Fourth+Grade+Minutes+10-8-08

   **PLC Team Feedback Sheet **     Narrow the gender gap in writing by May 2009:
 * Team:   Date:   **
 * Facilitator: **
 * Timekeeper: **
 * Recorder: **
 * Team Members Present: Barb Goodloe, Cindy Pangell, Liz Andrews, Stacey Helbig **
 * Meeting Purpose: Smart goals, PLC wheel, follow up on specific students from last time, new student concerns **
 * **Est. Time ** || **<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'">Topics/Agenda ** || **<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'">Lead **
 * <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'">Person ** || **<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'">Method ****<span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Arial','sans-serif'"> (round Robin, Discussion, Brainstorm, Flip Chart) ** || **<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'">Products or Outcomes ** ||
 * **<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'">2 min. ** || **<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'">Check-In – review agenda ** || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'"> Liz || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'"> Discussion || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'"> Formulated agenda ||
 * **<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'">5 ** || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'"> Review SMART goal || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'"> Cindy || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'"> Discussion, brainstorm || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'"> Re-word SMART goal fit our student's needs:
 * Organizaton/sentence fluency to less than 7%
 * Conventions/mechanics to less than 3% ||
 * **<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'">15 ** || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'"> Review writing rubric

How will we know the students are meeting the goal for conventions/mechanics?

What will we do if they are not learning? || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'"> Team || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'"> Discussion, brainstorm

Stop! suspend this to address specific students. We will continue this as a 4th grade team. || Wordsmith the rubric

3x yearly common assessment;
 * on team created cumulative assessment. (After DLI units 10, 20, 3).
 * 80% of students will attain an 80% or better.
 * We will look at data concerning the gender gap of our results

Make the results into a competition between boys and girls. Liz will make a thermometer to post in the hallway. || Has an IEP in writing and OT He was supposed to go to Stacey's room. He has not had any writing help as of today! He is not being serviced and we need to come with a strategy to make sure that he is part of a writing group where his IEP goals can be met. How can we service these students with Writer's Workshop? Could they be pulled for a writing focus group by Deb? Could Darren come into Stacey's room at 1:15 everyday for Writer's Workshop and join Carrie's smallgroup for writing? Currently she sees 5 kids. Perhaps we could push Darren and Logan into Carrie's writing group?
 * **7** || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'"> Students Care and Concern || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'"> Cindy || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'"> Discussion || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'"> Darren Cordova:

Eric Dyrland: Came to us from DPS ans was assessed for an IEP in English and Spanish. It is apparent that he has a learning disability. Suzy stated that if he was tested in a different district then that is that. We have his entire battery of tests and the SPED team is looking at those. He is in the 2nd percentile in Math and 1st percentile in reading according to the MAP assessment. || Nothing has happened as far as servicing Dane goes. He does work with parapro in the classroom. Our ELL teacher pulls Dane for vocabulary scaffolding while working with ELL students during Literacy.
 * **<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'">2 ** || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'"> || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'"> ||  || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'"> **Dane Bannick:**

**One reason that Carrie cannot service the students is because of her being pulled to perform playground/cafeteria duty.**


 * What are the next steps in order to have him tested? **

Has been pulled into Carrie's language! group and the ADHD inventory has been sent home. Deb S. is testing him for non-verbal ability and we are loooking at testing him for a learning disability. We also have all of his history from Runyon so we can see the history of everything that has been tried. || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'"> **<span style="FONT-FAMILY: 'Arial','sans-serif'">TEAM NORMS ON BACK ** <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-FAMILY: 'Arial','sans-serif'">
 * Kieffer Wilkins:**
 * **<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'">5 min. ** || **<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'">Next Agenda ** || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'"> || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'"> || **<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'">Input for next meeting agenda: Team will meet on Thursday during CAFE to complete the Dufour Wheel. ** ||
 * **<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'">5 min. ** || **<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'">Meeting Evaluation ** || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'"> || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'"> || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'"> Went very well. Using the timer helped! ||
 * <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'">SMART Goal (s) ****__<span style="FONT-SIZE: 9pt; FONT-FAMILY: 'Arial','sans-serif'">S __****<span style="FONT-SIZE: 9pt; FONT-FAMILY: 'Arial','sans-serif'">trategic & specific, __M__easurable, __A__ttainable, __R__esults-oriented, __T__ime-bound: **
 * <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'">S_M_A_R_ T _ **
 * <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'">Best Practices Identified: **
 * <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'">Questions/Concerns from Team to Principal or IC: **
 * <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'">Principal/IC Comments: **
 * <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Arial','sans-serif'">Principal/IC  Date:___ **