Topic: Data Analysis/ Assessments
-The Kdg team would like to slow down and focus on analyzing data/ assessments in one area of the curriculum at a time.
-We would like to go back to our Aims Web planning and follow through on meeting the needs of different levels of learners.
- In the past three weeks, we have discussed Aims Web data, Rote Counting 1-20 data, The Pumpkin Sequence and Concepts of Print. Jumping around from subject to subject has been both confusing and frustrating for the staff members.
Further discussion on this matter will take place during our next PLC meeting.
Wednesday, October 28, 2009
PLC Minutes, October 19, 2009
Math Data Analysis: Counting Assessment 1-20
-Kdg teachers entered data on rote counting 1-20 assessment
-Assessment provided teacher with no valuable information, given the topic area, there is no other way to teach and assess rote counting.
-Additional acknowledgments: This assessment did not tell us what number(s) the students missed
-The biggest problem: Kdg students can not be graded on this topic until the end of 1st semester. Entering data any sooner would result in the teacher having to go back into the system and change the grade in the grade book/ report card
Conclusion- Counting 1-20 would make a better pre-assessment or formative assessment , instead of summative assessment
-Kdg teachers entered data on rote counting 1-20 assessment
-Assessment provided teacher with no valuable information, given the topic area, there is no other way to teach and assess rote counting.
-Additional acknowledgments: This assessment did not tell us what number(s) the students missed
-The biggest problem: Kdg students can not be graded on this topic until the end of 1st semester. Entering data any sooner would result in the teacher having to go back into the system and change the grade in the grade book/ report card
Conclusion- Counting 1-20 would make a better pre-assessment or formative assessment , instead of summative assessment
PLC Minutes, October 5, 2009
Aims Web Data Analysis:
-Kdg grade level has divided students into reading categories
-How are we going to service the different needs of students?
-Each teacher will take a group of kdg students once a week during rest time to provide instruction at their reading level
-How can we accomplish this?
-Extra Staff- Not available
-Parent volunteers might be a confidentiality risk
-Compus Learning not ready yet
-Areas of concern:
-Kindergarten students are new to school routines/ processes.
-We should not attempt to switch classes before the 8th week of school. This will allow students to adjust to their own kdg teacher and new school environment.
-Half Day kdg will not be able to participate due to time constraints
-Kdg grade level has divided students into reading categories
-How are we going to service the different needs of students?
-Each teacher will take a group of kdg students once a week during rest time to provide instruction at their reading level
-How can we accomplish this?
-Extra Staff- Not available
-Parent volunteers might be a confidentiality risk
-Compus Learning not ready yet
-Areas of concern:
-Kindergarten students are new to school routines/ processes.
-We should not attempt to switch classes before the 8th week of school. This will allow students to adjust to their own kdg teacher and new school environment.
-Half Day kdg will not be able to participate due to time constraints
Monday, September 28, 2009
PLC Minutes, September 28, 2009
Kindergarten Aims Web Data Analysis: Organizing the children into groups to accommodate their needs
Categories:
-Reading at a Level 12+
-Reading at 4-10
-White/Blue
-Average Green
-Few sounds/ Average letters (Yellow/Red)
-Few to no sounds/ letters (RED)
-All classroom students will be somewhere on this spectrum
-This chart is a quick snap-shot of where the students are in regards to the Aims Web process
-Remember this chart will be flexible in nature- students will move according to growth
-This process will help identify the needs of our higher level readers to avoid behavior problems
If a student falls into the Red or Yellow area on Aims Web- classroom teachers will progress monitor these children for 7 weeks- Starting Now
- All teachers please complete the first chart by MONDAY, OCT. 5, 2009
- Michelle Gerbrick will be creating our chart format online- so we can plug them in as soon as the chart is ready
- We will adjust this preliminary list after our seven weeks of intervention (In November)
Reminder: Please have all RTI names to Tami by Wed., Sept. 30th for the first meeting!
Categories:
-Reading at a Level 12+
-Reading at 4-10
-White/Blue
-Average Green
-Few sounds/ Average letters (Yellow/Red)
-Few to no sounds/ letters (RED)
-All classroom students will be somewhere on this spectrum
-This chart is a quick snap-shot of where the students are in regards to the Aims Web process
-Remember this chart will be flexible in nature- students will move according to growth
-This process will help identify the needs of our higher level readers to avoid behavior problems
If a student falls into the Red or Yellow area on Aims Web- classroom teachers will progress monitor these children for 7 weeks- Starting Now
- All teachers please complete the first chart by MONDAY, OCT. 5, 2009
- Michelle Gerbrick will be creating our chart format online- so we can plug them in as soon as the chart is ready
- We will adjust this preliminary list after our seven weeks of intervention (In November)
Reminder: Please have all RTI names to Tami by Wed., Sept. 30th for the first meeting!
