Cadre+Meeting+Minutes+-+Jan+2010

Cadre Name: **Student Support** 01/29/10 Mini-vision: **Hypotheses generation and Action Plan** Members present: 13 Members absent: 5 Roles: Co-facilitators – Riccardi, Bond, Snyder;Recorder – Rose Vouthounes Timekeeper – Basto;Process Observer – Tokic;Gatekeeper – Vidal Refreshments – Kelly, Bannock, Carrion

1. Greeting / Review of Previous Meeting – Review of what occurred at last meeting. (5 min.) Ricciardi and Bond 2. New way of assigning jobs: Pick a name out of a cup & participation – ( 5 min.) 3. Agenda : (min. per item) - Reviewing websites, and scoring each website from 1-5. Discussion. - Deciding on how to create the website and which categories to put them in. - Sub divided into three teams, differentiation, communication/ lesson plans and websites to work on plans. __Lesson Plan Team**-**__ We discussed researching websites on co-teaching to support our action plan as well as P.D. we can offer to staff. We discussed forms of communication we want to include on action plan including: 1. common planning time at the beginning of the year for reg. ed & spec. ed. Teacher to go over I.E.P. & needs of students. 2. Sharing lesson plans weekly. Possibly bi-weekly or monthly with E.L.L. teachers to cover topics that the grade level will be focusing on that month. 3. Planning time teachers can take as a P.D. once a trimester to review needs of spec. needs students as well as at-risk students. (If common planning time is not given or if spec. needs teacher covers more than 1 grade level).

__Next Steps__ : is to research websites on co-teaching. Also, to possibly put together a questionnaire for staff to get feedback on lesson plan sharing as well as I.E.P & needs of each teacher. __Next Steps__: to put websites on Wiki site & get feedback/accountability & continue adding websites to Wikki site __Next Steps__: Will talk to literacy for list of resources not being used. What you already do for modifications in classroom and what do you want to know more of?
 * __Website:__** We discussed and created categories for the websites the team liked the best. Websites were added under 4 categories: Classroom Management, Classroom Strategies & Interventions, Special Education & E.L.L.
 * __Differentiation-__** Brainstormed what they are all doing in their class to differentiate. We want to know how we can provide best resources for our staff. Want to find P.D. they can go to, to turnkey to the staff to learn more about modifications. Kathy has C.E.R.C. catalogue to share.

4. Closure / Process observation: ( 5 min.) (Review group dynamics of meeting and responsibilities for next meeting.) Little off-track; need to stay on focus better. Everybody participated and good contributions. 5. Prepare agenda for next meeting - Confirmed date time and place for next meeting. ( 1 min.) -- Reviewing last meetings procedures. Objective: an action plan on what we can try to solve a problem. To brain storm to solve problems (four main issues). Green we have control over. Hypotheses presented in relation to the following:
 * 1) Teacher needs to help with modifications.
 * 2) Turnkey by all staff is needed.
 * 3) Many students are evaluated but don’t qualify but still need interventions strategies.
 * 4) SE-GE-ELL teachers need common planning time at least monthly.
 * 5) Teachers need training to work with high risk students.

Hypotheses: b) If one group meeting a month is dedicated to discussing the needs and strategies for high risk students, then there will be monthly planning time. c) If classroom teachers share their weekly lesson plan with support staff with whom they work, then the support staff will be prepared to meet the needs of the students. __ACTION PLAN__ 4 c) __Action taken__: We will share lessons plans. __Data/evidence__: anecdotal notes, work samples, e-mails. __Responsibility:__ Milner, Snyder, Cohen, Quinones, Basto, Tokic, Lopez __Timeline__: December 4, 2009. Process Observer: Things ran smoothly & we think coming back to share what we did in our sub-groups was very helpful!
 * 1) If we share our modifications at grade level meetings, we’ll have important student data and techniques teachers can use.
 * 2) If staff turns keys relevant workshop information, then we can learn useful strategies to implement in the classroom.
 * 3) If we create a network as a means to disseminate information and instructional strategies that work then we will have extensive resources of intervention strategies to help our students.
 * 4) a) If minutes taken from grade level meetings were share with the entire staff, then all support staff would be aware of the focus of instruction for each grade level.