms. Russell and Ms. Swennson were discussing the creation of graphs and charts to show the progression of the study for the schoolwide presentation on Brooklyn Queens Day to the entire school.

Thursday, April 9 & 16, 2009

No Meeting - Happy Passover & Happy Easter

Thursday, April 2, 2009

ATTENDED BY: Mr. Nikc, Ms. Russell, Ms. Pinero, Mr. Chesler, Ms. Swensson

We discussed information available on ARIS regarding the students being studied by the Inquiry Team. In addition, we went over issues that could effect student performance.

Thursday, March 26, 2009

Regularly scheduled Inquiry Team Meeting is cancelled due to Data Specialist Meeting/Inquiry Team Meeting at IS 216 (Fresh Meadows) 8:30AM-11:30PM. Attended by both the ELA & Math Lead Teachers.

Thursday, March 19, 2009

ATTENDED BY: Mr. Nikc, Ms. Russell, Mr. Chesler, Ms. Pinero

We discussed variables outside the classroom which are effecting student learning inside the classroom. Ms. Pinero discussed with us the progress of four students she is seeing for guidance: JD, SB, JDLL, & AF. She told us that three out of four students have been re-referred to the clinic.

Ms. Russell shared with the group a sample of her "Writing Tracking Sheet" which keeps track of who is on-task in class. Mr. Chesler shared reports for Black History Month and DBQs completed by the students in Social Studies.

WHAT WE NOTICED FROM THE STUDENT WORK IN SOCIAL STUDIES:

• Mr. Chesler also had the students use the "oreo cookie method" of using the writing frame where the students were starting at the middle/the content and then adding on a introduction and conclusion at the end. Many students seemed to prefer that way of filling out the frame.
• Most students were transferring the skills learned in ELA to writing in Social Studies.
• Students who weren't transferring skills tended to hand in their work late or the work appeared to have been put together in a hurry. One student handed in a partial frame, but didn't complete the assignment. Another student on his DBQ didn't use a writing frame.

CHANGE STRATEGIES:

• Insist on the use of the writing frame for all extended writing.
• Use of a "Writing Tracking Sheet" or other type of documentation to attempt to track daily student progress so students don't get too far behind and diagnose problems quickly
• Continue to conference the guidance councillor, administration, and literacy coach to find methods of helping to differentiate for student needs.

Thursday, March 12, 2009

Attended by: Ms. Russell, Mr. Chesler, Dr. Gamboa

The Inquiry Team invited Dr. Gamboa, our new science teacher, to join the team. Ms. Russell and Mr. Chesler revisited the history of the two-year study and discussed the status of the study.

The ELA portforlios of SB & DL in class 744 were used as examples to show the progression of the study. Mr. Chesler pointed out that a current paper in Social Studies handed in by SB was poor and appeared as if it were just thrown together at the last minute.

CHANGE STRATEGY: Introducing the use of a "Writing Tracking Sheet" (adapted from: Nonfiction Writing: From the Inside Out by: Laura Robb) to be able to carefully monitor the status of the students' class & homework. Ms. Russell mentioned that she used these sheets for extended writing projects and found it easier to see if students were on/off task. She also emphasized the importance of providing sufficent time in class to complete writing.

NEXT STEPS:

• Invite Ms. Weintraub (math teacher for class 744) to attend the next meeting
• Bring in work samples (extended writing) from Math & Social Studies and place it with ELA to determine trends

Thursday, March 5, 2009

Inquiry Team Meeting cancelled due to additional preparation for the upcoming NYS Math Exam.

Thursday, February 26, 2009

Attended by: Ms. Russell, Ms. Norwood, Ms. Pinero, Ms. Swensson

The focus of today's meeting was looking at conditions that impact on student learning outside of the classroom. Ms. Pinero, our guidance councilor, brought everyone up-to-date on the status of each student involved in the Inquiry Team study.

Ms. Russell updated team on the results of introducing the creative writing period once per week for students in class 743 & 744.

