5th+Grade+PLC+Happenings

//**Recorder: LaTanza Haggerty**// //**Facilitator: Gloria Dalgliesh**// //**Timekeeper: Harvey Augustine**// //**Data Organizer : Harvey Augustine and Amy Ambrose**// //**Process Observer: Amy Ambrose**// __**Norms**__ __**Expectations/Goals**__ __**Fourth Grade Data**__ __//Measurement://__ //Blue-27, Green (27) Yellow (20), Red (20) Spanish Group (10)// //Question posed by **Haggerty:** What are the events? **Augustine** further elaborated.//
 * August 25, 2011**
 * Fifth grade team met for PLC to discuss PLC norms, purpose, expectations, as well as possible goals. Teachers volunteered for roles and are as follows:**
 * 1. No side bars**
 * 2. Stay focused on topic at hand**
 * 3. Student-centered**
 * 4. Be prepared**
 * 1. Every Primetime (Intervention) teacher in the grade level will be working on/focusing on the same objective**
 * 2. Haggerty recommended that we start with math so (we) can get an idea of where we are and where we are headed. Rivas and Ambrose seconded.**
 * 3. Summers stated that (we) need to decide on a "smart goal" and that a decision would be made based on data that is pulled. She further stated that Data Organizers will pull the data for the lowest objectives and that we would decide on one.**
 * 4. Rivas voiced concern for word problems and Albers stated that those could be cycled in to any objective.** **Dalgliesh expressed gratitude for Spiral Reviews to assist in this matter.**
 * 5. Primetime starts on September 6, 2011**
 * 6. Ambrose inquired of how many days prior the lesson plans should be provided to the PLC coverage and Summers stated that it should be timely and that the covering teacher should be briefed on the lesson in the least.**
 * 7. Summers discussed sample agendas**
 * 8. Even when set on a lesson, will still meet to discuss student progress and learning.**
 * 9. Summers stated that may have a minute to discuss any student problems that inhibit the learning of the student of other (only for suggestion purposes for how to improve or better the situation)**
 * 10. Activity teachers will also be meeting for PLC to discuss grade level data and will be providing tutoring based on need (per grade level). They will start with 3rd grade.**
 * 11. Ambrose posed a question about conference time overlapping with PLC. Summers stated that PLC coverage should take the students to conference. Ambrose stated that she would inform Ms. Schultz.**
 * September 1, 2011**
 * Augustine** presented the student data based on the fourth grade TAKS on a color-coded chart by objective and student weakness. He noted that though Process objective were low, it could be incorporated into all objectives. He stated that the next low objective is Objective 5 which had no yellow....students had it or they did not.
 * Blue (Ace) Green (Go) Yellow (Caution/Bubble) Red (Targeted Work)**
 * Augustine** stated that Objective 4 (Measurement) would give more "bang for our buck" and that the next would be Objective 3.
 * //Augustine//** //presented the group with Measurement Olympics to address the Objective in Primetime, in which we teach several measurement events that can be differentiated by "merely using lower digits."//
 * //Dalgliesh//** //stated that elapsed time was also measurement.//
 * Summers** stated that Draine and McGuire would be joining the team for intervention.

It was decided that Augustine and Haggerty would split the red group (10/10), McGuire and Draine would take the yellow group and Gutierrez and Ambrose would have the green and blue mixed together and separated 27/27.
 * Dalgliesh** wants to move Commended students (3) to English-speaking intervention class.

Assessment on September 16, 2011. The next Objective may be Objective 3.

__**Findings/Concerns for Intervention (Primetime) thus far:**__
 * September 8, 2011**
 * Dalgliesh** stated that Primetime was "working out." She further stated that Crystal Rodriguez needs to move from Spanish to an average English intervention class. After discussion, she and (Rivas) decided that Crystal should stay where she was and the topic would be revisited at a later date.


 * Augustine** stated that Kevin Brizuela and Brian Calderon (Dalgliesh) are exhibitng academic problems and inquired of any information regarding them. Dalgliesh stated that both of their placement cards state that they are low, but they will be testing in English.


 * Haggerty** expressed concerns for Kenneth McGee (Ambrose). After discussion of student with the group, it was recommended that he begin the RTI process. It was stated by Summers that he needs "one-step" tasks. Ms. Haggerty affirmed and stated that one-on-one assistance was being utilized.


 * Gutierrez** stated that due to the number of students, she has not been able to ascertain any specific problems.


