LMM+November+28,+2007

--Our purpose of meeting as a team is to improve **student achievement** and **teacher instruction**. How can we influence the active teaching? It is not about the data. It is about the data to drive instruction. To meet AYP (Adequate Yearly Progress). Think about that and reflect on how that impacts you. What is the reason? What turns you on about our school meeting AYP? Michigan State University looked at CMP 2 (Math). Look into this and see what it is about. First thing to look for is how much time teacher talks and how much time students talk. That should be a pretty good indication on how much math they are truly learning.
 * __Leadership Meeting with Mark Rolewski on 11/28/07__**
 * What is your purpose for meeting as a team?**
 * What is our goal?**
 * What lights your fire about meeting AYP?**
 * Answers:** We haven’t met AYP in a long time. Our passion is for these students not to fall through the cracks. We want __no child__ to be left behind. We know all of our students and we working together are going to ensure that the students make learning gains each year. The equity in education is apparent and this means that we can focus on all students to help them achieve goals set before them. The data is the vehicle for us to see what we need to do to help these children. The staff is eager to help and is on board with our initiatives and ideas.
 * Mark:** Leaders need to find their own story. What is your passion for being in education? We have to know what “No Child Left Behind” truly means. It is about social equity. We all know that there are some good and bad things behind NCLB. As leaders we need to motivate people.
 * Discussion:** AYP – Reading, Writing, Math. We need to make 90% in writing. If you don’t make AYP in __writing__ you CAN NOT use Safe Harbor or Growth Model. For AYP writing every kid is worth about a percentage. As it stands now we have only 8 kids that can score below 3.0. What is our plan from now until the writing test? We have our students targeted via data. Mary Fareed and Larry Kornweiss are working with the SLD students that fall in this category. We will be starting booster groups with the targeted students as well. We will have prescriptive type lesson for these students. Quality is defined by the state as 3.0. Teachers need to know the difference between good writing and poor writing. What does the instruction look like for writing? These teachers need to carve out more time to teach writing. Let’s reallocate our resources and prioritize what needs to happen to reach our goal. It is crunch time!
 * Mark:** How many of our 3rd graders currently score at 3.0? What subgroups are we concerned with meeting AYP? Regardless of your position here sitting at the table, what can you do to help reach that goal for our 4th graders? Be conscience of your lead role and how you can communicate accomplishing our school’s goal to those you assist. How do we influence the whole? ELL is working with 4th grade ELL students. SLD is working with ESE students in the classroom.
 * Math--**Why the sudden drop with our 5th grade scores? When driving instruction, what type of questions do teachers typically ask when teaching? (lower level). Students need to understand the concepts of math. The complexity of questions increases as levels increase. We need to increase our level of complexity when asking these questions. Check the alignment of what we are showing students and what they are testing on. What is the difference between low level, moderate level, and high level? Planning must be done and preparation made (high level complexity) prior to teaching and assessing students. Move from “random acts of teaching” to more focused instruction. What does our trajectory look like in reaching 62%?
 * __4th Grade Meeting w/ Mark:__**
 * 1) What we teach.
 * 2) How we teach.
 * 3) How much time we spend on it.


 * Mark:** Make decisions based on DATA. It begins with expectations. Math: Problem solving, concepts, and skills. Priority should be set in that order. Structure your classrooms around talking about math. Notice how much teacher is talking and students are talking. The less teacher talks, the better. We need to move away from “drill and kill”. Cooperative grouping within the classroom would be beneficial. Teams need to learn together ways to reach our students. What are our best options to remedy the problem? Can we do this collectively? Most teams say, “We are doing everything we can.” Together, let’s start trying things differently. Where do you go from here?

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