Grade+1+Collaboration

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September 13, 2012
Present- Lindsey, Morgan, Marilou, Maggi, Wendy, Darcy, Scott

Purpose of our Collaborative Meeting Together
The 4 P's of Collaboration We want our collaborative time and conversation to encompass the following P’s:
 * __Purpose__ – a focus in student learning that is results -oriented and data driven
 * __Practice__ - discussing and sharing instructional best practices
 * __Participation__ - each member of the team engaged in accountable talk, sharing ideas, present and prepared for meetings
 * __Product__ - making student work the focus of our collaborative efforts

APPR- Student Learning Outcomes (SLO’s)
Everyone has set up their eDoctrinia account SLO for both ELA and math. Class list have been establish with student given a score (2-4) to rate their progress toward the learning objective. We will look at the rational, learning standards, baseline, etc a future meeting to make sure SLO is complete and ready for approval.
 * //Note: We will be using the Words Their Way- Spelling inventory as the assessment to measure student growth in ELA. Classroom will give the eVisions Math pre- test for math//

Schedule/ESL
Meghan will be taking a large group of students with ELL at 10:25 am daily. Her focus will be interactive read aloud, interactive writing and writing workshop. The first grade team needs to articulate the writer workshop projects being done in the classroom with Meghan.

Assessment
Morgan reviewed assessment expectations- <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">It is important that teacher administer these assessment with fidelity and follow the prompts carefully <span style="font-family: Arial,Helvetica,sans-serif;">. See the District Literacy binder and CAS assessment guide for specific details, target scores, and dates. Data needs to be entered into NorthStar by October 5th. Teachers should make sure they can log on to this website. Thankfully, many ELP probes have been complete during the Reading Recovery screening process. F&P procedures were reviewed. Teachers will need to have students complete and score the writing about reading prompt this year.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Complete September Baseline writing prompt- evaluate using this CCSS rubric for narrative-[[file:2011 CC WRITING RUBRIC 1st Gr. Narrative.pdf]]
 * <span style="font-family: Arial,Helvetica,sans-serif;">CCSS expects narrative writing, augument/opinion/persuasive writing and information writing- we look at implication for first grade writer's workshop at future meetings

<span style="font-family: Arial,Helvetica,sans-serif;">Words Their Way/ Word Study
It appears the team has all the WTW companion guides. The team began the process of analyzing at spelling inventory and grouping students by spelling level. It is important to circle features that student can do so it is easier to count up scores in each range. Will complete group process on Monday

Interactive Read Aloud
Scott passed out list of read aloud completed with student in first grade last year. Teachers need to insure they are using the highest quality read alouds with students. List should be review for quality and effectiveness in the instruction process. There are certainly lot of new titles that should be tried. Consider using this read aloud plan to align questions to critical lenses-

__<span style="font-family: Arial,Helvetica,sans-serif;">Team Collaboration Meeting- 9/17 __

 * Math**- met with Frank regarding eVisions Math


 * Word Study/Words Their Way**
 * Analyzed results and grouped students
 * Morgan provided guidance on were to start in companion guide. Team has a complete set of guides they can share.
 * Maggi expressed concern that she needs her own set of guides for planning (done at home). Once we get an accurate count of what guides are needed other resources will be ordered. Team should submit word sorts as needed for coping


 * Team Inquiry**- Scott suggests the following- //How we can more effectively use the Interactive Read Aloud to increase accountable talk and our student's ability to think more critically about text?//
 * Bring a completed lesson plan and read loud text to our next meeting to share.

__October 4, 2012__
Present- Marilou, Maggi, Darcy, Wendy

Unit of Study- September and October Examined books to serve as mentor text during mini-lessons to support the teaching points. Added more specific lesson details to units. Established potential anchor charts, booklists, shared reading, and word study (WTW). Two completed units of study



__October 5, 2012__
<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Present- Morgan, Marilou, Maggi, Wendy, Darcy, Scott Team Inquiry/Share- Interactive Read Aloud (table due to emergency drill)


 * Shared Reading**-Team will touch base with Morgan as part of the shared reading coaching cycle.