 * Ambrose** stated that a couple of the students appeared to need more assistance, while some were more behavioral than academic problems. The following students were moved to the Yellow group and placed in McGuire and Draine. McGuire: Daylon Malcolm and Da'von Allen. Draine: Vosia Chaney and Ashlyn Coleman

Due to the number of students in Gutierrez/Ambrose group, Summers stated that on Tuesday and Thursday, Rivas would assist them.

Meeting opened with progress/updates and we digressed when **Albers** stated that **Smith (Julie)** inquired of why we were doing intervention on a fifth grade TEK of metric conversion.
 * __September 15, 2011__**

Discussion ensued and it was decided that multiplication may be a bigger issue at this time, as many students are having trouble with basic facts.


 * Augustine** stated that narrowing the focus by going back to customary units of conversion would work and that we can still work on multiplication and division at the same time.


 * Summers** stated that we needed more focus. She recommended multiplication, especially for the two low groups.


 * Haggerty** stated that she would start by having her group create a multiplication chart and see where it goes.


 * Summers** stated that the students have to hear something 21 times to get it.


 * Augustine** gave a strategy for the best order to start the chart in: **0, 1, 2, 5, 10, 11**
 * Albers** stated that "Around the World" skip counting would be good for the low groups.


 * Summers** says to check to see if Study Island was up and **Augustine** stated that he would take on that task. **[Update: Study Island license for the school had expired as of 9/15 when Augustine attempted log-in).**

It was decided that **Augustine** would come up with a multiplication assessment for the following day (Friday, 9/16) so that the students could be assessed and regrouped on need.
 * Augustine** stated that narrowing focus by going back to customary units and can still work on multiplication and division.

__**September 22, 2011**__
 * Student Progress/Concerns:**
 * Dalgliesh:** Concerned for Christopher Mendoza, a new student from El Salavador. Stated that a "light bulb" finally went off for Jaime Salas with partial products, so he is doing better. Melissa Ibarra struggling with multiplication facts.


 * Haggerty:** Donnie Osborne, Kenneth McGee, Juan Sierra


 * Summers** inquired of whether Kenneth is using his yellow overlay and it was confirmed. **Gutierrez** stated that Juan's mother stated that she had "opted" out of his medicaiton because it made him sick. **Augustine** stated that this was problem last year, as well. **Summers** requested that Haggerty (Recorder) send an email to her regarding speaking with Juan's mother about medication and the need thereof.


 * Augustine:** Mikel Rose (death of grandfather at TAKS last year, but believes he can do it), Jorge Aguilar (needs motivation)


 * //The following students were discussed individually as their names came up regarding any information from the teachers on them. Recorded as follows://**
 * //1. Mikel Rose//**
 * //2. Donnie Osborne//**
 * //3. Calijah Jones//**
 * //4. Alejandra//** //**Becerra** (Summers waiting on a residency check to be processed)//
 * 5. Brenda Zuniga** (Test anxiety? Small group?)
 * 6. Melissa Ibarra**
 * 7. Jaime Salas**
 * 8. Lesly Sierra**
 * 9. Zaret Alvarez**
 * 10. Jorge Aguilar**
 * 11. Juan Sierra**
 * 12. Roland Rodriguez**
 * 13. Sean Hammond** (Summers requesting a residency check)
 * 14. Genesis Davila** (Dyslexic. Give her a pre-drawn multiplication chart or read to her)
 * 15. Alejandra Hernandez**
 * 16. Dwanjanae Holmes** (Being moved down to the Augustine in the red group).
 * 17. Da'von Allen** (Being moved to yellow)
 * 18. Jacob Carmona**
 * 19. Christian Lee** (Should be in a yellow group)
 * 20. Kenneth McGee**
 * Summers** stated that none of the above students should be in a green group. She further stated that October 28 is snapshot and for a student to count, they have to be here on that day //and// on the day of the STAAR test.


 * Dalgliesh** stated that we would continue with multiplication for a while longer until we get the first CBA data. **Albers** concurred.

__**September 29, 2011**__ __**Findings/Concerns for Intervention (Primetime) thus far:**__
 * Dalgliesh** concerned for William Figuero, who is "over-confident" and work his problems in a manner that makes no sense. He appears to be doing math as he learned it in El Salvador...from left to right, and what he explains, is not what he has written. She is also monitoring Christopher Mendoza.


