First+Grade+PLC

Riverbend Elementary School First Grade Professional Learning Community

Scheduled joint IST/First Grade PLC meetings this school year: Oct. 3, Oct. 24, Nov. 21, Jan. 16, Feb. 6, Feb. 27, April 3, April 24, May 22

PLC & PLC/IST minutes: May 22, 2009 First Grade PLC/IST Meeting Present: Katasse, Weaver, Savikko, Badilla, Johnston, Wittig, Ross.

We compared beginning and end of the year PALS data (which was kind of tricky, because the benchmark scores were not only different between fall and spring, the materials they were being tested on also changed). We tried to connect the success (or limited success) with the various interventions that were provided to each student. Most of the at risk students in Savikko's room went through SIPPS. 1 to 1 or paired intensive reading seems to have had a noteworthy positive impact.

In the fall, we should have each student's photo on their folders.

Reflection: The integrated unit was developed but not used. It seemed rushed, and the timeline was off (and funky). It was tough spending half of the PLC meetings alone without the other first grade teacher present (and the other in the second grade PLC). Maybe just two people isn't enough - maybe having a K/1 PLC sometimes, especially if kindergarten is supporting first grade. IST makes more sense now (looking at the data). The backwards design unit probably isn't as critical to start with as power standards would be.

(See shared kindergarten/first grade meeting minutes on the kindergarten page for several meetings between April 10 and May 15).

April 3, 2009 First Grade PLC/IST Meeting First grade: Proposed agenda: Checking in on progress of first graders in intervention (evidence of progress?) There were about 30 kids that were below core (last time we met together). Brainstorm how we can provide all these kids the services they need to make core in the next year or two? (intervention block, after school tutorial, summer school, triple dipping, quad dipping?) As time permits: Mini-SCOT type meeting for any student who hasn't been scotted - so bring evidence of the student's current level of performance, etc.

Meeting minutes:

Becker mentioned that one of her students of concern has been making good progress. It was noted that she is getting one-on-one tutorial. Carmen mentioned that model (using kinder teachers to provide intervention for first grade) was something she has on the agenda for Monday’s staff meeting and the upcoming site council meeting (since it would be a programmatic change).

Mini-Scots: Discussed one of Davin’s students. Question: has the student had a hearing test recently, or a history of ear infections (since some sounds aren’t coming in on track).

Carmen mentioned that she still has SES money for tutoring, and the first couple students we talked about could benefit from tutoring. Picking between the two, probably the one who is starting to make progress would be the better choice. Both students liked Fast Forword.

Carmen is also looking for the kids who are almost able to make core (if they had a little more support or tutoring). Davin listed three or four names. (Karen and Carmen jotted them down). One student has missed 26 days this year (not in one big block, but a day here and there).

We looked at a few of Tisa’s students. One has a long-term medical issue that has caused absences – Tisa thinks he would respond to FF. In fact, she had a handful of other students, who are receiving 1 on 1 instruction right now, and could benefit from FF. She also has a group of three who are between 6 and 10 and currently working with Marta, and would benefit from FF.

Karen mentioned one (and Jan mentioned another) first grade student in Dukes’ room that are still of concern.

Carmen was interested in starting this right away. It was noted that a bus may need to be lined up for these students. The group brainstormed some people who might be ready (trained), willing, and able to start right away.

Tisa would like support for getting the PALs assessments done. She would like to do the assessments done herself. We brainstormed ways to provide for this. The IST will look at this during our Monday meeting and see what we can provide.

We talked about ways of providing DRA training (including webinars). We also gave a preview of the NWEA that the IST learned about in their training today.

The first grade teachers will be attending the next kindergarten PLC/IST meeting. They are opting to meet without us the following week (when they usually meet with the IST) on May 1st.

