Leadership+Minutes+October+31,+2007

__**Leadership Meeting Minutes, October 31, 2007**__
 * Handouts of Chart D1-K2 Assessment/Curriculum Tree and Teaching for Understanding were given to teachers and Leadership Team.
 * Reviewed PMA results. Overall 5th and 3rd came out considerably lower then 4th.
 * SRI results were printed out and distributed.
 * There continues to be discrepancies and confusion with the PMPs. It was brought up the teachers need to understand that ESOL can not be retained due to language in the first 2 years – it is the law. If there are other issues, i.e.: learning issues, absences then it will be looked at individually. Good documentation needs to be kept in these cases.
 * Dr. Schmook has started having lunch with students to discuss data and other issues. She has started with 5th grade and will be working her way through the grade levels. She is having them find data on the graphs and discussing the importance of the check point assessments that are being done. This will help students take ownership of their testing.
 * PMPs – if a child is on benchmark the teacher must take them off the PMP. They can be put on at anytime if it is needed.
 * Intervention is support for the students that are below level and are not doing well. If the students can do the work then they need to remain with the teacher. SLD and ESOL teachers are working with the students that are struggling.
 * Tutorial was discussed. It was mentioned that it is getting better with every week.
 * Talk about training the teachers on DAR and ERDA. This needs to be set up. Leadership team can help the classroom teachers but it will be to their benefit to be trained and understand the different assessments that are being used with their students.
 * Discussion was brought up about an article on ESOL students. The research shows that to help with fluency and comprehension students need to read question/paragraph up to 5 times to grasp it. The third time they read something they begin to comprehend it better. Dr. Schmook recommended that we share this strategy with the teachers. We need to train all students to do this religiously and it will help. [[file:esol strategies.doc]]
 * Leadership team needs to recommend to teachers to read with animation, not to leave students trying to read when they can’t. Teacher reads with them or let them read it after hearing a few times. Help students feel bucketful. It was brought up that Leadership Team needs to pass on knowledge gained in meetings to the teachers.
 * Students will be practicing in bubbling for FCAT. So that when the time comes they will know how to do it correctly. Also, they need to be practicing longer passages so that they will be familiar with them when it comes time to take FCAT.
 * SLD gave report on 3rd grade – 10 had learning gains in ORF reading. Dropped in SRI scores. 4th grade 5 out of 8 made learning gains.
 * Discussion on writing prompt: Use old prompts and have students discussed whether it is a narrative or an expository.
 * Discussion on where to give the FCAT to SLD students. It was also brought up on whom to separate for FCAT: keep ADHD students apart, pair up problem students with a teacher, separate any behavior problems even in regular Ed.
 * Mr. DeLeon had a question about a student, Lisa Y. who is very high in math and needs lots on enrichment. Suggestions: skill packets with critical thinking problems look at success maker; look into Math Super Star Program, catalog of free or reduced price. One in Dr. Schmook’s room and one in the reading room.