March+2012

 ** Curriculum Council Minutes **
 * March 7, 2012 **

Nancy Alibrandi, Michael Bessette, Bill Carozza, Steve Chamberlin, Mark Dickson, Chris Kelley, Eileen Reinacher, Dave Tilley 
 * Members Present:**
 * Also** **Present: Tim Stokes, Holly Charron**
 * Place and Time**: MSS 3:15 - 4:15
 * Minutes submitted by:** Nancy Alibrandi


 * Items discussed: **
 * SOPPADA for 6th grade Math - Tim Stokes**
 * Tim Stokes presented the following SOPPADA: [[file:SopaddaforMathGr6.pdf]]
 * The SOPPADA is intended to address the needs of the top math students in grade six
 * Currently they receive differentiation in a small group for about twenty minutes; would like to provide one hour of instruction tailored to meet their needs
 * This is not a pre-algebra course, nor a prerequisite to get into a pre-algebra course; it would be sixth and seventh grade regular math instruction compressed into one year (same content at a faster pace)
 * Qualification would be modeled after pre-algebra process: recommendation from teacher of the previous grade; standardized test scores (NECAP, MAP tests); also might consider a pre-entrance exam
 * The students that qualify for this program would be mixed in with other students for other content areas; they would not travel as a group to the other subject areas
 * Steve asked if there are students who would benefit from doing sixth grade math over two years; students all start at different places, they all need to meet the same standards - the only way to accomplish this is to change the amount of time it takes; change the pacing, not the content
 * Is this fluid? Can students come in and out? Tim sees it as being fluid, but he is not sure parents would
 * We have leveled groups in reading, why not math? Math is tougher because it is skill based
 * Is this tracking? Tracking means you can't move out of the group; Bill suggested the term "dynamic grouping"
 * All sixth grade students would have the opportunity to qualify for pre-algebra in seventh grade
 * Steve talked about cluster grouping; mentioned this article from ASCD titled //Clustered for Success//: http://www.ascd.org/publications/educational-leadership/feb12/vol69/num05/Clustered-for-Success.aspx
 * Tim said the research clearly shows that if you want students to be better in math, you need to give them harder math; teach beyond the zone of proximal development
 * The entire sixth grade will be moving to Glencoe CCS edition Course One; would also like to have CCS Course 2 (for seventh grade) to use with top students; these are based on the Common Core Standards and will be more challenging that what we currently have; would be buying the license to the website and a workbook - you can commit to 3, 5, or 7 years; the trend with math programs is to transition from print resources toward digital resources
 * There is no money in the budget for math textbooks; could use money budgeted for "consumables"
 * The Math Task Force is looking at some programs to pilot for next year for Kindergarten-Grade 5; under consideration are My Math (Glencoe); Investigations; Math in Focus (Singapore Math)
 * Action: Recommended to Leadership Team**

**Foundations of Learning - Holly Charron, Eileen Reinacher** >  __**Future Agenda Items:**__ **Wellness** **Plans for Technology PD Day** **Update from Math Task Force** **Update on Textbook Adoption Policy** **Summer Curriculum**  **Next Meeting: April 4, 2012**
 * Students assigned to the Learning Center can earn credit for this course which is focused around students taking more responsibility for their own learning
 * They receive a Pass or Fail grade
 * These are the course competencies: [[file:FoundationsofLearningCompetencies.pdf]]
 * They also use components from the Career Cruising program (vocational assessments were already being done with the Career Cruising program)
 * A study hall plan is done daily: [[file:StudyHallPlan.pdf]]
 * How do they assess? Observe if students can fill out forms independently; students use X2 to see what they have to do to improve their grades and self advocate if needed: [[file:WeeklyCheckIn]] [[file:Grades.pdf]]
 * Steve suggested a pre-progress report consult (have them self assess and grade themselves); give them a quiz on their IEP; describe themselves as learners, give feedback - self directed? seek help in an appropriate manner? goes to the right tool for the task? Ask what their contribution was - contribution is evidence of participation; signature is evidence of attendance
 * How much direct instruction is offered? Students are given instruction is study skills and advocacy individually everyday
 * Students participate in their IEP meetings; this is important so they don't feel like the IEP is something being done to them (Michael said they begin including students in sixth grade)
 * Michael liked the Executive Functioning section of the competencies; Eileen said they based that section on an article that they read, //Describing Six Aspects of a Complex Syndrome// by Thomas E. Brown, PhD: []