Friday, February 6, 2009

Attended by: Ms. Russell & Ms. Norwood (literacy coach)

RE: Examine student performance: Instruction/Delivery of Lessons in ELA

We looked at students who were still scoring a level "1" on writing pieces. Strategies:

• Pull together these students in a small group during the workperiod in the "writer's workshop".
• Pick one topic - fingerprinting (police detective task)
• Bring together research at different ranges of reading levels
• Model "determining importance" in regard to the the what goes on the writing frame
• Modify how the students are filling out the frame. Include graphic organizers/web if necessary for some students before using the frame.
• After students write the first draft, model paraphrasing to put research copied onto the frame into the students' own words.

Institute a weekly writing session to work on paragraphing for Inquiry students and develop the writing of students who have mastered writing well-developed paragraphs.

Thursday, February 5, 2009

Attended by: Ms. Swensson, Ms. Pinero, Ms. Russell, Ms. Norwood

1. Ms. Pinero reviewed her progress from the last meeting.
2. Ms. Pinero brought everyone up-to-date on students involved in the Inquiry Team Study. The team were examining conditions that impact on student learning outside of the classroom setting.

Thursday, January 29, 2009

Attended by: Ms. Russell, Ms. Pinero, Mr. Chesler, Ms. Norwood

1. Ms. Russell updated team on ELA results of last core test. All worked at student work to determine trends - a basic problem with constructing solid paragraphs.


2. Ms. Norwood suggested forcusing on paragraph writing and a goal/reward system for select students having difficulty in specific areas.


3. Mr. Chesler pointed out that 4 students were in class 645 the previous year - 12 students total/small class size compared to their current class size of 30 this year. He feels that this may be a contributing factor to why these particular students are having difficulty grasping concepts.


4. Ms. Pinero was calling homes (interpreting) to make several parents aware of progress, possible "at risk", and behavior issues.

Next Steps: In ELA, give those 4 students extra help with their writing and work on refining paragraphs for those having difficulty (revise lesson plans/differentiate)

Thursday, January 16, 2009

Tasks:

Filling out the "Inquiry Team Update" Sheet to be emailed to Ms. Druck, Dr. Beckham, APs, and Inquiry Team members

Updating "Low Inference Transcript" forms

Friday, January 9, 2009

Attended: Ms. Druck, Dr. Beckham, Ms. Johnson, Ms. Titus, Mr. Rodriguez, Mr. Nikc, Ms. Berrios, Ms. Norwood, Math Inquiry Team, ELA Inquiry Team

Meeting Notes:

• Ms. Druck was our guest speaker and discussed the role of the inquiry team within the school.
• Mr. O'Neill (Math Team) & Ms. Russell (ELA Team) presented their team's focus, rationale for selecting their study group, as well as presenting any other pertinent information

Next step:

• Mr. O'Neill and Ms. Russell will complete a status form for Dr. Beckham to forward to Ms. Druck
• Inquiry Team Interface should be completed by next week

Thursday, January 8, 2009

Attended by: Andrew Chesler, Jackie Ingolia, Linda Swensson, Kelly Russell

Topics:

• Reviewing the Process so Far
• Look at some student work samples to determine if the frames are being used properly and are effective
• Discussed ways to ensure students are using the frame

Next Steps:

• 3 students were selected to begin Low Inference Transcripts

Wednesday, December 18, 2008

• Collecting student work samples - photocopying from student portfolios
• Reviewing & finalizing study group
• Formal meetings will reconvene as of January 8, 2009 when the Inquiry Team will examine student work collected, set up times for observing 1- 3 students for the following week, & discussing mini-lessons to support students who are still having difficulty using the writing frame

Thursday, December 4, 2008 & Friday, December 5, 2008

Informal Meetings involving Mr. Chesler, Ms. Ingolia, & Ms. Russell

• Begin collecting student work samples
• Remember to attach all drafts & writing frames to published pieces

Wednesday, November 26, 2008

Meeting between Ms. Russell (ELA/743 & 744), Mr. Weintraub (Math/744), Mr. Chesler (7th grade Social Studies):

Inquiry Subject: Jonathan D.
Meeting Focus: Lack of Progress

• Discussed student's lack of attention in class
• Work habits
• Missing/Incomplete work

Outcome of Meeting: Contact parent to come in to meet with three teachers to discuss progress

Thursday, November 27, 2008

No Meeting.

Happy Thanksgiving!