 * Augustine** stated that he had a concern for Vossi Chaney being in the red group and that he should move up to to the next level of yellow (McGuire)


 * Haggerty** expressed concerns for Corey Francis as spoken to her from **McGuire.** The concern was for his not being able to complete 2x2 or 3x2 multiplication due to his knowledge of facts. He will be moved dowm to red (Augustine). Haggerty also voiced a concern that other students do no want to work with Lesly Ramirez. Ambrose stated that she would address it.


 * Gutierrez** had no present concerns.


 * Ambrose** stated that stated that she had a major concern for Roberto De Santiago and requested that he be moved from the green to yellow. She also voiced that she wants to increase the rigor in her group. **Augustine** recommended a gallery walk after the have put their own problem on butcher paper in a visual manner. **Albers** stated that they could (as recommended by Julie Smith) be given problems with right and wrong answers and have them to prove them. **Summers** stated that could get a sales ad and give the students an "allowance" and tell them how much of a specific item they will have to buy. **Summers** extended by saying not to tell them how much they were getting, but make it into a word problem where each group had to figure out how much money they were being allotted and then continue with the assignment in the aforementioned way. **Summers** stated that large-priced ads should be used and not grocery store ads. **Summers** stated that "reasonableness" and "estimation" could also be thrown into it.

For next week, **Ambrose** will proceed with the assignment recommended by **Summers** and all others will continue with multiplication. Will finalize the plan for the following week in grade level meeting on Monday, October 3.

__**October 6, 2011**__ Meeting opened with **Ms. Carla Hernandez** ARD Committee training for the Texas Assessment Program. . __**Primetime Concerns/Progress**__
 * 1. TAKS-ALT no longer available, but will take STAAR Alternate if eligible. No STAAR (Accomodated), but may continue to utilize accomodations if eligible. STAAR-L is the linguistically-accommodated available for all content areas for grades 3 and above.**
 * 2. Only 5th grade will be SSI, but since performance standards will not be established until October 2012, pass/fail performance on the assessment will not be provided. There will also not be retest opportunities (May and June) administration for grades 5 and 8 reading and mathematics.**
 * 3. Districts must use other relevant academic information to make promotion/retention decisions.**
 * (See Handout for thorough information)**
 * 4. Augustine** asked Hernandez for a list of the general education accomodations and she informed us that she would provide us with them.
 * Haggerty** has a concern for Lino Gomez's math academia. Math 528 Reading 649 Cumulative folder still up for review.

__**October 13, 2011**__ Meeting opened with video of **Summers** modeling how Primetime should look. **Summers** wants less pencil-paper, less teacher-talk and more manipulatives and real-world application. **Summers** also recommended that in some settings, it may be better to do gender grouping (i.e., girl-girl, boy-boy). **Albers** stated that **Haggerty** used this grouping in her Primetime when she observed.


 * Albers** continued the meeting with the //**5 Reasons Why Math Worksheets Don't Work**// presentation in which the reading was jigsawed with each teacher reading a paragraph and then sharing.

//(**Haggerty** read the summary at the bottom, therefore, sharing was not necessary)//
 * Dalgliesh**--Worksheets are not engaging
 * Augustine**--Worksheets don't promote critical thinking.
 * Ambrose**--While using worksheets, students are not able to communicate and collaborate.
 * Sanchez**--ELL may have problems with worksheets because of reading and understanding.
 * Gutierrez**--Worksheets provide no immediate feedback.
 * Augustine** then inquired of the difference between the beginning goals and use of manipulatives vs. now wanting to move back towards manipulatives.


 * Summers** stated that she was under the impression two weeks ago, that we were going to multi-step problems with the higher groups.


 * Ambrose** stated that after two days of multiplication, she moved towards division.


 * Summers** stated that she saw a "thick" division packet in Ambrose's room which is not what she wants in Primetime.


 * Haggerty** posed the question of whether or not we should be discussing what each group is doing in PLC, further stating that she was not aware that Ambrose had a division packet and that this type of work is not even done in the classroom.


 * Summers** inquired of where the packets were obtained and **Ambrose** stated that they were Horton packets that had been obtained from **Augustine**. **Gutierrez** stated that she had gotten them from **Ambrose** and **Draine** and **Sanchez** concurred.


 * Summers** stated that we will decide where to go next after Math CBA #1 on next week (10/19).

