15+September+2009

3 minutes || iCheck || **U** || What has the iCheck told us about student learning? || **PART ONE** Please bring two examples of student work. One example on a student misconception from any question on the icheck and a second example of student work that you feel meets the 4th grade standard on question 19.
 * Welcome ||  || What's the most unusual thing that you have done recently? Personally or professionally. || Purpose : Launch meeting and get everyone's voice in the room. || Peach
 * FOSS

General debrief about the icheck led by Kelly. Kelly & Peach 20 mins
 * PART TWO**
 * Some similiarities between classes of sample responses of average and high, but also some differences
 * Encourage students to show as much of their understanding as possible
 * Notebooking - some positive feedback on the usefulness of notebooks
 * Response sheets - clarification question - should we do response sheets and ichecks, or just ichecks? Foss is in the process of developing kits, so different kits are at different stages . . . teachers should use their professional judgement regarding using response sheets if they feel that they are a useful formative assessments.
 * Enduring understandings and Essential Understandings - the first draft is on the ISB wiki and will be developing over time
 * Giving the icheck back to students after grading . . . how did that go? Is it worth the time?MIxed feedback . . . some very positive about deepening student underastdning, but for some students it was too much. Th recommendation is that this is not done all the time, but just occasionally. Take notes about the value of the time spent on formative assessments. || **P1**

 || **P2** Kelly 10 mins ||  || Writing || **U D** || What enduring understandings, essential questions, knowledge and skills have we identified for our narrative unit? 3 mins. || 1 mins. || 
 * || Narrative
 * Mary and Sheena will talk witgh Teresa to gain some clarification. Question - How do we balance Narrative Writing with Writer's Workshop/ What does the school require of us as writing teachers? What is up to individual teacher choice? || Share collaborative partner work with team. Decide on next steps.
 *  Is there any similarities / overlap?
 * Is there anything that is missing?
 * Do we have a common understanding?
 * etc || Peach ||
 * Planning Next Meeting || D || What will be the topic / focus of our next team meeting? ||  || Peach
 * Meeting Closure || D || How did we do as a group at maintaining out norms and focusing on student learning? || A quick self-reflection on how we did and a formal way to close the meeting. || Peach