November 1, 2014

November 1, 2014

Attendees: Becki Galli, Valerie Dominski, Sara Holt, Kristyn Zimmerman, Tatum Frederick, Clare Harrington, Susie Robbins

Agenda:

• Professional Development - feedback.  Both Wednesdays
• Posters - anchor chart-like. Poster Board size, sound check size with examples. Kid Friendly. Find Common Language. Ask kids "what does this look." Math Practices #1.
• Videos in a morning meeting, lining up, "seeing it in action."  MODEL how it is used.
• Suggestions on how to put it in their day
• Connections to literacy, science, accountable talk, etc
• "Templates and tips" - real examples
• Team Meetings - good time to talk math in an informal way. Met the needs of our team (grade 3). K-created a math resource on Math journal writing. Grade 2 - IPP discussion,  
• SBAC
• Flipbooks
• share the Critical Areas
• NCTM/NCSM update
• Curriculum program committee
• update
• criteria for piloting.  What does piloting teacher need to commit to you?
• Change Mentor meetings to Tuesdays?  K-5?
• Interventions update. 
• We will be meeting on Monday, 11/23 or Tuesday 11/24 to discuss next round of interventions. Clare will get intervention goals to you for your perusal by the end of the week.

Next Meeting: Monday, Dec. 1, 2014.  SBAC testing (Smarter Balanced Assessment Consortium)

September 8, 2014

September 8, 2014

Attendees: Sara Holt, Valerie Dominski, Tatum Frederick, Kristyn Zimmerman, Susie Robbins, Rebecca Galli, Clare Harrington

Agenda:

• Math closet
• Curriculum Night Materials
• website links for parents
• www.harringtonmath.com link
• EOY skills for each grade level
• www.HarringtonMath.com
• Math Fact data
• Shared Folders
• remember to date each item
• RTI - Susie will add here.
• dates
• Jump Start program (3rd grade)
• October 6 - interventions begin
• September 24 - data due
• Questions for the future: 
• do we continue baseline?
• math facts
• 
  

June 9, 2014

June 9, 2014

Attendees: Phyllis Jones, Rebecca Galli, Valerie Dominski, Sara Holt, Clare Harrington, Susie Robbins

Agenda:

• next year - calendar dates meetings, PD times, did Mondays work for meetings? (Tuesdays not good-hard to get coverage)
• summer math plans
• K- units 1 and 2. better alignment, improved homework opportunities and improved assessing opportunities.
• Grade 1 - look at units 1-3, alignment, looking ahead
• Grade 2 - smooth transition from grade 1 to 2.  Think through changes to 75 minute blocks, do less but deeper, vocabulary, q-r codes for alternate homeworks, illustrative math, include ten frames/twenty frames
• Grade 3 - rewrite pre- and post-assessments. Units 1 and 2. 
• end of year data. Data throughout the year? 
• beginning of year - will have spreadsheets from EOY, do we need to do baseline? Would a midyear and EOY be enough. 
• does everyone do pre- and post for every unit.  Does post give enough info for RTI info?
• manipulatives - year end order. I'm ordering journals.
• PD planning - what is your gut for each unit, given limited PD time.
• Do we need to commit to flex groups? Or would you like to be responsive. Kathleen's time?
• RTI interventions - what do you think would work?
• k and 3 want morning time

• What do we want to commit to Flexing next year?

April 7, 2014

April 7, 2014

Attendees:
Sara Holt, Rebecca Galli, Valerie Dominski, Beth Cory, Phyllis Jones, Clare Harrington, Susie Robbins

End of year assessment folders?

• K-2 Karen sends a list
• end of year TC
• end of year baseline
• end of year DSI
• snap word writing and reading
• writing prompts/samples?
• end of year fact assessments
• Don't remove year-to-year?
• math intervention forms?
• Do supported math flex kids need rti form?
• RTI forms- drop down, checklist, by unit? What about waitlist kids
• Teresa- we need to make sure I get info about all kids who get a.m. interventions.
• K- beginning of year assessment- should it have fact knowledge to 5, 10?
• Pull all data for teachers to begin the year with.

April 30 - Professional Development

• ahead of time
• Make sure people have QR code in advance (if you have an old one, you need to download the app)  
• Flipbook per grade level

May 15 - K-5 Math Mentor Day

• Goals for next year, summer work too?
• belief statements
• goals
• role of math mentor?

Summer work:

• summer professional learning grant - April 28
• building based PD money
• email to Wilson/NYMS news, poll people who would come so in grant "initial interest says . . ." 
• first few units to look at with summer work. 

Thoughts:

• how do you plan more consistently?
• summer work to make template and start first few units. Then grant for continued after school work.
• What do we want to commit to Flexing next year?