Friday, February 27, 2009Present: Weaver, Badilla, Becker, Doxey, Wittig, Savikko, Faure Looked at DRA2 data that wasn't available at our last meeting. Tisa would have liked a little bit of head's up; she has found in her experience that the JSD benchmark scores do not correlate with the DRA2 at the lower levels. She also expressed that she would have liked more training prior to administering this new assessment (during the work day). Doug mentioned that we are looking at a building level DRA2 training. Sheryl will do the DRA2 on the student who is way above grade level.

We also realized that Davin's class has an abundance of students who aren't meeting the current reading SMART goal. Davin has a good size group of students who are level 3 or below and are receiving training in SIPPS. Between these two classes, 16 students are Level 3 or under.

Tisa's intervention time (with Marta) is after the kinders go home. Tisa is taking a small group in the morning time. All of her students are getting FF, speech, Doug, Marta and/or extra time with Tisa. Tisa is concerned that having another person in the room would set some of the students off. All she needs is DRA2 training and a consistent para. Davin, on the other hand, is not hooked up with a kindergarten teacher to offer intervention. He does have a para helping with the OT needs of one of his students. Otherwise, we are looking at a lot of 3's and it's March. Either a 1 to 1 or 3 to 1 instruction would be ideal. It was suggested, and there was consensus to mix up the current group of first graders when placing students into their second grade classes.

We looked at where we could find more time for intervention, and Jean's name came up. Karen will look at having her do paired intensive reading (or something like that). 10:30-11:00 Jan is taking two groups. (Brenda and Karen seemed to be writing down who was going where). The changes will start on Monday, March 9th.

Davin is doing a family literacy night next Friday night.

Next meeting (April 3rd): Math! Maybe look at the pre-existing math SMART goal in the interim.

Friday, February 6, 2009Present: Savikko, Becker, Faure, Wittig, Johnson, Ross, Katasse

Attendance Issues and take home reading for students with chronic attendance lapses - Where are we at with this? According to Carmen, they are coming. - What about library books that are checked out in Davin's name and used as go home books. CARMEN SAID SHE WOULD TAKE RESPONSIBILITY FOR THOSE BOOKS IF THEY DON'T MAKE IT BACK - BUT ONLY THE THIN PAPER BOOKS THAT COME IN OR FROM LEVELED READING LITERACY PACKS. Tisa suggests give away "stuff" from the staff room be used as prizes in the classroom for bringing back books. - Give away books (books for breakfast) Where parents can come in and participate in literacy activities, including how to read with your child. Would we be interested in something like that? Davin is planning on having a literacy night (he has had low turn-out for the first parent nights he has offered this year). Tisa has had better turn-out for activities during the day (plays, celebrations, etc.). Jan said she and Karen could help with that. Carmen mentioned that it would be nice to have a school-wide or primary literacy night. Carmen said she would pay for food for Davin's literacy night. Feedback on our SMART goal as we had created it in December. Independently use reading strategies at levels 10, 14, 18 by 2/27, x/xx, 5/1 (repectively). Carmen suggested adding what percent of students or that students make x amount of progress in that time period. She also said that SMART goals are moving more towards individual progress.

All students are expected to make a full year's growth in reading in one year. Figure out how to document this for high performing kids, who we can't mark higher on the report card, but need to document a year's worth of growth.

October 15 (after PALS & DRA2 data is collected):After six weeks of intervention (early November) - benchmarking/progress monitoring for kids in intervention by interventionistsRight after winter break (after mid-year DRA2's): Benchmark right before spring conferences: May DRA2's:

First grade teachers will meet in PLC to come up with numbers (percentages/levels/etc.) and if they wish, share with IST for feedback.

Students who are coming into first grade with few letters or letter sounds or Benchmark Level A: They should have all their letters and letter sounds and level 6 by the end of first grade. If students are not already identified special ed. they will be Scotted by spring.

DRA2 Assessment analysis (as available - see general outline in third grade agenda) Tisa already benchmarked her class in January, so she will DRA2 her students before conferences. She did share her benchmark scores. We looked at Davin's data, which focused on students under a 10. (Three students at 8 three at 10, one at 14, and the rest are 1, 2, or 3).