__**October 20, 2011**__


 * Albers** opened with **How People Learn** literature. Repetition, Recurrence, Reciprocation, Recursion (see literature given)


 * Albers** continued with the Guided Math Book Study. Designates a "non-math teacher" to read the beginning. Stated that Fountas and Pinnell are referenced in this book, so there will be referencing of their guiding principles. **Albers** jigsawed the reading.


 * Ambrose:** From "print-rich environment" to "numeracy-rich environment"
 * Gutierrez:** Create an environment that recognizes relationship between effort and learning. Recommends models and think-alouds. Students are responsible for their own learning.
 * Dalgliesh:** Classroom is a learning community. Students should be given opportunity to participate in their learning. We need to provide scaffolding, as well as the individual needs.
 * Augustine:** Students should be able to communicate in mathematical language. Student dialogue should be created in the mathematical classroom.
 * Haggerty:** All students ideas have values. More than one approach to solving a problem. Establish classroom norms where students explain their thinking. Engage in purposeful talk in which they listen with intent and keep lines of thinking alive. Turning and talking with partners allows students opportunities to practice comments to build confidence to share with the class.

We are continuing with multiplication and division next week with the use of manipulatives until we get our CBA data.
 * Ambrose** posed the question of what our roles are, as well as what **Albers** role is due to a possible miscommunication. **Albers** stated that she would inquire further.

Primetime is changed from 8:40 to 9:20. This is effective 11/2 and for the duration of the year.
 * October 27, 2011**


 * Albers** stated that for Primetime, we are working on word problems with the UPS check model for Objective 5.3. **11/2** Hand out word problems and they will sort them based on the operation. On day 2, the teacher will work on first couple of problems using UPS Check Model and then pair the students up and let them work on them together the UPS model. Lower groups will be using manipulatives.


 * Albers** passed out the data from the CBA and we began to divide the students into PLC groups.


 * Dalgiesh (Pink (6))--Alfredo Hernandez to Christopher Mendoza)**
 * Jackson (Pink (6)) (Lino Gomez through T. Dargin)**
 * Haas (Blue (25))---(Rosaelia Garivay through Erick Valladares) //Using Study Island on the Computers//**
 * McGuire (Green to Blue (20))--(Daylon Malcom through Jose Meza) //Using Study Island on the Computers//**
 * Augustine (Yellow (11))--(Jaron Shelton through Crystal Rodriguez)**
 * Haggerty (Yellow (11))--(Alejandra Becerra to Mikel Rose)**
 * Gutierrez (Orange (12)--(Luis Alaniz through Alvaro Martinez)**
 * Ambrose (Orange (11)--(Corey Francis through Rashad Wright)**
 * Cabness (Green (11)--(Darnae'sha Brown to Brianna Torres)**
 * November 3, 2011**
 * Dalgliesh** informed **Augustine** (humorously) that Kevin B. does not need Spanish translation and that he asked her why **Augustine** keeps speaking to him in Spanish. **Augustine** stated that he was speaking to him in Spanish because he (Kevin) speaks to him in Spanish.


 * Albers** stated that **Summers** really wants a model of real-life situations of using math rather than a modeling of the UPS check the entire Primetime. **Augustine** stated that he did not know how confused the students were with using the UPS check model. He further stated that he had gone back to the 4th grade TEKS for them to revisit some concepts.


 * Haggerty** stated that the students did well with the manipulatives and the "rollercoaster problem."

She also stated that **Coach** was not aware of what to have the students work on. **Augustine** stated that **Coach** had spoken with him and that he **(Augustine)** informed him that he would get with him and tell him **(Coach)** what they should be working on and how many problems.
 * Albers** stated that she knows the higher groups with the COWS had trouble setting up yesterday, but moved faster today (maybe because Starbase was out).


 * Ambrose** wanted to know if it was okay for the students to still work in pairs and **Albers** stated that was fine.


 * Haggerty** inquired of who taught the students to highlight math tests since highlighters cannot be used on the state testing.


 * Albers** asked how long we are going to follow this plan we are on. She stated that we could revise MA #3, then decided that we could just make an assessment for Primetime since the MA's are really to be done in class.

Continue with the path that we are on and next week, we will bring questions for the assessment.


 * November 10, 2011**
 * Albers** and the team looking over items for a Primetime Assessment on Monday, November 14. The assessment will have 7 multiple-choice questions and one gridable. Team and **Albers** modified items to be used for the assessment.

