KINDERGARTEN GRADE LEVEL MEETING – MINUTES – MARCH 24, 2003

ATTENDANCE: Amy Roselli, Patricia Dubiel, Anne Franzmann, Leanne Uttech, Michelle Jacobs, Janet McElroy, Kyla Stefani, Cathy Hansen, Paula Jacobsen, Jan Nelson, Shari Lingbloom, Linda Young, Tiffany Knudsen, Kathy Shore, Jan Frank, Hollie Roberts, Charm Miller-Davis, Paula McGrath, Connie Westhaver, Paula Jacobsen, Joanna Aarstol, Kelly Morgan and Kathy Leathers.

PLANNERS: Shari Lingbloom, Kathy Shore and Paula Jacobsen

OUTCOME: Teachers will have the opportunity to learn from and collaborate with peers in order to increase understandings about district curriculum and direction, as well as to incorporate good instructional strategies into lessons and unit design.

CURRICULUM FOCUS: Mathematics, Literacy Assessment, and Technology

GIVE ONE GET ONE/RECONNECTING WITH COLLEAGUES:

Teachers shared instructional strategies, resources, and activities that they use in their classrooms in the curricular areas of social studies, health, and literacy. Teachers asked questions that had surfaced during the sharing of strategies and activities.

Will we be expected to teach all health units next year?

Sherrie Brown, Director of Curriculum, told the group that the required unit is Unit 1, “How to Stay Safe”.
Teachers may select other units as student interests and needs arise.
The content of the curriculum can be taught through the processes of reading and writing.

UPDATE FROM ELEMENTARY MATH TASK FORCE

The Elementary Math Task Force has two responsibilities for this year: to identify the Common Practices and Core Understandings and to outline a professional development process that will support teachers in implementing the Common Practices.

Teachers worked in small groups to learn about the principles and beliefs that the Elementary Math Task Force have used as the foundation of their work. Teachers used an “Anticipation Guide” (graphic organizer that supports before, during, and after reading) to clarify their prior knowledge about teaching and learning in mathematics. The group reviewed and discussed the National Council of Mathematics Principles (www.nctm.org) and then checked their Anticipation Guide responses.

Questions/Comments for the Elementary Math Task Force:

1. Will math have the same type of professional development that has been provided for literacy?

2. Will math support include: district focus, assessment scores and data collected district wide?

3. Will materials be provided to teach math in a meaningful way at the Kindergarten level?

4. Materials vary across the district in the Kindergarten classrooms because many of the materials are teacher made. What will be done to ensure equity across the district?

5. All minutes and work of the Elementary Math Task Force can be read on the District Web Page http://www.bham.wednet.edu/staff/elemmathtaskforce.htm

DISTRICT WEBSITE and ONLINE RESOURCES

1. Nancy Messmer, Director of Library, Media, Technology, provided a tour of the revised district website, highlighting the “search” tools and sites of interest including Grade Level Learning Targets, Committee/Task Force Information, Maps/Driving directions to schools, and access to Central Services. Teachers were reminded that librarians are helpful resource people in the buildings who can assist with web access and technology.

2. In Outlook, teachers will find a group list with all Kindergarten teachers’ names. This group list allows Kindergarten teachers to communicate easily with all other Kindergarten teachers. (In Outlook E-mail, address message “to” Teachers-Kindergarten)

3. A folder has been developed in Outlook E-mail for Kindergarten teachers. Teachers may share documents, lesson plans, assessment tools, and unit designs with other Kindergarten colleagues and get feedback. (This folder can be found in Outlook E-mail/Public Folders/All Public Folders/Grade Level Work/Kindergarten)

LITERACY ASSESSMENT ANALYSIS:

Teachers reviewed the purposes of assessment in our district: to inform our practice, to report student progress, and to inform our programs and policies. Using the Literacy Support Guide, teachers reviewed the assessment tools to be used in the Kindergarten program. The teachers worked in small groups to analyze the effectiveness of the assessment tools in reporting student progress. (See Kindergarten Public Folder in Outlook E-mail for discussion points from group analysis)

Brian Rick provided clarification on reporting DRA scores to the district:

· Do not use a “B” to indicate reading below the A level when reporting reading levels on the District reporting form.

· On the report card, teachers use a 1 or 2 for students not at the standard according to the directions in the Literacy Support Guide (Assessment – Marking the Report Card)

Clarification on giving the Running Record:

· K – 2 teachers are to give a Running Record every three weeks (3 calendar weeks) on readers who are not at the standard.

· For students who are not at the “A” level, Running Records can be taken on the child’s writing samples to determine next teaching points.

3. Questions Regarding the Report Card:

· How do we avoid the problem of giving a 4 at March and then the student meets a 3 at spring?

· Can there be a band of scores for the 1,2,3,4 in order to avoid the dropping back in the spring?

Teachers shared concerns using the current below, at, and above standard numbers. A student can be marked at standard on performance but, be below on the content standards/grade level expectation criteria. Teachers also discussed the need for a continuum that helps teachers know what skills and strategies should be under control by each grading period in order to be at standard.

READ ALOUDS:

Teachers listed their “favorite” read-aloud and the connections to units and concepts to be learned at the Kindergarten Level. The list will be put in the Kindergarten Folder in Outlook Public Folders. Please add any other books you may use in your classroom.

GENERAL QUESTIONS:

1. Will there be a change in the Kindergarten start days and assessment practices that will be consistent across the district?

2. How do Kindergarten teachers get the required assessments done when some schools do not have Title I support? What are the support systems (sub time) and what are the consistent “rules” for using the sub when doing assessments at the K level?

3. How do we accommodate the .5 teachers to get the assessments done?

NEXT STEPS/TOPICS/SUGGESTIONS:

For a list of next steps, topics, and suggestions, please see the Kindergarten Folder in Outlook Public Folders.

MAY MEETING:

The next Grade Level meeting for Kindergarten Teachers is scheduled for May 12^th, 1:00-4:00 p.m. in the Board Room.