Progress Monitoring data analysis for students in intervention (as available) (looked at e-mail from Karen). Davin picked up Karen's SIPPS (sp?) group, as she is coaching students in Fast Forword. Discussion about para's not being available after caseloads were shifted; Carmen will look into this. 10:00 - 10:15 Davin could use some help. He is getting help with writing from Colleen Intervention for selected students who aren't making sufficient growth, even with intervention: Tisa would like to have Barb back in the morning (but she is in Marta's class right now). Tisa has a few students of extreme concern...

What to do about non-motivated "non-learners" as Carmen put it to me. I'm talking about the kids who really struggle during my guided reading time when they are not under my direct supervision (whether they are being disruptive or just sitting and spacing out). Thanks

Student writing (using the writing prompt from previous year's PLC)

Agenda items for next meeting: Monday - interventions (adjusting groups, Karen's e-mail).Three weeks: Will have SMART goal in writing scored - look at that, topics we didn't get to today (non-motivated students), how SCOTing is going for kids of interest (what interventions we have tried), consider math intervention, PLC percentages for the smart goal.

Davin has nine kids in intervention. He has reading levels for the rest of the class. One of of Lynn's students in Savikko's class is not taking off in reading - stuck at a level 3, currently in classroom during intervention (maybe more an attention issue than a processing issue). Maybe a one-on-one approach to help him keep on task. Para is helping with writing. Savikko is doing good reader strategies and Zoophonics. (Level three is not one of those typical plateau levels). One of Jan's kids is at a level 14. Liza has a student who is ready to work full time in his regular classroom. He still needs intervention in reading, but he's ready to take off (1:10-1:35- 4x/wk with Liza). Maybe FF in the spring. Becker's ESL kids are at independent 6 with good comprehension. Talked about one kiddo who's processing speed is half of what it should be - he needs to work on speaking/reading one word at a time. He improved 20% in 20 days in FF. Working memory has improved tremendously this year. Stumbling with multi-step directions. Currently already being pulled out for SLP (artic), and Tisa thinks a second pull out right now would be too much (doesn't want him to miss math, at least for now) - maybe in the spring. 10:15-11:00 is now the first grade FF time. Another FF kid (B)- slow steady growth-never flat line. Processing at half the speed of normal speech. Has attendance issues. Individual words are great. Struggles with B's & D's, etc. Ear infections when he was younger??? Data indicates FF is starting to do something, but sending him back for more is "either or". The kids Tisa have who are receiving intervention are seeing Marta. They are at level 4 or 6 and will be exited at the end of the week or month. A little concerned with one student (A), but Davin and Tisa are working on a SMART goal they will check on Feb. Another student has been referred for SpEd, has qualified, but having a hard time getting a parent signature to enroll. Has worked with Lynn during intervention, and seemed to make progress. Benchmark score slipped over winter break. (Same student she is concerned about for math) 9;40-10:30 something's happening(??). Tisa mentioned that having the para in the room in the mornings was very productive for many of these kids. Davin feels like he has about seven kids that should/could be scotted. Has concerns about math for these kids. Currently doing math at 11:40-12:10 and 3:10-3:45. (Tisa's math time: 1:50-2:30)
 * Friday, January 16, 2009**Present: Badilla, Savikko, Johnson, Weaver, Ross, Becker, Faure, Wittig

