December+PLC+-+Fourth+Grade

  **PLC Team Feedback Sheet **   **Nancy, Cindy, Barb  
 * Team: Fourth Grade   Date: 12-03-08   **
 * Facilitator: Cindy **
 * Timekeeper: Barb **
 * Recorder: Liz Andrews **
 * Team Members Present: Laura, Mary Ellen,Liz,
 * Meeting Purpose: **
 * **Est. Time ** || **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';"> Cindy || <span style="font-size: 11pt; font-family: 'Arial','sans-serif';"> looked over agenda || <span style="font-size: 11pt; font-family: 'Arial','sans-serif';"> ||
 * || **<span style="font-size: 11pt; font-family: 'Arial','sans-serif';">Share your reflections ** || <span style="font-size: 11pt; font-family: 'Arial','sans-serif';"> RR || <span style="font-size: 11pt; font-family: 'Arial','sans-serif';"> Each video showed a time when she met with a student as they wrote, planned.... Cindy usually conferences toward the end of the process with her students

It is nice when you have one child and no one else in the room when no once can interrupt you. Time becomes a restraint. The ideas are fabulous and it will be good to try them, it is hard manage the whole class and where each student is during writing. I was thinking about writing questions on the board for those students who are finished to give them a way to look at their writing.

When we do the lesson study, we need to set up what the writing block should look like, organization wise....

I love the sitting down one on one and planning what I not good with is the managing the class when I am with a small group or just one student.

After the mini lesson, I have everyone starting at the same place and that creates a management difficulty for me.

Students can take the learning from today and either start a new piece or go back to another piece to apply the new learning.

Writers' workshop is messy and it is hard to manage. We need to allow ourselves time to learn the process within the process.

Almost everybody has journal writing time but instead of giving them leads for each journal entry some students could and should be able to work on their "writing" writing at that time. This could allow teachers to target in on what each student may need.

DEAW/speed writing/ write and feed to have students write. Could journaling help students process what is going on? How can we take the journal writing and turn it into small moment writing?

Ralph Fletcher suggests to let boys go their way and they will write.

Giving them a topic and letting them take it in their own direction || <span style="font-size: 11pt; font-family: 'Arial','sans-serif';"> || RR || What do we do with kids who don't/won't write? Where do we start? How do you deal with running a real classroom vs a staged (as per Lucy video) classroom in regards to conferencing? How can we take WW and connect it to CSAP assessment? How can we get the students to own the prompt or make it theirs? What plans do you suggest we use for the planning part of our standards? What meaningful things can we have students do when they are ready for a conference and the teacher is not? How can we better utilize journal writing time in WW? || <span style="font-size: 11pt; font-family: 'Arial','sans-serif';"> || RR || <span style="font-size: 11pt; font-family: 'Arial','sans-serif';"> Where do you start? Launching the Writers' Workshop is a good place. How can we document the Units of Study into our road map so we capture the essence of it all year long? Can we use the roadmaps as a living document to add our new learning along the way? Liz will start a lesson study in January. || <span style="font-size: 11pt; font-family: 'Arial','sans-serif';"> || Liz to collect samples of student work to set up a file of exemplars or non-exemplars. How to align rubrics and make them informative not summative. || <span style="font-size: 11pt; font-family: 'Arial','sans-serif';"> Liz will talk to Sandi Mascio on the process that 1st grade took. ||
 * || **<span style="font-size: 11pt; font-family: 'Arial','sans-serif';">What questions do you have for Mark Overmeyer? ** || <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';">How does your team plan on implementing __Units of Study__? ** || <span style="font-size: 11pt; font-family: 'Arial','sans-serif';">
 * || **<span style="font-size: 11pt; font-family: 'Arial','sans-serif';">What do you need from Mary Ellen/Liz? ** || <span style="font-size: 11pt; font-family: 'Arial','sans-serif';"> RR || <span style="font-size: 11pt; font-family: 'Arial','sans-serif';"> Lesson Study from Liz
 * <span style="font-size: 11pt; font-family: 'Arial','sans-serif';"> || <span style="font-size: 11pt; font-family: 'Arial','sans-serif';"> What support can we get for students who are significantly below grade level in reading, in the content area? || <span style="font-size: 11pt; font-family: 'Arial','sans-serif';"> Barb/RR || <span style="font-size: 11pt; font-family: 'Arial','sans-serif';"> Deb M. can work with non-readers during content on Mondays and Fridays. Are there other students who need this type of support? Linnea helps support during content in Stacey's room. We need to look at Linnea's schedule to see if this is possible. The students would need to be in the same rotation in content. || <span style="font-size: 11pt; font-family: 'Arial','sans-serif';"> Liz will talk to Linnea about this. Barb will talk to Deb. ||
 * <span style="font-size: 11pt; font-family: 'Arial','sans-serif';"> || <span style="font-size: 11pt; font-family: 'Arial','sans-serif';"> DRA2 || <span style="font-size: 11pt; font-family: 'Arial','sans-serif';"> RR || <span style="font-size: 11pt; font-family: 'Arial','sans-serif';"> Can we extend the time for DRA2 testing? || <span style="font-size: 11pt; font-family: 'Arial','sans-serif';"> Liz will e-mail Mollie McDonald and ask for more time on the DRA2 mid-year assessment. ||
 * <span style="font-size: 11pt; font-family: 'Arial','sans-serif';"> || <span style="font-size: 11pt; font-family: 'Arial','sans-serif';"> Gender Gap || <span style="font-size: 11pt; font-family: 'Arial','sans-serif';"> RR || Misreading Masculitnity: Boys, Literacy and popular culture - Tom Newkirk 2002

Boy Writers - Reclaiming Their Voices - Ralph Fletcher. || <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-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';">
 * **<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 ** ||
 * **<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';"> It was one of our best meetings it was bery productive and targeted. || <span style="font-size: 11pt; font-family: 'Arial','sans-serif';"> ||
 * <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:___ **