Grade Level Meeting: Recap 3/19/15

Second Grade

Thank you!!!!

Thank you so much for your flexibility, effort and commitment for the implementation of the Skill Based Centers! It has been a great success!

In only 6 weeks, 76 out of 113 students grew at least 1 level!!! That's 67% of our scholars!!!

Before the SBC there were 3 students at a 5th grade level, and now there are 13! Way to go, third grade!!!

Skill Based Centers

What worked:
  • Students know what fluency means, they articulate where they are now and where they need to be.
  • Students hold themselves accountable with trackers
  • Teachers going to groups to walk them through the strategy or redirect
  • SGI with students, and reflect if teacher has to teach it or if another student can articulate it in their own words.
  • Tailored activities. ITBS at the end of school year will test fluency.
  • Skill Based Centers are being used from 3 times per week to everyday.

Next steps & improvements:

Close gap earlier by:

  • Begin next school year with addition during the first weeks of schools
  • Mrs. Iwasko will share videos through Torsh on the Exemplars section, to show the explanation of strategies by other students.

Next steps for the following 6 weeks:

Use flashcards or cut the screener for students to quiz each other every other Friday. This will be a progress monitoring for students to move between levels faster.

  • First progress monitoring Friday: April 3rd
  • Second progress monitoring Friday: April 17
  • Third Friday (May 1st) administer screener in small groups.

In the links below you can find the Manual for the Skill Based Centers, as well as the activities related to the Addition and Subtraction SBC:

Spring Semester Heat Maps

You received the Spring Semester Heat Map that we will be using to analyze to notice trends, strengths, and areas of growth. This will lead to continue planning aligned units and lessons that include thoughtful and differentiated strategies, to ensure that all students reach their academic goals. Your participation to share/discuss instructional practices is the key to guarantee that we are working as a team.

As you get the data from the 5th 6 weeks, please make sure to input your data under your tab. I will input the one for ALL, but it will be tremendous help that you fill in the info once you get the results from All in Learning. This will ensure that I dedicate more time for planning with you face-to-face. I also shared the Spring Heat Map through Google Docs with you, here is the link:

We analyzed the Fall Semester Heat Map, identifying the following TEKS as the ones being re-tested in the Spring ACP:

Low Concern:

2.2B (R): Use standard, word, and expanded forms to represent numbers up to 1,200.

Continue spiraling in the TEKS through stations, SGI, calendar (number of the day, double it, and represent).

Low concern overall, focal point for Mrs. Hawkins

2.2D (R): Use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (<,>, or =)

Mrs. Winans suggested to Mrs. Hawkins to do a whole new lesson since the percentage was 62.7% She suggested the use of the symbols as letters (< is similar to an L, which is less than).

I shared through Google Docs the pictures of anchor charts that I have collected through the years. There is a folder especially for place value.

Focal point for all:

2.4D (R): Generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000.

Overall this will be our focal point, since it has been consistently low across the grade level. We discussed that the students struggle a lot to create their own word problems because of language barrier, plus being a critical thinking skill.

One suggestion was the use of focusing on one operation per week, for example one week do addition and another week subtraction. As well, use stems for students to fill in the words that belong to addition the first few days. After that, the students can complete the sentences to make sense.

For example:

The teacher gave _____________ (number) flashcards to the students on Monday. The next day she ____________________________ (gave, took away, combined) 43 flashcards. How many flashcards _____________________? (are in total, are left)

We also talked about the stems that belong to specific comparatives. Below you will find a picture of the anchor chart I had in my classroom for the students to use the prompts. You may choose to separate the prompts by operation or mark it with a different color.

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