SMART Goal discussion: All students will be at level 10 by Feb. 27 - Maybe not realistic at this point. Suggestion: maybe everyone makes X amount of progress within that time. The equity issue came up again. Tisa has go-home books for her class, Davin doesn't have these books. We need LOW level books (A-B-1-2), so we don't have to use library books for this task. Brenda mentioned "keep books" that would be a possibility. The disadvantage is that it takes time to copy and assemble the books. Brenda will get Davin a set. (It's a start). (We should be addressing this issue as a district). Tisa suggested that we check with the librarian and see if there are any left over single books (from incomplete sets) that could be used for this purpose. Also there is a Look for a Book grant due around April 1 that he could apply for. It's a $500 grant for ASLA members. Check with Brenda for assistance. Karen left SIPPS data with Brenda. Has taken group of four (level 1-2) from Savikko through lesson 9 of SIPPS (sight word reading) and just started FF. Three more from Savikko just started FF and are about to start SIPPS. She would like suggestions for what to do with them next (I think). Jan has some data to share. Jan has a couple kids (level 3) from Savikkos working on language who are transferring over to Karen's group. Jan is starting two new, very ESL students that she is starting an oral language group with. Apparently, you can scan and e-mail stuff right from the copier. It would be cool to have those instructions posted by the copier.

Present: Smoker, Doxey, Badilla, Weaver, Faure, Savikko, Wittig, Katasse, Johnson (briefly)
 * Friday, November 21, 2008**

Agenda: Looking at the alphabet sounds for each group. Then looking at the UbD unit.

Took data on letter sounds and lower-case alphabet recognition (2003-2005 U of Virginia). Note: We don't have Dukes data with us, but we think she did this assessment recently.

Most of the kids who did poorly on the fall screen for letter sounds made substantial progress (names on e-mail version of these notes)

Smoker: Becker is doing the Nancy Norman materials (ABC books 1, 2, and 3, as appropriate). Rhys is doing literacy activities with three of the targeted students. Most of her kids have similar benchmark scores as Savikkos (data not available today). Goal for winter break is level 6.

Savikko: Has center format in place, hasn't started guided reading yet, but now he is ready for it.

Looked at the kids who aren't responding to the Nancy Norman approach in Becker's room - maybe their intervention should be Zoophonics?

Jan was looking for a few kids at the same level to work together - around level 1.

What should we do with the kids who HAVE responded to the intervention?

First grade PLC/IST meeting
 * Friday, October 24, 2008**

Present: Doxey, Faure, Katasse, Badilla, Wittig, Becker, Savikko, Smoker

Warm-up: Something good that happened this week: Ending the unit on scences, kids loved popcorn. Reading “Millions of Cats” & writing prompt, graphing catfood. Came up with some good ideas for long-term sub Glad not to get on a plane to go to training in Anchorage Writing assessment training (interesting & fun) Robotics, Daisys & symphony In the midst of lots of meetings, good things came out of it.

Looking at the PALS data: what trends do we see? What does it suggest for tier I instruction? In four weeks (Nov 21st), we will have some data points to look at.

Sorted by Alpha sounds: 9 students had 75% or better of their sounds. The median is about 12 sounds (of 26). What can the first grade teachers do to ensure that they all have their sounds? McCracken is one strategy to look at. Zoophonics is another tool. Differentiated handwriting with sounds, Venn diagram, morning message, morning meeting, mini lesson, sounding out words with your hand. We should have a alphabet screen for our meeting in four weeks. PALS or Nancy Norman? (X and CH are different between the two). Keep with PALS.

Sorted by DRA Benchmark (Range: A to 18. More than a third are below a 1, about a third are 1, one fourth are 2-4, and one is at 18).

For conferences: We could give a hand-out of what they can be doing with their child at home. Four Blocks – a source of info for handout. It would be great if Tisa could share the good materials she has already set up for parents. Not everyone has a class library to send home books. Discussion about when books are missing, it’s the classroom teacher who gets charged. Carmen wants the books to go home with students; she will work with Carolyn about figuring out how to cover the expense. Tisa gives prizes for every time they have ten nights’ reading logged. Discussion about whether paper books are real books – they work for Tisa. Not everyone is sending books home (lack of resources again) – would like a classroom set of books for both of the first grade teachers that don’t have such. Carmen said to order them. Jan suggested that if you order the big books that match them at the same time you get more bang for your buck.

Benchmark for everyone except the two kids who are at level 4 and above.