After assessment on Monday, we will continue with UPS Check Model and will review data for the assessment and see where we go from there.


 * November 17, 2011**
 * Albers** opened by asking how the Primetime Assessments went. The group shared:
 * 1. Jackson** (who had an addition/subtraction assessment due to her student needs (lowest group). She pulled the problems from Envision, but feels like they were too simple.
 * 1**. Cannot subtract with regroup (just turning a one into an eleven and a zero and ten.

T. Dargin and T. Shields need to be put in a higher group...maybe multiplication/division...not necessarily the highest group. Abraham Gomez is not retaining anything. Dwajanae Holmes can do the work on that day, but the next day it is a blank slate. Donnie Osborne is having a focus problem.

It was decided that T. Shields is going a step up to Haggerty's group. Jackson recommended that K. McGee be moved down to her group from Dalgliesh. T. Dargin is moving up to Augustine.


 * Augustine** has a concern for K. Wesley, the new-comer. He will be moving to Dalgliesh. C. Rodriguez will be moved to Ambrose.
 * Ambrose** stated that the team discussed that it is not just the Problem-Solving because the students can identify the operation for the most part. The problem is computation. **Jackson** stated that there needs to be at least 7 minutes of daily drill and practice. She recommended "Fast on Facts" in which the kids master each level and move up and at the end when they reach a certain level, there is an incentive.
 * Albers** stated that she and Hartman can create some kind of chart that we can use for mastery of facts. **Hartman** wants to do a collective target chart**.** Albers will ask Julie Smith if she can make a poster.
 * Albers** decided that we will practice regrouping, but must do at least one problem a day.

__**December 1, 2011**__
 * Jackson** stated that her small group people are Juan Sierra, Kenneth McGee and D. Holmes. She stated that if Juan Sierra was medicated, he would be much better. She stated that he has to sit with her one-on-one so that he will stay focused. She stated that if he is with a group, he is a behavior problem. She does not feel that RTI will not benefit. **Albers** asked if this was a **"Summers"** issue. **Jackson** stated that she feels that the only thing that will help is if **Summers** and **Price** did a home visit and sat down with the family. She stated that Kenneth was assigned today to assist D. Holmes because he received a 100 on his independent assignment. She had Kenneth assisted her one problem at a time. Stated that Kenneth needs to bring his overlay because when he copies the problem from the board, he transposes the numbers. D. Holmes needs immediate assistance because she appears to have a retention problem. She stated she does not know what to say on Donnie Osborne. She stated that if he focused he may do better, but feels his focusing is getting worse; **Haggerty** agreed. Abraham Gomez and Roland Rodriguez are not really responding.


 * Jackson** took an aside to say that RTI is only used after you have exhausted all general education classroom options. We need to document what our strategic plan has been since the beginning of the year so we can get the students some help. The sooner we get these students in, the better.


 * Albers** asked what the turnaround was for RTI. **Jackson** stated that if child is presented and accepted by DSART, the testing department has 60 days from date of parent consent.


 * Albers** ask if L. Sierra is catching with multiplication and **Dalgliesh** and **Jackson** stated that she was not.


 * Augustine** and **Haggerty** will continue with regrouping. **Ambrose** is having them complete a word problem book.


 * Haggerty** asked **Jackson** about her take on Ulysses Bentley. She stated that he does not always get it correct, but he is attentive. She stated that she really could not compare her intervention to my class because my class is a larger environment. **Haggerty** stated that he is attentive but maybe it is that he does not want to be wrong in front of a larger group.

__**December 8, 2011**__
 * Ambrose** and **Gutierrez** want to move on. She is tired of "seeing the same mistakes." Ambrose feels like they need multi-step problems. Gutierrez stated that her kids have figured out the single-step and need to practice multi-step.
 * Dalgliesh** stated that she is switching between the two applications of multiplication and division. She feels that they are getting the multiplication; most of them are using the scaffolding method.
 * Augustine** stated that students are working well on regrouping and apppear to be grasping it. The students are using regrouping with addition and subtraction of whole numbers and decimals.
 * Haggerty** stated that she is working on regrouping with addition and subtraction of whole numbers and that she will be assessing on tomorrow to move forward. On Monday, she will be moving to regrouping with decimals.


 * Haggerty** recommended that **Ambrose** and **Gutierrez** move towards common denominator with their group. 5.2A and 5.2C This was agreed upon. **Augustine** and **Haggerty** had a min-lesson in which they showed **Ambrose** and **Gutierrez** the CScope lesson strategies. **Albers** stated that she would print a copy of the CScope lesson.


