Feb+17,+2010

Understanding = U Informing = I Recommending = R Deciding = D ||
 * =**Grade 4 Team Meeting**= || Date: Wednesday 17 Feb 2010 || Starting/ Ending Time: 7:45 - 8:45 || Place: Sheena's Room ||
 * Facilitator/Timekeeper: Cheryl || Recorder: Steve || Purpose:

D || How deep into content to you want to go for puberty with 4th graders? || Doug will give different alternatives for lesson design. Discuss and decide on best approach and plan timing of lessons.
 * **Task** || **P** || **Guiding Question** || **Background/ Process** || **Person/Time** ||
 * Counselling-Puberty || I

How far do we want to take his discussion about puberty? A watered-down version of the fifth grade lessons. We will watch the video in class. We need to figure out what we want to do: as a group/splitting up the boys and the girls/group discussions more informally done, etc.

Another video: "If you don't care about your body, who will?" We can talk about food, cleanliness, etc.

We will show the video beforehand (healthy living) then we can have a counselor's corner. Next lesson. || Doug 15 mins || Share as a team the ideas which have been successful. Decide on common agreements for SLC.
 * Spring Conferences || D || What are our common agreements for student led conferences? || In pairs share the ideas which have worked well for SLC in the past.

Steve: 15 student-led conference/15 for conferences Ralph: kids go through their portfolio, then stations, and Ralph is there for support Peach: student-led; reflections and 2/3 demonstrations (read/teach/show/etc). Individually based by his student needs. Peach will spend the last 5 minutes with the parents to talk. Kristin: follows the guidelines from the binder; student-led and she sits back and listens in. After the 30 minutes, they can talk/schedule a conference with her. Mary: e-portfolios and reflections on their blogs. Will meet with parents at the end and chat/schedule a conference if needed. Cheryl: student-led conference first, and then time with the student and the parents. || Cheryl 5 mins 10 mins

5 mins ||

25 min ||
 * DRA calibration || U || How can we all ensure that DRAs are consistently given, recorded and scored? || * Mary to lead calibration of DRA.[[file:DRA calibration, 3-5, Feb 09[1].doc]]
 * All listen to and score one DRA.[[file:Protocol for DRA calibration.docx]]
 * Look at commonalities and inconsistencies between scoring both in oral and written assessment pieces.
 * media type="file" key="Rynel-DRA.mp3" width="240" height="20" || Mary