(T- Chart) What Shared Reading Was before beginning of SR cycle
 * exposure to CAP
 * HFW- new word each day
 * fluency and decoding
 * introduction for guided reading
 * same passage, big book, etc. the whole week
 * big books, poetry (1 each week)
 * extension into centers
 * whole group activity
 * intro (read text)- teaching points, retells- across the week- very packed
 * did more picture walks, prediction
 * less explicit but there was a teaching pt each day

What I Know Shared Reading is now...
 * language experience- strong language base
 * the meaning of the entire text given up front
 * explicit and identify with the reader in context
 * like guided reading- visual, meaning, structure (contextualized)
 * Read and discuss Brenda Parks- //Read It Again- Revisiting Shared Reading (Chapter 3)//

Joann and Cindy share example of interactive writing created from illustration from a big book read during shared reading. Cindy explained student share the pen writing HFW, beginning sounds in words, inventive spelling, etc. Pages from interactive writing are put into a class book that can be read by students. Mary shared small book that are created at the end by students.
 * Team Inquiry**- Shared Reading/Interactive Writing-

Beginning overview of evaluation process- see attached slides below. Each teacher was given the pre-conference and reflection form-
 * APPR Process- Design Questions-** Please look over this information. Scott will discuss this in more detail at the pre-conference

The pre-conference form with discussion questions assists in the evaluation Domain 2 and in support of Classroom Instruction observed in Domain 1. Teachers should come to the pre-conference ready to discuss these questions. You can make notes on the form. There is no need to write a narrative. The lesson plan and any rubics or assessments can be attached as further evident of planning and preparation. Reflection form helps to evaluate Domain 3. Domain 4 evaluated through our collaborative work together.

Under each design question to be evaluated during observation there are strategies and behaviors that support these questions. Rubrics for each strategy/behavior that can be observed are on a scale Not Using (but should have been observed)=0, Beginning= 1, Developing- 2, Applying=3, Innovative =3. At this point a rating of //developing// should not be seen as deficient. A rating of //applying// includes monitoring of at least 50% of students during the lesson; a rating of //innovating// considers monitoring, adapting, creating, and differentiating for all the students. A rating of //innovating// may be rare at first but certainly a goal for the future. See the rubrics here-

__October 15, 2012__
<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Present- Morgan, Marilou, Maggi, Wendy, Darcy, Scott __Touch base w/Morgan- Coaching Cycle: Shared Reading__ Read and discuss: Brenda Parks- //Read It Again- Revisiting Shared Reading (Chapter 3)// What I Know Shared Reading is now... (continue from last weeks discussion)
 * language experience- strong language base
 * the meaning of the entire text given up front
 * explicit and identify with the reader in context
 * like guided reading- visual, meaning, structure (contextualized)
 * explicit teaching connects to the other parts of balanced literacy

Taking a closer look at the NYS- CCSS- Reading Standards: Foundational Skills & Language Standard Any noticing?
 * Applied across the day above and beyond shared reading. Reading foundation supported through word study (WTW)
 * Language standards- 1h. Use of determiners (the vs. a); 2- Convention- more traditional; 4b. affixes
 * Standard 5- "guidance and support"- especially through language/ conversation.

__Reflection of the work so far...__ As a result of current work in shared reading we are more conscious of..
 * Lots of think aloud
 * More participation- thumbs up/ down
 * Students explaining why

Questions: How do we select the text for shared reading?

__**Monday, October 15, 2012- Small Team Meeting (K-1)**__
Present- Lindsey, Meghan, Cindy, Joann, Mary, Darcy, Scott, Marilou, Wendy

Teachers went in and complete their projected ratings for each student in their class for ELA and Math. Student that leave should be deleted. Student that were in attendance on or before BEDS day will be included in the SLO.
 * SLO's**

Teachers were asked to change "other" to either ELA of Math for easier identification. First grade teachers are also able to add the math pre-test to their baseline data.