Sunday, September 20, 2009
PLC Minutes September 21, 2009
Miss Tami Mazzella - RTI Process Update
New RTI check list (Green Sheet) will be kept in Tami's Room
RTI Process:
-Work on one concern at a time and # them
-Talk with colleagues (we do a great job with this already)
-Talk with parents
-Consult with interventionists
-Collect data for 7 weeks... check in at 4 weeks to tweak/decide if we are we seeing what we need to be seeing
Contact Tami to set up a RTI time
1st RTI date is Nov.13th
DON'T USE RTI Electronic Tab- Fill out a purple sheet "tracking sheet" to show a record of the information for the year
Continue to fill out a green sheet on a student even if what you are doing in the classroom is working. Fill out the green sheet even if you don't need to present the student to RTI because you have fixed the issue yourself in the classroom. This will provide documentation for the issue you have addressed and resolved
Information to bring to RTI: behavioral- notes, academic notes- letters/sounds/ numbers/ test scores, information shared by parent
Do we want to use Playground/Lunch time referral slips - use in K? Talk it over as a group
Continue modeling the voice levels (1-5), especially in hallways
AIMS Web:
Patty is available Tues/Thurs
Linda can help whenever
PCF will be in library on Thurs @ 10 a.m.
New RTI check list (Green Sheet) will be kept in Tami's Room
RTI Process:
-Work on one concern at a time and # them
-Talk with colleagues (we do a great job with this already)
-Talk with parents
-Consult with interventionists
-Collect data for 7 weeks... check in at 4 weeks to tweak/decide if we are we seeing what we need to be seeing
Contact Tami to set up a RTI time
1st RTI date is Nov.13th
DON'T USE RTI Electronic Tab- Fill out a purple sheet "tracking sheet" to show a record of the information for the year
Continue to fill out a green sheet on a student even if what you are doing in the classroom is working. Fill out the green sheet even if you don't need to present the student to RTI because you have fixed the issue yourself in the classroom. This will provide documentation for the issue you have addressed and resolved
Information to bring to RTI: behavioral- notes, academic notes- letters/sounds/ numbers/ test scores, information shared by parent
Do we want to use Playground/Lunch time referral slips - use in K? Talk it over as a group
Continue modeling the voice levels (1-5), especially in hallways
AIMS Web:
Patty is available Tues/Thurs
Linda can help whenever
PCF will be in library on Thurs @ 10 a.m.
Monday, April 20, 2009
PLC Minutes April 20, 2009
Miller Kindergarten Staff reviewed features of the language arts program to be presented to the Beechwood kindergarten teachers on Tuesday, April 21, 2009. Features reviewed included the Scott Foresman reading program, Phonemic Awareness, Writing, and Guided Reading.
Thursday, April 9, 2009
PLC Meeting Minutes April 9, 2009
Placement card criteria was discussed.
Mrs. Megan Janzig presented K team with list of students who have received tier 2a intervention throughout the school year - information will be transferred to placement card.
Tier 2a - classroom teacher provided additional intervention to student in the classroom. Intervention might have included progress monitoring
Tier 2b - student received intervention from the speech and language interventionist, Mrs. Janzig, and/or instructional interventionist, Mrs. Proctor either in or out of the classroom.
Check Recommended/Flagged for a student who was taken to IAT, however, it was determined by the team that intervention was not required. This student should be monitored by the first grade teacher in the classroom.
Add DRA level to placement card if one has been completed on above grade level/independent readers. It is not required to complete a DRA. Add information only if it is available.
Summer School Placement
10% or below on Aims Web will be considered for summer school placement. Letters will be sent to parents in the spring. Other students will be considered based on enrollment openings. Teachers can discuss these students with Mrs. Minrovic
Please direct questions about technology integration,etc... to Mrs. Minrovic.
Teachers are directed to discuss any special needs regarding students with Mrs. Minrovic.
Mrs. Megan Janzig presented K team with list of students who have received tier 2a intervention throughout the school year - information will be transferred to placement card.
Tier 2a - classroom teacher provided additional intervention to student in the classroom. Intervention might have included progress monitoring
Tier 2b - student received intervention from the speech and language interventionist, Mrs. Janzig, and/or instructional interventionist, Mrs. Proctor either in or out of the classroom.
Check Recommended/Flagged for a student who was taken to IAT, however, it was determined by the team that intervention was not required. This student should be monitored by the first grade teacher in the classroom.
Add DRA level to placement card if one has been completed on above grade level/independent readers. It is not required to complete a DRA. Add information only if it is available.
Summer School Placement
10% or below on Aims Web will be considered for summer school placement. Letters will be sent to parents in the spring. Other students will be considered based on enrollment openings. Teachers can discuss these students with Mrs. Minrovic
Please direct questions about technology integration,etc... to Mrs. Minrovic.
Teachers are directed to discuss any special needs regarding students with Mrs. Minrovic.
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