 * Albers** informed the entire team about what was discussed at the planning meeting on yesterday with the multiplication facts and the build-a-sundae incentive.

__**December 15, 2011**__ Team decided to change to Reading for Primetime. **Ambrose** stated that main idea and summary were the lower objectives**. Hartman** stated that inferencing was a good objective to begin with, as well.

STAAR Math--March 26 STAAR Reading--March 27
 * Hartman** asked what the plan was to deal with summary in the time alloted. **Ambrose** stated that she was going to use a one-page expository text. **Haggerty** recommmended using the __Integrating Reading in Science Instruction__ book. **Hartman** stated that we can use the question stems that they are familiar with.
 * Hartman** suggested that the reading teachers need to focus on the students who are on the verge of passing/bubble instead of the lower students**. Albers** stated that maybe the higher students could be in a group that pushes for commended while the group below them (or those already commended) may need to use Study Island.


 * Coach Haas** is using Study Island for enrichment with the higher/commended students.

Language Art teachers will be creating the list. We will be doing main idea and summary using expository text, probably science.

__**January 5, 2012**__
 * Dalgliesh** started the meeting informing everyone of what we were working on...Reading/ELA. She stated that we need to ensure that Josue Suarez attends Haggerty's Primetime because he does not need to be in Jackson's high group.
 * Augustine** stated that he has the lower group and they have been using the Powerpoint given by Donna Luther for main idea because they are not ready for the full passages. He has now started working on small chunks of the passage.
 * Gutierrez** stated that her group is struggling because they are still saying the main idea is the first or the second sentence. They have been breaking up the passage by paragraph.
 * Ambrose** stated that she was breaking up the passage into paragraphs and they have to come up with a main idea with four words or less on a sticky note and placing it on the anchor chart. Tomorrow they will get to the title and the how the picture is being used for the passage.
 * Haggerty** stated that she was cutting up the passage for the groups and they were finding the main idea of their paragraph and then using all of the main ideas from the board to decide what the the entire passage is about. Then after those ideas are written, the student groups discuss what a good title for the passage would be.
 * Summers** stated that we can give them a blank graphic organizer since it is a low TEK for many of the contents.

Ambrose 14 (low group) Dalgliesh 3 (Spanish) Gutierrez 12 (low group) Haggerty 14 (high 70 to low 80) Jackson (high) Mcguire/Haas (high)


 * Ambrose** also wants **Haggerty** to focus on the author's purpose, as well.


 * Hartman** stated that teacher think-aloud is good for them so that we can model how they are supposed to do.


 * Summers** gave us one minute to talk about one kid:


 * Dalgliesh** talked about Angy Castillo, who is having a problem staying focused.
 * Ambrose** stated that Christian Lee is not working...he waits for you to tell him the answer. Summers stated that she may want to give him independent work.
 * Gutierrez** stated that Jakody Smith likes to explain what he thinks and why he chose the answer to the class. He teaches the class.
 * Haggerty** stated that David Archie does not want to read, but would rather the group to read and he follows along. Haggerty has started randomly calling a person from the group and they have to speak, so he is now reading.
 * Augustine** stated that Kendrick Wesley is yelling out words without actually thinking about them, but does well when paired up with Angel Montemayor.

__**January 19, 2012**__ //**Julie Smith joined the meeting on today.**// 1. A. Hernandez 2. L. Alaniz 3. K. McGee 4. T. Dargin 5. C. Penny 6. L. Ramirez 7. J. Aguilar 8. C. Lee
 * Dalgliesh and Augustine** stated that median, mode and range were being missed even with the definition.
 * Augustine** stated that his students were missing problems because of gridables. **Summers** requested an email stating that grades 3-5 need to practice gridables.
 * Augustine** stated that 5.2C and 5.2D were the objectives the students were having trouble with (#17, 21, 22), which is about fractions.
 * Summers** stated that in PLC we want to focus on what we want to focus on in Primetime. She asked if we wanted to go back to math.
 * Augustine** stated that probability is a Readiness Standard and that we need to ensure that they get because everything is tying together now.
 * Haggerty** recommended that we definitely need to work on equivalent fractions and simplifying.
 * Summers** asked if there are some students that need math that don't need reading and vice versa. Team agreed and she stated to get our list together and let her see it...but make it powerful.
 * Summers** asked what students we thought were going to fail math and reading:
 * Ambrose** recommended that **Jackson** do the low students. **Summers** stated that **Haggerty and Augustine** take the "bubble" students.
 * Summers** asked how we enforce the matter of the students not showing work or using strategies, even though we cannot do this on Mock or the STAAR. Everyone agreed that they pretty much make a blanket statement. **Gutierrez and Dalgliesh** are doing the "'bubble" reading. McGuire "bubble" math. Lee is getting the high reading group. Haas will be "bubble" reading.