Scott discussed rubrics and sample overall APPR evaluation breakdown provided from Tony Day. Note- A rating of developing should not be considered ineffective. All teachers should be able to sign into iObservation
 * Reviewed APPR Procedures/ Lesson Observation Practice**

__November 19, 2012__
Present- Marilou, Maggi, Wendy Worked on December Unit of Study-

__November 20, 2012__
Present- Frank, Marilou, Maggi, Wendy, Scott

__AGENDA__
 * eVisions Math-** How is it going?
 * Looking at the program there are 120 lesson plus 16 assessment day and 16 reteaching days plus 16 intro days (168)- way over with 16 game days (184)
 * Language of the problem is challenging, more word problems; we need to promote lots of talk
 * Hand on manipulative working- Where we need to be.
 * Students need to be able express their understanding not just answer or solve the problem. Both orally and in writing.
 * Taking 50+ minutes for the lessons. The logistics are getting better as implemented


 * Learning Carpets**- How is going? Valuable? Extension to ELA?
 * Not being regularly used at this time.
 * Can it be used as a tool within the unit depending on the content? Problem- trying to get to know one program- It's hard to integrate this tool at this time.
 * Look ahead at the next unit. Try to utilize the learning carpet in place of one of the pieces of the eVisions lesson or use it during problem solving. Frank will assist with this.


 * Overview- CCSS**
 * Please review the CCSS standards and math practices. Marilou pointed out how they are clearly delineated in the enVisions teachers guide.

Our student need to gain control over the language of math. Some ideas to do this were shared:
 * Vocabulary and Language of Math**
 * Through model and visual
 * Vocabulary Card- Word Wall [|Math Vocabulary Cards]
 * Creating an anchor chart for the unit
 * Write about math- use language in their description
 * Use of the video to build back ground knowledge

Frank will give the team a problem to have students solve. They should first attempt it independently. The team can then get a baseline on how students are attempting to solve the problem. Work should be share. Afterwards, the communal problem solving method can then be used.
 * Problem Solving**

__December 21, 2012__
Present- Marilou, Maggi, Wendy, Scott, Morgan

__Open Comments__- January focus for coaching discussed. Maggi asked if the article distributed has to be read or were for reference. She was concern about the timing of passing out of materials. Scott's response- Article support the upcoming coaches cycle which will focus on lines of inquiry and questioning during interactive read aloud. They should be review to support work. While materials were handed out the day before the holiday this is merely in preparation for next month. No pressure to read or prepare over the break. Get rest and enjoy your break.

__Effort-Based Intelligence in Practice__ Reviewed Practices- Feedback on student work is frequent, specific, respectful and instructional There are flexible grouping practices There are provisions for re-teaching and extra help Evidence of student learning is visible and connect to clear expectations Student self-evaluation and goal-setting exist Grading practices and re-takes demonstrate this There is differentiation while maintaining standards Staff teaches students how to work smart (Habits of Mind)- So far this year as a building we have introduced the following habits in AM program and thought the morning TV program. Teacher should make an effort to notice and name these habits during instruction to encourage use and a deeper understanding. __Habit of Mind__ There is a common understanding of high curriculum expectations There are common assessments of proficiency that embody high standards High levels of accountable talk
 * Persisting
 * Managing impulsivity
 * Thinking flexibly
 * Thinking and communicating with clarity and precision
 * Thinking interdependently

__Planning/ Preparation and Evidence of Learning__ When developing units of student in any contact area Evidence- Reading
 * Understand the performance indicator/standard
 * Be able to share it with students in a language they understand.
 * Consider/Define what evidence you could observe or collect to evaluate the learning.
 * Design your mini-lesson in service of teaching to the standard or indicator- create your anchor charts (consider the evidence you are looking for)
 * Look for resource to teach (good mentor text, practice material, book for independent reading)
 * Team has a good head start given their past unit of study work in reading.
 * Started to look at the first two indicator of January unit of study- Some evidence of learning cited. This would be collected by conferring with students or during a running records.
 * Team as evidence of learning class roster to be completed on each student during the January unit of study
 * DREAM Team will be conducting a learning walk of classrooms after school on January 9th- looking for visible evidence of successful learning (anchor charts, classroom structure, student work, etc.)

