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)