CRS+Data+Team+Meetings

Possible Agenda for Jan. 24th and 25th
Review CAT4 categories so staff know what students were expected to know and be able to do View 2011 Grade 4 and 8 results View 2012 Grade 4 and 8 results ? What areas showed growth? What practices assisted this growth? (teacher sharing practice) ?What areas need our attention? What are you noticing? Review categories and results- ?How does this impact learning? Come with ideas to Friday PD. Information on higher level questioning.... Read the chapter on questioning from Comprehension Connections Come with thoughts shared on Thursday, past PD ideas, strategies, and readings, current or future units, lessons, and work in the LRC to access resources to assist you with this planning. Create a list of book resources, professional resources as a collaborative
 * DATA Review:**
 * F & P Reflections:**
 * K, 1 ABC DATA overview:**
 * K, 1 VOCAB DATA overview:**
 * Tell Them From Me:**
 * Thinking about the data today-share with a grade alike partner what this data tells you about your students that you didn't know in the fall, discuss what it makes you think is necessary for your students. And think about what you will plan for students in the next days, weeks, units.**
 * Possible Agenda for Friday:**

**__Jan 7th Meeting 3:30__**
-**about the text,** text structures: descriptive, **compare and contrast**, and sequential order-provide anchor charts for key words, graphic organizers as they prepare for reading
 * __-__**review last meeting choices-

-CIT meeting Jan. 17th-questions that need to be posed in order to know where staff is and what staff needs next for support (evidence, ....) This will inform the data team for Jan. 25th learning. What evidence have you gathered in your classroom to know where your students are related to reading expository texts and their understanding? What do you know now about your students that is different from fall evidence? What are you thinking for your learning to support your students? Set up for 24th and 25th to bring a unit or a possible unit and resources

-Jan. 24th -classification of verbs -give a piece of text and develop questions using Bloom's -reading time questioning chapter from Comprehension Connections

-Jan. 25th PD. -reading comprehension strategies (main idea, summarizing (determining importance), synthesizing, inferring), -Bloom's Taxonomy-higher level thinking using variety of questions -bring your unit and think of higher level thinking questions that relate to their reading comprehension and assist students with responding to text -questioning chapter Comprehension Connections -modeling questions that pop into our minds as we are reading so students begin to ask and think while they are reading Leadership (Shannon ex of Holocaust questioning and thinking aloud)
 * beyond the text**

**__Ideas for Staff Meeting Learning__**

 * share an example of taking an exisiting unit and using Blooms' higher level thinking and including more higher level questioning
 * time to share what has been read from the book and any lessons and reflection from Comprehension Connections
 * developing Anchor charts for Text Structures

Learning fair is on June 7 and joining Dundonald and Howard Coad Staff Meeting Data Team will read the article from Faces and provide feedback by Friday Oct 26 Data team members will submit information from CIT meetings on the Common Language that has been used is to be continued - time spent developing the language so we do not want to change but when we add something new we will honour the common language. CIT meeting this week will allow teams to use the time for the PLP. Individuals will identify their place in the inquiry cycle, develop an action plan and provide information about what support what they need
 * __Agenda__**
 * Data Team members share experience/lesson relating to //Comprehension Connections//
 * Break off in smaller groups to have discussion about Chapters 1 and 3
 * Questions you had and Aha Moments
 * CIT Leaders to record "Next Step" and Supports needed (hand in to Debbie)
 * __October 22__**

Action plans and PLPs handed in to Debbie by Ocotber 30th

__May 7/12__
Disussion revolving review of group data team meeting. FOuntas and Pinnell testing May 25th

Where we've been, Where we started, where we went, where we're going Where we've been: Bob Where we started: Shannon Where we went: Myranda Where we are going: Karen

Pictures of the writing continunums and F& P charts, pictures reading and writing, (digital frame) and the reading data

__**February 6**__
what does prewriting || Shannon ||  || - Possible mtg with assembly group to determine format to include book reading and school story || Everyone ||  ||
 * **Item** || **Who's Responsible** || **Completion Date** ||
 * Determine what grades 4-6 are collecting for writing samples || Lori ||  ||
 * Need to ask Greg what writing samples he is collecting for 6/7 || Shannon ||  ||
 * Need to determine specifics of CIT to determine data wall appearance as we complete the reading strategies || Bob ||  ||
 * Determine what preschool is doing in regards to writing so they are included
 * School wide plan to highlight determining importance ideas???
 * Indigo Grant || Bob and Laurie ||  ||
 * Take photos of the photos || Laurie ||  ||

__**February 1**__
__**Our School data team**__ __**Leads by:**__ __**Guides by**__ __**Connects to research by:**__ __**Collects and uses data by:**__
 * provides PD related to**
 * models**
 * GOALS:** **more communication**
 * member of CIT**
 * administer and interpret F&P**
 * informal conversations**
 * modeling**
 * GOALS: make sure that**
 * portal**
 * wiki**
 * PD is research based and current (school & central office)**
 * connecting to curriculum**
 * F&P**
 * pre and post test**
 * GOALS: improve on ways that we use the data**