Hi everyone! Since we've been back from break, I have been working on persuasive writing with our 1st grade ESL students (AM and PM friends). I was nervous at first because it is the type of writing that always gave me trouble as a writer. However, I thought about where I wanted to get my students at the end of this writing unit and I came up with some ideas that I thought might be useful for your classes, too!
 * January 9, 2013 **
 * ESL 1st Grade Persuasive Writing **

The check boxes on this sheet is for when they write their paragraphs. They can check the box when they have written about that certain area.

Here are some small posters describing persuasive writing in kid language.

I gave the students the topic because it was hard for them to form their own arguments, for now. We used "Why you should visit Heritage Heights." I have to tell you - they are really taking off with this. They drew pictures/wrote sentences for each idea on their graphic organizer. Now, we are putting our ideas into sentences. As I make more materials, I'll post them here. I can't wait to see our results. It's very guided, but they are really getting the hang of it. I'll share our finished product if you are interested!

Meghan

January Reading Unit of Study-

__January 7, 2013__
Present- Marilou, Maggi, Wendy

Monthly Team Meeting Looked over and planned February reading unit of study-

__January 30, 2013__
Present- Marilou, Maggi, Alyssa Serba (student teacher), Wendy, Frank, Scott, Darcy

__Math Update__ Celebrations- CCSS review going much better- quick review; student using different method to solve problem and are able to explain themselves orally better; kid like the 10 frame use of manipulatives; work mat forces use of manipulatives. Improvement over last year- able to talk more about math. Unit seem to be building and supporting. Much more theory and foundation with skill work (EDM more skill heavy). Students motivated by materials, technology. There is a clear routine.

Number Talks- still new, Frank being a good model (modeling stage). Simplify problems would be helpful. Students need the language practice- thinking, speaking and listening. Frank will give teachers more number talk samples. Goal- at least once per week (time it out).

Learning Carpet- No using at this time. Time seem to be the biggest barrier. Frank does use the learning carpet in the classroom. Carpet does help student's visualize the patterns; they are then exposed to the number grid through the carpet. Engaging and motivating but there is some down time (watching and waiting). As you teach lesson could you put "post-it" in the TG where the learning carpet could be utilized instead.

Standards for Mathematical Practice (From the NYS CCSS document) The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report //Adding It Up//: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

__Evidence of Learning- January__ Indicator # 2- Readers self-monitor in order to understand what they read; # 4- Readers retell stories, including key details, and demonstrate understanding of their central message or lesson. Team be giving a task asking kids to write about the central message of the text; F&P will be used for the other parts of the indicators. Teacher asked to pick one student that is performing above standard (level 4), another one at standard (level 3), and a third slightly below standard (level 2). Their work would be reflective of the level of performance toward the indicator listed below for your grade level. I would like this work submitted to Scott for review by Wednesday, February 6th. We will review this work at our next team meeting on February 28th.

__CAS- Tier 1 Intervention Groups and North Star__ Each teacher will select on group of students and establish a guided reading plus group for Tier 1 intervention. This can be an existing group and you do not have to do both guided reading and guided reading plus with the same group of kids. Within this group you will select one student to take comprehensive progress notes on. Scott showed the team how to put notes into North Star. Teachers should give name of students in the guided reading plus group to Scott will have either Lindsey and Margaret set them up in North Star (this will be done over the next week after the new RR and LLI groups are formed).

