11-01-07


 * 11-01-07 AGENDA**


 * November 6th Professional Development Day Agenda
 * Harcourt Holistic Assessment: Information gathered at 10-30-07 LA Meetings
 * Spelling Support for ESL Students: Information gathered at 10-30-07 LA Meetings


 * 11-01-07 MINUTES**
 * 3:45-4:45**

//Attending//: Donna Elmore, Sue Feaster, Mary Teresa Maule Alft, Marji Small, Veronique Taylor, Debbie Pye, Kim Rollings, Gail Peck, Marie DiGiulio

· **November 6th Professional Development Day Agenda** Reviewed draft of schedule Added to questions & agenda for Wendy O’Donnell for the Harcourt sessions · **First Grade Assessment** __The Path__ is changed to teacher choice from __The Box__, __Apples__, and __Boots for Red__, based on teacher feedback about the level of difficulty for The Path. (mt, Veronique, Joanne met & discussed the text choices Friday 11-2-07, based on initial conversation at the LLT meeting.) · **Harcourt Holistic Assessment: Information gathered at 10-30-07 LA Meetings** Shared the typed list of all teacher responses Observational statements based upon this data: · **Spelling Support for ESL Students: Information gathered at 10-30-07 LA Meetings** Bring the typed list of suggestions for supporting Spelling acquisition for below level students to the Spelling session on Tuesday. Question for Jerry: Can students be given the complete weekly Spelling list, but set a weekly goal for the number of words they will attempt to master each week, or is the expectation 100% master of all Spelling words for all students each week?· Harcourt Weekly **Schedule Question:** Can teachers take a week off of the Harcourt plans to catch up on assessments? Can teachers take a week off of the Harcourt plans between themes to accommodate assessment? Contact Margie and inquire about the proposed work plan for PLE.
 * We need to repeat the Harcourt holistic assessment to learn more about it.
 * The holistic assessment is not appropriate for below level students in grade 2; it is too difficult and it does not provide information for instruction.
 * The Grade 1 holistic assessment is a measure of listening comprehension, not reading.
 * Consideration should be given to aligning the holistic assessment with the reading stages.o Logistical decisions:
 * Do not send the holistic assessment home to parents.§ Put the holistic assessment in the student work folder.
 * When planning for parent conferences, there are numerous artifacts that support student achievement in Language Arts. Artifacts are selected based upon the teacher’s focus for each child. The holistic assessment may be shared if a teacher feels that it supports or explains a parent’s question about their child’s Language Arts achievement.
 * · LLT Planning**

//Minutes submitted by Mary Teresa Maule Alft//