LIMA NORTH MIDDLE SCHOOLBLT

DATE: Feb. 3, 2016

Coll

Norms to Guide Our Work:Start and end on time Take phone calls away from the work

Ensure everyone has a voice Work towards consensus so implementation can succeed

Monitor side conversations

Grade Level Team MembersJulie Stewart x

Teresa Gantz xJackie Boatman xAmy Boley xKim Myers x

Elizabeth Sides xBrian Mears x

Denise Kruse x Trent Miller x Lindsay

Sullenberger

Agenda Notes

Meeting Objectives:

1. PBS Share out2. Math Solutions3. DLT updates – Stewart and Boatman4. Step 4 of TBT rubric5. TBT share out6. 2nd quarter TBT data7. What does BLT need from DLT?

Facilitator: Julie

Timekeeper:

Note Keeper:

5 Step Process Checker:

Reflective Questioner:

Chair:

1. PBS share out

2. Math Solutions Will discuss at next BLT meeting – but we looked at informal assessment (walk through – tbt decides which informal assessment they use). Informal assessments – interviews, conferences, examples given. Several pages given on examples of informal assessments. Cohort math 1 has already done this and will bring their examples to next meeting to share with BLT members.Read article before next meeting so that we can discuss.

3. DLT updates – Stewart and Boatman Coaching – report on documentation, will make copies of coaching request form for all staff members.

4. Step 4 of TBT rubric See notes below for each team – using exit slips

5. TBT share out See notes below for each team

6. 2nd quarter TBT data Will discuss data at next BLT meeting – so look over data before next meeting.

7. What does BLT need from DLT? When will computers be locked/shut down before testing? SLO’s are supposed to be taken week before state testing, then benchmark testing. Lots of testing at end of year.

Teams Rubric/support

Boley 6th ELA

Finishing step 5.Progressing – didn’t analyze data as deeply as we wanted. Staff absent and ran out of time. Reflection, starting cycle 6 (from ctls). 22% growth. Didn’t break down in sub groups

Roberts 5th ELA

Step 5 – progressed to full, consistently tracked which strategies worked – conversation about these strategies. Most successful – noun, character, setting – practiced repetition on grammar

Myers 5th

Math

Step 2, today was student work. Analyzed – student can find volume, but messed up with calculations. Discussion on what we need to focus on – concept or calculations. Strategy – modeling and using aleks as another intervention. Getting through sub groups – need more time and practice – did it somewhat but need to do it bigger.

Kruse SCI/SS

5th grade science – step 5 – looked at strengths and weakness, moving towards progressing. Non-linguistic worked well with many students.6th grade social studies – not progressing as they should since they are always missing a staff member since before Christmas. How are we using the graphic organizers? Good conversation with team about this since all members was using graphic organizers differently.

Sides 6th

Math

Step 1 inequality – pretest data, chooses problem solving with decision making – does it make sense? What does strategy look like? Use sentence starters – said we were progressing because missing 2 members that were at math PD. Work samples looked at.

Sullenberger Focus

Step 1 – graphic organizer – spoke and wheel, progressing – difficult because subject matter is different – as a BLT we will ask more probing questions to see where we can support them