Sixth+Grade

Sixth Grade
Place date before each entry under each question. =Point of View Questions= Place date before each entry under each question. 9-23 Honors - On target with pacing guide. (Chap 2 test tomorrow) Advanced - On target with pacing guide. (Chap 1 Lesson 7) Glencoe 6 - Beginning to fall behind. Students don't have necessary basic skills. Must reteach. (Near the end of chapter 1. 9-23 After school assistance, Revised test difficulty, selecting objectives for AM based on MAP, when the scores are available. 9-23 After looking at scores (with Lostetter) we intend to concentrate on numbe theory which is a very common weakness with our students. 9-23 Evaluate (In all levels we are evaluating and solving order of operations and variables.) 9-23 Due to revised test dificulty in Glencoe we did not reach a very high level. Remembering: teaching and recalling rules for order of operations. Honors Level 3 Applying (Chap 1) Advanced - Using deductive reasoning for determing exponent given base and solution. Yeah! got workbooks for Glencoe 1. Hope to get Holt this year (never came last year). Glencoe 3 not here yet.
 * Where are you on your long-range plans, pacing, and content standards?
 * After the analysis of nine weeks tests and grades, how will you address student strengths and weaknesses?
 * How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction?
 * Where did this week’s learning goals fall within Bloom’s Taxonomy?
 * In looking at your last assessment, identify the level of Bloom’s utilized within the test.
 * Comments ~ Concerns ~ Needs (resources)

Teachers in attendance: Trawick, Hooper, Cribb, Childs

9/16 Honors + - Integers (Chap 2) This is where the long range say we should be. Advanced (Chap 1) Order of Operations This is where the long range say we should be. Glencoe (Chap 1) Order of Operations This is where the long range say we should be. 9/16 Item analysis of test (ScanTron) results. Compare teacher and team as a group. Look for teacher strength and weaknesses and group strengths and weaknesses. Incorporate questions in once or twice a week to address weaknesses. Collaborate as teachers to see how we can share strategies that worked for an individual teacher. 9/16 We plan to divide students by RIT bands. Use this information for placement in Accelerated Math skills. Pair students with strength with those who are weaker in the same area. Activities geared to different learning styles (song, rap, individual white boards, SmartBoard games, study buddy pairs. 9/16 Glencoe/Advanced/Honors - Order of Operations - creating. Students are given numbers to arrange and are expected to get a specific solution. 9/16 Apply 9/16 Teacher Editions/Student Editions difficulty getting into on-line. Lostetter will try to solve this.
 * Where are you on your long-range plans, pacing, and content standards?
 * After the analysis of nine weeks tests and grades, how will you address student strengths and weaknesses?
 * How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction?
 * Where did this week’s learning goals fall within Bloom’s Taxonomy?
 * In looking at your last assessment (formative/summative), identify the level of Bloom’s utilized within the assessment.
 * Comments ~ Concerns ~ Needs (resources)

Teachers in attendance:9/16 Childs, Cribb, Hooper, Trawick, Lostetter