March 10, 2014

March 10, 2014

Attendees: Sara Holt, Phyllis Jones, Val Dominski, Beth Cory,

Agenda:

• Flex groups
• grade 3 likes it. Scheduling for next year has to be better.  What are a variety of models to deliver services? More for it than against it. Flipped unit 5 and 6 because of the January time.
• Sped ed - really like it. Easier for teacher to differentiate.  Concerns about behaviors being grouped in one place.  
• Support staff used in best way - both regular ed and sped
• Grade 1 - lots of ambivalence. Timing with focus groups is tough, geography, maximum of 2 units, Game day flex was not helpful. Behavior tanked in January.
• Gr 2 - didn't want to flex for unit 6. Will flex for unit 9. Planning to flex for unit 10.  
• Math should not be at the end of the day! With flexing, it adds to the problems. 
• Can we think outside the box for both high and low? 
• Positive self-esteem for all levels.
• Data about how you feel about math each trimester.  Do you notice kids raising their hands more/less?
• Math facts - follow up from PD in February.
• working definition of fact automaticity
• fluency~automaticity?
• Struggling students - what do we do?
• need more time to meet to plan well with ed techs and among team members.
• Atomin 
• training for teachers and ed techs with ten frame and other strategies/games for fact fluency/automaticity?
• Science Talk meeting talks/dates - send a Doodle for new dates.

K-5 Math Mentor Meeting - Feb. 10, 2014

February 10, 2014

Attendees: Beth Cory, Phyllis White, Susie Robbins, Rebecca Galli, Valerie Dominski, Molly White, Sheila Mayberry, Sara Holt, Clare Harrington

Agenda:

• What has been happening around math since our last meeting?
• how are you sharing data?
• would like labsite in math
• share with grade level reps
• how does PD get decided - 
• Clare meets with principals to put time on calendar
• how do we prioritize, when can make a case for math to be prioritized
• be specific, targeted, clear goals
• midyear assessments?
• happy we did them - Reader Digest version, quick temp check
• scoring? yes or no was too strict, also good because it narrowed down where to focus when you looked back.
• 
  
• questions, comments, concerns
• Update on K-13 math task force
• math practices
• illustrativemathematics
• Mathematical Practices discussion
• Math practice Look Fors
• Next steps - ran out of time

Dan Meyer at TEDxNYED

February 3, 2014

February 3, 2014

MIW Math Mentor Meeting

Attendees: Sara Holt, Beth Cory, Phyllis Jones, Rebecca Galli, Clare Harrington, Karen Bubar

Agenda:

• Mid year assessment data overview. How did it go? 
• like the summative view
• length was good
• no news is good news
• helped with progress reports, but didn't make or break it.
• 2nd grade - could they assess during intervention group time?
• like in January - assessment chaos is done and over
• In a perfect world, how often would your team meet to discuss math? (thinking ahead to planning calendar for next year)
• if no other meetings, once a month - meeting length would be dependent upon need
• twice a month - once for how we are teaching/instruction, one for logistical/details
• math labsites - special ed included as well
• meetings would help keep everyone uniformly informed
• K- need more time to really enhance program. EDM is not providing enough.
• NOT lunch time, dedicated Wednesday time
• Whole school math PD
• Math fact goals
• CCSS.Math.Content.K.OA.A.5 Fluently add and subtract within 5. - K will look into assessing this by the end of the year.
• CCSS.Math.Content.1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. - Grade 1 currently does +/- 0 and 1, doubles, +10. Susie- results from last year trying out different facts.
• CCSS.Math.Content.2.OA.B.2 Fluently add and subtract within 20 using mental strategies.²By end of Grade 2, know from memory all sums of two one-digit numbers. - Need to re-assess how we incorporate fact practice and assessing.
• CCSS.Math.Content.3.OA.C.7 . . .By the end of Grade 3, know from memory all products of two one-digit numbers.
• Newsletter ideas - reminder about Homelink is to make connection between school and home.  No tears allowed, it is Ok to stop, write a note if needed.  Home knows what is going on.
• edm site with videos
• apps for kids, reminder about apps
• estimation skills
• New book - Doing Math in Morning Meeting: 150 Quick Activities That Connect to Your Curriculum by Andy Dousis andMargaret Berry Wilson (Aug 16, 2010)
• Change April 14th to April 7th - Changed to April 7th
• Discussion on the Mathematical Practice - Attend to Precision
• CCSS.Math.Practice.MP6 Attend to precision.
  Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
• Beth updated group on K-12 Math task force

Gr 3 mid year feedback

• I like it..however, most of my students were not able to finish in the 75 minute block. I gave more time today and still have a few that need to finish. I think that is more of a reflection of my class and less of the assessment but worth letting you know :) 
• My feedback about the midyear is that the problem with the fact triangle with the equal sign in a different place is tricky! Even with reminders, almost all my kiddos missed it; therefore, they got 0. Need to rethink this. All but 2 kiddos completed it in a math session. Maybe do 8 problems instead of 12 on last page. Thanks!!!!!
•