TLC Minutes 1/3/13

The members,along with the guests, werewelcomed to the meeting by Lynn.

A PowerPoint presentation was used for our discussions in the following areas:

Table Talk:Questions and discussion topics in small groups centered on the book Checking for Understanding(pages 15-35 and pages 2-13 of the handouts).Including:

1. (Review of pages 17-20 from book.) How/Why might an understanding of oral language development (speaking and listening) help educators and parents check for understanding more deeply?

2. (Review pages 21-22 from book.)What are the misuses of oral language that take place in classrooms according to these authors? Do you agree or disagree? Why?

3. (Review pages 23-32 from book.)What are the most useful oral language strategies outlined by these authors? Which have you found most valuable? Why?

The BIG IDEAS notedfrom the small groups and brought to the whole group discussion were:

  • Importance of early oral language development
  • Gender differences when checking for understanding
  • Boys may seem to be called upon to answer questions more than girls.
  • Boys may seem more eager to answer questions than girls.
  • Watching student body language for their understanding of ideas
  • Each student engages differently
  • Checking (as a teacher) for understanding students’ knowledge through various means (body language, etc.) other than a simple whole-group questions
  • Safe environments for students to communicate
  • Teachers also must “listen” to discover their students’ understanding
  • Sentence starters for practicing oral language (also for written language)
  • Responding correctly and appropriately (with modeling by teacher and students)
  • Accountable talk is purposeful talk.

Large group was asked by Lynn, “How do we share these Quick Checks for Understanding, spread the word, or pay it forward?” Answers by group members included purposeful conversations:

  • In Building TLC’s
  • In District TLC’s
  • In department or grade-level meetings
  • In teacher’s break rooms and at lunch
  • After-school discussions and meetings
  • Each building has copies of the Checking for Understandingbook to share.

We will continue our Checking forUnderstandingdiscussion at our February 7thmeeting over Chapter 3.

Topic #1Common Core State Standards (CCSS):

  • CCSS are benchmarks that define student outcomes.
  • They create a shared understanding across the country, no matter a student’s zip code.
  • High School HSCE’s and Elementary/Middle School GLCE’s are still used (for the most part) within the CCSS for developing curriculum.
  • ELA and Math CCSS are complete.
  • Science and Social Studies CCSS are coming soon.
  • Literacy’s Key Components
  • Reading- Increase complexity of texts, a higher amount of informational text, and claims /evidence.
  • Writing-Use sources with an emphasis on argument, information, and explanatory writing.
  • Literacy (reading, speaking, listening, and writing) - Acrossall content areas, but does not replace content standards in those subjects. Literacy is the responsibility of all teachers in all subject areas.
  • The goal for our students is to be college, career, and life-ready citizens.
  • PSP adopted “The Five District Expectations for 2012-2013” to address the CCSS requirements.
  • Engagement in Every Lesson (Teachers/Parapros)

Clear Beginning- a learning “target” in student-friendly language;

Well-Developed Center- explicit instruction, gradual release, & checks for understanding; and

Definite Ending- Summarization and closure

  • Minimum of 60 Minutes of K-5th Math Per Day
  • Implement Common Core State Standards and Assessments in All Classrooms
  • Technology to Enhance and Support Learning, Communication, and Data Analysis
  • Focus on PLC Improvement Strategies, CCSS, and Student Achievement Each PLC/PD Day
  • Our CCSS shift is focusing on HOW to implement the intent of the CCSS and optimize student learning.
  • We have to think and teach as a team.
  • If anyone has anything to add or has any questions regarding Petoskey’s implementation of CCSS please call or email Lynn.

Topic #2Weighted Grades: Discussion began this month and will continue in February (pages 14-28 of handouts)

Lynn gave a brief summary/definition of weighted and unweighted grades at the high school level-

  • Weighted grades are GPA’s that are weighted according to the type of class taken by a student.OR
  • “B” in an AP course=”A” in non-AP=4.0OR
  • “A” in an AP course+5.0 and in non-AP=4.0

Main argumentsforweighted gradesare rewarding student achievement proportional to degree of difficulty of classes, encourage students to take more challenging classes, increase a student’s GPA, & will receive a higher class ranking.

Main argumentsagainst weighted gradesinclude recognizing effort fairly, creating too much focus on class rank, all AP courses are not consistentlychallenging, and a disadvantage to students not AP-prepared or minded.

What are colleges looking on applications?

  • Good Grades (& Full Coverage) in Core Subjects
  • High ACT/SAT Scores (28/2050 and higher for elite universities)
  • AP, Honors, Accelerated, College, & International Baccalaureate Courses
  • Foreign Language & Math (4 years minimum)
  • Rigorous Senior-year Courses
  • Extra-curricular Involvement
  • No Senior “Slip” in Grades
  • Remarkable Talents & Compelling Stories
  • Excellent Letters of Recommendation
  • Powerful Application Essays
  • Some examples of college admissions data were provided and compared (pages 21-28 of handouts).

The members and guests divided themselves in two groupsbased upon their degree of favor/disfavor for weighted grades on a scale of 1-5 (with 3 being neutral). Both groups were asked to discuss the Pro’s and Con’s of weighted grades. This was a sharing of personal thoughts with the group--using respect, active listening, and critical thinking. This issue will be discussed as a total group at theFebruary TLC meeting.

Because of lack of time,building school improvement reports will be addressed at the next meeting.

Quick Updates:

  • The District Perception Survey is available on the District Home Page. Please share this survey with your colleagues, parents, students, and community members.
  • Next PLC/PD Day is January 18th, 2013 (Draft agenda on page 29 of handout)

Our next meeting: Thursday, February 7th, 2013.

  • Please read Chapter 3 (pages 36-56) of our study book Checking for Understanding.

Respectfully Submitted by

Diana Konkus & Lynn Slanec

Public Schools of Petoskey TLCPage 1