__**January 9th**__
what does prewriting || Shannon ||  || __**Minutes**__ - Johns is a good starting point - use F&P in our primary grades - discussion revolving around EAs Lori and Shannon will train any EAs interested - Bob reiterated that it is not expected to use your prep time to test - use extra prep time to help for testing - when Laurie is in doing Willows (Fraser, Sawa & Fong) could use to complete assessments
 * **Item** || **Who's Responsible** || **Completion Date** ||
 * Determine what grades 4-6 are collecting for writing samples || Lori ||  ||
 * Need to ask Greg what writing samples he is collecting for 6/7 || Shannon ||  ||
 * Need to determine specifics of CIT to determine data wall appearance as we complete the reading strategies || Bob ||  ||
 * Determine what preschool is doing in regards to writing so they are included
 * School wide plan to highlight determining importance ideas??? || Everyone ||  ||
 * Indigo Grant || Bob and Laurie ||  ||
 * Take photos of the photos || Laurie ||  ||
 * __Assessment Tool__**

__**Patricia Prowse**__ - will be here on January 20th - learning walk is requested for a couple of classrooms - what is happening with our selected three

__**Indigo Grant**__ want to bring to the staff mtg and 12

**__Data Wall__**
- transisiton from reading to writing by using the writing continumnums - take photos of the different continunuums - pre and post question What is a writing continunuum - separate bulletin board one for wriiting or for reading?

- assemblies should include a book emphasizing a reading comprehension strategy - focus knightly on catching kids being able to talk about the different reading strategies - what is a writing continunum - school wide story - start as a school then pass along to each classroom and then come together as a school to finsih the story
 * __School Wide__**

December 5th
**AGENDA** Bob reported on the SCC meeting and the walk throughs in classrooms - parents were very supportive and appreciative of the work done by staff in the school
 * __Writing Samples__**
 * K-3** collecting five samples throughout the year and comments about how they are improving - there will be five pieces of writing in an accordian style at the end of the year
 * 4-6**
 * 6-8** Grade 7/8 goal for writing and reading is to move two levels on the continunums. Using a newspaper to go through the writing process.

Need to have perhaps some qualitative examples of writing samples on the wall
 * __Data Wall__**

__**Student Discussion**__ Compliments to Lori regarding format of the student discussion page Some growth with two students
 * **Item** || **Who's Responsible** || **Completion Date** ||
 * Determine what grades 4-6 are collecting for writing samples || Lori ||  ||
 * Need to ask Greg what writing samples he is collecting for 6/7 || Shannon ||  ||
 * Need to determine specifics of CIT to determine data wall appearance as we complete the reading strategies || Bob ||  ||
 * Determine what preschool is doing in regards to writing so they are included ||  ||   ||

(dots to indicate and colour code: intensive supports, EAL, grade) || Bonnie || working on it ||
 * = ====**Item**==== ||= ====**Who’s Responsible**==== ||= ====**Completion Date**==== ||
 * Tell staff that we are collecting data on writing || Bob at Nov 3rd Staff Mtg. || done ||
 * Send in F&P data to Bonnie || Lori (and any classroom teachers who have data) || done ||
 * Create pyramids (one for each collection period) by collating F&P data
 * Decide exactly what the data wall is going to look like || Data Team ||  ||
 * Create a pre and post-test question for Determining Importance || Bob, Laurie and Lezlie (Bob will collate) || Sent to staff - collate to follow ||
 * Tell staff what we are collecting data on writing - what exactly are we collecting? || Data Team ||  ||
 * Indigo Grant Application - see portal. Staff need to input info by Jan 12, 2012. || Data team plus staff :) || Data team meeting Jan 17, 2012. ||
 * Next meeting Jan 17, 2012 ||  ||   ||
 * Target students x3 - what can we do to help these students? || Bob will bring copies ||  ||

Meeting/Minute Review
(dots to indicate and colour code: intensive supports, EAL, grade) || Bonnie ||  ||
 * = ====**Item**==== ||= ====**Who’s Responsible**==== ||= ====**Completion Date**==== ||
 * Tell staff that we are collecting data on writing || Bob at Nov 3rd Staff Mtg. ||  ||
 * Send in F&P data to Bonnie || Lori (and any classroom teachers who have data) ||  ||
 * Create pyramids (one for each collection period) by collating F&P data
 * Decide exactly what the data wall is going to look like || Data Team ||  ||
 * Create a pre and post-test question for Determining Importance || Bob, Laurie and Lezlie (Bob will collate) ||  ||
 * Tell staff what we are collecting data on writing || Data Team ||  ||

Meeting
INDIGO GRANT

Meeting/Minute Review
Recap: Addressing our focus

Meeting

 * dedicated the strategic plan to two areas
 * reading comprehensions strategies
 * datawall about the F&P
 * always have to collect data about
 * writing - data was telling us this and what the staff wanted to do
 * collect writing data
 * CIT - all aligns and what the staff wanted to do
 * going to do writing continunumms within our classrooms'collect something at the beginning, something along the way and then see how are students are progressing
 * writing process in our schools is the best part of our data

Action Plan

 * tell staff that we are collecting data on writing
 * staff may be still in pre and post tests mode and onnly collect data on
 * send in F&P data to Bonnie who will collate and create pyramid (3 )
 * dots to indicate and colour code: intensive supports, EAL, grade
 * need to decide exactly what are data wall is going to look like
 * Bob and I will work on creating questions