Math groups will be working on 5.2C and 5.2D along with McGuire. Reading groups will be working on Main Idea, Summarization using expository text.
 * Smith** stated that she will make sure that there were better pictures for the question.
 * Summers** stated to "be careful" how we take grades for the CBA because the board adopted a policy. (See the back of the handbook)


 * January 26, 2011**
 * Dalgliesh** stated that her students in her Primetime group are really quiet and are having a hard time engaging with one another.

Discussion concerning **Jackson's** group being split due to the size and it was decided that it has been more effective.


 * Gutierrez** stated that her students are in a group of three and one person comes up with the main idea and the others come up with supporting details. Then they come up with a title and ask what the pictures and captions add to the story. She stated Y. Martinez may need to move up due to her skills being higher.


 * Dalgliesh** asked whether or not the English/Spanish would be testing in the same room due to the mandated timing this year. Cruz stated that this would be discussed in LPAC.


 * Augustine** stated that Alisha Hodge does not know her multiplication facts and appears to be low. **Albers** stated that she is working with her. **Haggerty** stated that Alisha has a tendency to pretend that she does not understand so that she can "blend" with the other students. **Augustine** asked about T. Clark and R. Wright. **Haggerty** stated that R. Wright just needs motivation sometimes, but is not high enough for the high group; T. Clark was almost in the low group because she does not understand fractions at all.


 * Haggerty** stated that the students are doing well. **Augustine** stated that G. Jenkins needs to be moved because he Stated that G. Jenkins needs to learn to work on paper because he wants to do mental math and is getting the questions wrong.


 * February 2, 2012**
 * Dalgliesh** stated that she was "kind of off" yesterday because her projector was broken and so was the copier. **Dalgliesh** stated that the group is reading passages and identifying main idea for each passage with their groups. They then all share in discussion. Math group is doing stations. **Dalgliesh** stated that the students appear to be getting bored with the reading. **Dalgliesh** told them 90 and above, they can make the banana rockets in the passage (even though she will do it for 80 above). **Hartman** told her that maybe she ought to do it for the the students who show great effort, even though they may not get a 100.


 * Gutierrez** stated that she is doing the same thing as **Dalgliesh** with the passages. She stated that she is trying to make more of the students talking.


 * Ambrose** stated that they are coming up with the correct main idea, but cannot identify supporting details. **Ambrose** agreed that many of the students are lacking that motivation. She feels that this is some of their issues**. Ambrose** stated that with the low groups, they are finding the main idea by heading. Concern for Alfredo Hernandez.


 * Haggerty** stated that they are working on simplifying fractions. She stated that Geroy is still putting up a fight to avoid showing work, but has begun. Madison Stewart is having problems with facts. The main issue is that the students do not know the facts, so are randomly writing their facts with no order, so they are leaving some out. Very impressed with David Archie, who has begun to help Ahmad Wright as a tutor and even confers with her (Haggerty).


 * Hartman** asked the plan for next week (Monday and Tuesday because Wednesday-Friday there is no Primetime):


 * Ambrose** stated that she is going over test-taking strategies.
 * Gutierrez** stated that she is going over test-taking strategies
 * Dalgliesh** stated that she is going over test-taking strategies
 * Haggerty** stated that she will be giving an assessment to see if ready to move to comparing fractions. Also review some test-taking strategies.


 * February 16, 2012**
 * Augustine** stated that the low area per the mock was equations, patterns, prime and composite and interpreting remainders. Equations is a supporting standard. "Bang for the buck" should be patterns and interpreting remainders.


 * Haggerty** stated that the grouping is fine. Haggerty stated that many of the objectives are being covered in the revised Guided Math group.

Entire group discussed what math needed to do to cover. It was decided that Augustine and Haggerty would come up with a game plan for math and relay it to the team.


 * Hartman** stated that we would want to focus on low readiness standard(s).