Morris'Next Steps Update!

Targeting Expressway!!! We're still on the MOVE!

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Data Meeting Reflections

On Wednesday, September 2, 2015, Morris had a plan in action to target students and instructional best practices in the classroom. There were some interesting disclosures and dialogues with each grade-level. Some were common, and some were not. The Leadership Team targeted using prerequisite data, defining what an effective RTI Small group lesson plans, using the curriculum guide (Reading and Mathematics), using standardized assessment in gradebook to drive intervention with specialists, and beginning desegregated DIBELS Next data to group students. There were two guests: Mr. Daryl Washington from Title I Office and the Chief Academic Officer Dr. Christopher Blair.

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5th Grade Minutes from Data Meeting...

    • Mr. Daryl Washington, Educational Specialist - Title I in attendance. Team introduced themselves.
    • Prerequisite data from ACT Aspire discussion led by Mr. Ford.
    • Lesson plan results were discussed. Curriculum guide was discussed to use as a planning tool for instructional purposes. Mr. Williams discussed how he currently focuses on small group instruction. He shared the value in using the curriculum guide to refine the foundational skills. Mrs. Stewart also shared her differentiation practices.
    • Ms. Stewart needs Science and Social Studies curriculum guides. Mr. Stage needs Math and ELA curriculum guides.
    • Gradebook audit was discussed for grade level. No grades were posted. No students were identifiable for interventions. Grades will be entered once students are moved. Mrs. Gatson advised that they do have graded items, but they have not put them in the system yet due to giving the students an opportunity to demonstrate what they know without penalty.
    • Compass Learning was discussed as a classroom intervention utilizing the Learning Path created by the Global Scholar results.
    • USA Tests Prep was discussed as another source for major assessments in addition to Global Scholar and projects.

Attendees-Gatson, E. Williams, Stewart, Stage, Carter, Ford and Mr. Daryl Washington

4th Grade Minutes from Data Meeting...

    • Print the ELA Curriculum Guide for Mrs. Lindsey and Mrs. James. Mr. Stage needs ELA and Math.
    • Lesson Plan RTI Small Groups - Groups are currently not very structured. Students are being pulled to reteach the skills for struggling students. (Mrs. N. Jackson approved additional time to get their groups together.)
    • Teachers discussed that they have grades, but they have not entered grades into the system but they do have recorded grades. They asked for clarification on how grades should be entered. Standards based and should clearly indicate whether it’s a test or assessment.
    • Lesson plan results were discussed. Curriculum guide was modeled to demonstrate how the standards reveal laddered skills to help with small group activities.
    • Gradebook audit was discussed for grade level. No grades were posted. No students were identifiable for interventions. Grades will be entered once students are moved.
    • CCSS Where to Focus-Math was reviewed to utilize as a guide for aligning instruction for preparation for ACT Aspire.

Attendees-J. Jackson, B. Powell, A. Lindsey, N. James, M. Stage, Carter and Ford

3rd Grade Minutes from Data Meeting...

    • Kudos to Math teachers for great differentiation strategies in their lesson plans this week.
    • Lesson Plan audit results were discussed. Curriculum guide was modeled to demonstrate how the standards reveal laddered skills to help with small group activities.
    • Grade level expressed concerns about lack of time to adequately plan together for intensive students due to multiple meetings. Mr. Moore expressed concerns about CRD and Wordly Wise taking more time to complete; therefore he ends up squeezing information in instead of teaching with fidelity. Leaders advised them to intensify their students' progress and plan for instruction with time management. If schedules are not conducive to teaching then revisit the schedule/blueprint and refrain it. Ms. McKinnon expressed a lack of full instructional time for teaching the skills. Mr. Moore needs to consult with Executive Team to work out his scheduling concerns.

Attendees-Fleming, Webster, Moore, T. Shepherd, McKinnon, J. Garrett, Carter and Ford

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2nd Grade Minutes from Data Meeting...