February 28, 2013
Present- Marilou, Maggi, Alyssa Serba (student teacher), Wendy, Scott, Darcy

F&P Assessment- Do you need to do an F&P every time you want to move a student to the next level?- No, try to do one every- other level. When not using an F&P complete a running record on student using "cold text" and ask questions to measure comprehension- within, about, and beyond the text (see Morgan's prompts). Running record information can be added to North Star to progress monitor students in Tier 1 groups

North Star Logistic- CAS- Tier 1 Intervention Groups have been established and data is being entered. Reviewed some procedure to enter notes/
 * NorthStar Tutorial- Summary from Lindsey- Entering notes and progress monitoring information (i.e. running record data)- [[file:Northstar Tutorial.pdf]]
 * March 4, 2013**

Present- Maggi, Wendy, Marilou and Darcy Looked over and created March Unit of Study click attachment-

March 21, 2013
Present- Marilou, Maggi, Wendy, Morgan and Scott

General feedback around the big areas of literacy-
 * independent reading workshop- mini-lesson, current Unit of Study (evidence of learning),
 * guided reading,
 * shared reading and
 * interactive read aloud.

Team members share one interactive read aloud you used this month

**April 1, 2013**

 * Present:** Maggi, Wendy, Darcy

Worked on unit of study for April- Click attachment-

April 9, 2013
Present: Maggi, Wendy, Marilou, Morgan, Scott, Darcy,

__Reviewed benchmark assessments and goals for ELP.__
 * Students that are at the April standard will not need to be updated at this time but should be done before the end of the year.
 * All assessments need to be completed and put into NorthStar by June 14th. If you want the office to record data, submit this data by June 10th.
 * Spelling inventories should be completed on all students the week of June 3rd. They are then to be given to Amanda Johnson to score. Teachers can administer but not score the inventory because it is part of their SLO. See CAS for details.

__How to best define if a student reading at an independent level.__ Answer these questions:
 * 1) Have they read broadly across that level?
 * 2) Can can they read fiction and non-fiction as well with accuracy, fluency, and strong comprehension?
 * 3) Is their writing coming along (matched or close to their reading level)?

What might cause the changes we see in a student’s reading data over 10-week period between grade levels? •Possible lack of reliability in the administration and scoring the assessments. •Summer regression (10 weeks w/o instruction and limited or no independent reading at home) •Students not secure in the reading behaviors at a given level (fragile) in June. Not really independent at a given level.

__Fountas & Pinnell Benchmark Assessment__ Stop assessment if student can read instructionally at Level L Teachers should do the writing about reading portion with all students by the end of the year.

Closer look at the F&P
 * Observe a student being assessed
 * Examine their oral reading of text (running record)
 * Decide on a fluency score
 * Decide how we would score their comprehension conversation. Analyze the conversation.
 * Discuss any considerations for testing and scoring (scoring key, key understanding, prompts, etc. )
 * Examine and score their writing about reading

Discussed any takeaways from today’s experience.
 * Students can use the book to assist them in their response however, teachers cannot encourage use of the text. Students should feel this book talk is similar to any discuss (i.e. during guided reading) and be in the habit as need to support their ideas with evidence from the text.
 * Use of the prompts standardizes the assessment. The goal if for students to talk about the text in a more naturally way. It is not about a retell.

**May 7, 2013**
Present- Maggi, Marilou, Wendy & Darcy Worked on May's unit of study Click for attachment-

**May 31, 2013**
Present- Maggi, Marilou, Sal, Scott, Morgan,Wendy & Darcy

Class Placement Meeting

Open Discussion End of year assessment- If a student is at instructional I they are at the benchmark and considering other behavior reader's do they would get a 3 on their progress report.

Math will be coming- Frank will bubble in student answers Spelling Inventory- Week of June 3. Give to Amanda to score and enter into NorthStar Writing- Task: Favorite memory from first grade (special moment). Give by June 14th. Scott will get writing folder memo information to teams. Score with CC rubric.