Sorted by blending: 20 is a maximum score. 8 is the goal for entrance to first grade. More than half of the students are 6 or less. Some of these are the same kids who have a confused look on their face when given a one step instruction. Maybe auditory process issues. Suggestions: songs, alliteration, maybe breaking words into syllables (clapping)

We did a TOLD subset screen (repeating sentences). Maybe we should run the same screen on the first graders that that didn’t reach the goal for blending. Also, Eve has some strategies for oral language development. OLAI (oral language acquisition inventory) is a diagnostic tool that will help figure out what to do next with these students. Also 20/20 that the district is coming out with (Manning).

Sort to Letter: Max is 40, 16 is fall expectation. 2/5 met this expectation. The CD has suggestions for what to do. Writing is a strategy, as well as beginning games, McCracken, whole group practice, shared writing, etc.

We did a TOLD subset screen (repeating sentences). Maybe we should run the same screen on the first graders that that didn’t reach the goal for blending.

Working on the UbD unit:

We focused on the Identify Desired Results section, students will understand…. Talked about which items went together, how to narrow the last one to observation.

Giving thanks to the Cedar (two columns).

We ran out of time before we got to these items:

What the students know:

Culminating event?

Present: Badilla (Norms Watcher/Parking Lot Attendant), Doxey (Facilitator), Weaver, Faure (Time Keeper & Gopher), Wittig (Notetaker) , Savikko, Becker
 * Notes from October 3, 2008 IST/PLC Meeting**

Agenda: • IST Roles • First Grade Teachers overview their work so far, then group brainstorms suggestions & problem-solving. • Reflection

Both first grade teachers introduced their backwards design work to the IST. (See actual document to date)

Some elements: Selected the GLE’s. How are plants used? Culturally – totem pole unit; Medicinally – devil’s club; food – berries

When are they considering implementing this unit? Undecided.

patterning: looking at leaves.

Is there anything in the social studies curriculum that you could incorporate? Yes, including neighborhood, local cultures.

knowledge desired includes: observe, compare, research

Next step: researching what resources are available. See what’s already out there. Would like list of guided reading books that go with this unit. Karen thinks new books are by topic in the library. Old stuff still needs to be catalogued. Wants title, author, reading level, ISBN.

Discussion about what differentiation needs to be built in. It would be at the lesson level.

Example: For the next two weeks we are studying weather. Could you work with these students to preteach the vocabulary. (However, if you were going to do that with a leveled book, you would need to know what books are available and pre-read them yourself to determine that).

What do you do when you know a student doesn’t get it? For example, if it’s writing, perhaps they could have a picture and the word and they match it. Or match the vocabulary to the parts of the picture.

Concern about having access to students, who are receiving instruction in Room 2. How does our new (self-contained special ed. classroom) model ensure that everyone has access to robust curriculum.

Agenda for our next common meeting: (Actually, we will need to get together before then to plan for the first round of interventions – but to do that it would be good to have the PALS spreadsheet, so that the IST can enter it into the database).

It would be good to have a writing sample (perhaps based on last year’s PLC prompt about an animal). We could do an analysis of work and sort the work into four groups to guide instruction on October 24th. During inservice a week later, they will have time to mark the continuum. (Perhaps they could do the same prompt three times during the year.).

Tisa was interested in spending some time next time talking about books that she would liked ordered. Karen said she can just send the list to her.

Reflection (Something you liked, something you would change): specific questions to help think about it. ?

Use of technology, lesson ideas, breaking things down Liked mutual respect like critical friends at Harborview

Liked that the unit is coming along nicely. Will like it better when we all get comfortable with the process.

Liked insight into the processes they went through. Still in the learning process.

This group knows their unit. There is value in knowing where we are going as a building. Not knowing what to do to make classroom teachers time well used (by having a lot of ideas)

Maybe starting the meeting with one positive thing each. Maybe stop to figure out differentiation as we were going through the unit overview. Clarification that this is a work in progress. Maybe we need to build the agenda together.