  • Lesson Plan RTI Small Groups - Groups are currently not very structured. Students are being pulled to reteach the skills for struggling students.
  • Lesson Plan results discussed. Curriculum guide was modeled to demonstrate how the standards reveal laddered skills to help with small group activities.
  • Gradebook audit was discussed for grade level. Please make sure that assignments are clear to indicate test or assessment.
  • Ms. Zeissler inquired about how to assess the Wordly Wise. Need to double check with N. Jackson.
  • “CCRS” is not required to when listing the standard in I-NOW due to limited input space. Be certain to list standard number and distinguish TEST for intervention purposes.
  • CCSS Where to Focus-Math was reviewed to utilize as a guide for aligning instruction and for vertical standards. Teachers were able to recognize the HEAVY HITTER (major work standards) and plan accordingly. www.achievethecore.com

Attendees-P. Williams, Zeissler, Gray, Jernigan, Graham, Garrett, Carter and Ford.

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1st Grade Minutes from Data Meeting...

  • Dr. Christopher Blair, Chief Academic Officer was in attendance. Team introduced themselves.
  • Lesson Plan RTI Small Groups - Groups are currently not very structured. Students are being pulled to reteach the skills for struggling students. Expectations for how the RTI/Differentiation section of lesson plans was discussed. Curriculum guide was modeled to demonstrate how the standards reveal laddered skills to help with small group activities.
  • Gradebook audit was discussed for grade level. Please make sure that assignments are clear to indicate test or assessment.
  • Mrs. Brown brought up concerns about students with significant deficits and how to best support their needs. She expressed the system that Ms. Carter and she utilized last year with her students who received Sp Ed supports being effective. Ms. Carter explained the process and further advised the grade level that she had discussed this option with the Literacy Coach as an alternative to a second attempt for weekly assessment failures in the area of Reading. Ms. N. Jackson was alright with the Tier 2 intervention to include a second attempt of the Reading assessments on the computer. Access and training will be provided to designate Interventionists, and this process would begin as soon as this could be accomplished. Ms. Carter further advised the grade level that they should be very cognizant that some students are already showing up with multiple failures and that small group instruction should be very specific to address these failures. Team revealed that current assessments consist of the review unit and that they have doubled up lessons for the past few weeks. However, they advised that the pacing would slow down beginning next week when they began Unit 1 of the program. Dr. Blair inquired whether the targeted standards for the quarter would be covered in the units they are teaching. Teachers concurred.
  • CCSS Where to Focus-Math was not reviewed to utilize as a guide for aligning instruction and for vertical standards because time ran out. We will follow-up at the next meeting.

Attendees-Hayes, Scott, Roberts, R. Brown, D. Powell, Wren, Spence, Carter, Ford, Easterling, and Dr. Christopher Blair

DIBELS Next Grouping (Kindergarten and 1st Grade)

· Teachers were explained how to group their students. Each teacher will write their students’ scores on post-it notes in three different categories (Intensive, Strategic, and Benchmark). Then by the next meeting, they would chart them on the board in the data room for progress monitoring.

Kindergarten Minutes from Data Meeting...

    • Lesson Plan RTI Small Groups - Groups are currently not very structured. Students are being pulled to reteach the skills and to continue modeling of desired group behaviors. Ms. Smith and Mrs. Luke expressed concerns about their students being unable to transition without requiring her hands-on support. Suggestions were provided for them to continue modeling the expected behaviors and practicing rotations and procedures for small groups until students get the transition. They were advised to add small tasks to the rotations as they begin to respond to the routine and progressively increase the expectations over the weeks.
    • Expectations for how the RTI/Differentiation section of lesson plans were discussed. Curriculum guide was modeled to demonstrate how the standards reveal laddered skills to help with small group activities.
    • CCSS Where to Focus-Math was reviewed to utilize as a guide for aligning instruction and for vertical standards.

Attendees-Johnson, Smith, Luke, Byrd, Crawford, Spence, Carter and Ford

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Additional Highlights at T.S. Morris!