9-17-12

September 17, 2012 ~ Meeting Summary

Members Present: Dave Evans, Margaux Files, Gordon Small, Joanna Hopkins, Paul Deagle

Topic: Norms and Purpose

Protocol Used: Atlas with writing data

Key Points of Discussions:

Decisions Made:

General Minutes:

Went over packet to be sure folks were aware of the Roles and Responsibilities

Norms Common Expectations as the non negotiable norm


 * Participate Fully: Come to Learn **
 * Clear Focus **
 * Maintain Confidentiality (water cooler - photo copy talk) **

Atlas Protocol for Writing Data Members took about 10 minutes to review the data packets. What do you see? Interpreting the Data
 * Comparing the 7 years a 3% over last year 41 to
 * I do not see the variation or bar that the student sees. (a range) If you could see the range it could make a big difference in how we look at the data. You could have scored in a range, wh
 * If you look at the last sentence in the descriptors the last sentence changes very little and it is really a subjective point on the reader.
 * What you see is a matter of how it was interpreted. Hard to see the data and question the results (focused vs clearly focused)
 * These standards do not allow for the really great creative writer that does not fit the norm
 * We must remember the subjectiveness of the grading situation
 * You can not decide the state of the school on a test like this.
 * Essay is well focus vs Essay is cleared focus. If I was grading these I would be all over the chart. Distinguishing points are not clear and there are no benchmarks. This is incomplete data. Folks walk into the room and read 500 essays before lunch. Really need get the range. Fine line distinctions between essays. It is not a math test that is right or wrong, how do you even calculate the range.
 * This is what we have so what can we do for our students.
 * I think if you want to do well on this test you do like Cape Elizabeth where you do not get into honors unless you can write that perfect paper. Can those students write a creative essay that would spin the head of admissions at colleges
 * We need to teach how to write a very structured piece if we want to look good.
 * If you really want to improve it you need to teach it hard.

Implications for Classroom Practice
 * Shatter the whole model first half you read and second have you write
 * In English pick a content area and focus.
 * Figure out one thing I can do to support each student in writing across the content. Go over Science drafts in English class