IDEAS+FOR+YOUR+CONSIDERATION

=**Ideas for your consideration ...**=


 * From the School Leadership Team on December 5, 2007 (regarding grades, grading, etc) (JZ)**

In response to the SLT minutes, I am under the impression that any student who is legitimately absent and misses a test or quiz on the day of their absence has the opportunity to make up the exam or quiz within a reasonable time. Students who are legitimately absent also have the opportunity to make up missed work. However, it is the student's responsibility to schedule the exam or quiz with the teacher as soon as they return to school. Additionally, students must bring in a note to explain their absence. Not all absences are considered excused! Absence due to illness or a court appearance are considered excused. (Aimee)

-- Also ... a parent asked me the other day why so many assignments ungraded on Thinkwave? Does that mean the students don't need to do them? Are there too many assignments being given if they can't be graded? I EXPLAINED THAT I DON'T KNOW THE REASONS, but I thought I'd ask you all what it means to you...

12/10/07 I agree with Aimee. Students must take responsibility for what they have missed when they are absent. As for the ungraded assignments on THINKWAVE, I have entered assignments in thinkwave before they have been graded as a way of letting the parents know what is coming up. Additionally, I think the marking periods should probably not be cumulative. I think it is harder for the kids to get a "fresh start." Perhaps a weighted percentage for each marking period. (ME) I am in agrrement.TB

I would love to have more discussion about a weighted percentage for each marking period and what you all think that should look like. It might give kids credit for and more of an opportunity to show that they have made progress as the semester has moved on. If you have a specific proposal or an idea about how this should work, please post it so that we can get feedback about it. (Aimee)

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 * FOR DATA INQUIRY TEAM:** This is the link to have students fill out the survey:

I know that many of us are concerned not only about our kids' study habits but also on providing them with both quality review and tutoring especially in view of in-class time constraints. I have spoken with a number of other educators about this and how we can work to solve this problem. In addition to offering after school review and tutoring sessions many of them have pointed me in the direction of a program called BrainPOP, which is computer based, designed for students in third through twelfth grade, is animated and interactive, lets students or teachers select specific topics within content areas for review, and allows students to work independently if that is desired. I would love for you all to look at it and provide me with some feedback as to whether this would be useful for our students, whether you would be able to incorporate into lessons, how we should introduce this to students if we decide to subscribe, etc. Check it out at [|BrainPOP] and let us know what you think!**
 * September 29, 2007 (AH)
 * I think BrainPOP is a great interactive site but I feel that the topics and videos created in BrainPOP for math are too basic for high school students. Also, if we are looking for videos, we might want to look at EdVideo online, http://www.thirteen.org/edonline/index.html, from Channel 13. It is free and provides tons of lesson plans, videos, and other multi-media. I think we can get the probably get the passcode to register by calling contacting them if anyone is interested. (HL)
 * I agree with HL, I think it is a bit too elementary for our students. United Streaming ( http://streaming.discoveryeducation.com/index.cfm )has great video clips accompanied by lesson plans as well as quizzes. Furthermore, longer videos are broken into segments of 3- 5 minutes to profile a particular sub-topic. Additionally, in order for any on-line video clip program to be implemented successfully, I think we would need more LCD projectors. (ME)

__September 21, 2007 (JZ)__ Last June several of use realized the trouble our kids are having on Regents exams is at least partially related to the fact that they don't take long tests for us during the school year. In addition to starting to use Final Exam periods at the end of each term, we had thought about having school-wide exam periods (3 hours in length) at least once a month so the kids could get used to the idea of testing for that long. We thought maybe a different subject could give a practice Regents, or some other long exam each month (ie ELA in October, Math in November, etc). The whole school could follow a special schedule to accomodate the seating needs, and then our kids would know from experience that they can take a test for that long.
 * I have talked with a few people about the following idea, and would love staff input (even just a "yes" or "no") so we can decide whether or not to move forward and schedule things.

Thoughts? ... As we discussed last year, I think this type of preparation will only help our kids especially if it is reinforced with Regents skills being taught and practiced in class. We should also give Regents style final examinations during a finals period at the conclusion of each semester, even if they are not three hours in length. (AH)** (BN) I think monthly 3 hour exam periods would take away too much from teaching time. I think having final exams at the end of each semester is enough for students to get used to long tests. My classroom tests and quizzes reflect "regents type questions", so my students are getting used to this type of question. I do think final exams in January and June should also reflect the regents.
 * I think that it is a great idea. Not only do our students learn to sit for these long exams, but also they have the opportunity to see what these exams look like. I know I was planning to do a mock ELA Regents before January. In terms of final exams, I think we could encouarge the use of Regents' style questions, but sometimes I feel like the decision should be left to the teachers. For example, I probably would not want to test multiple choice skills on a final. I would much rather do that in class (since the multiple choice is a smaller portion of the ELA test). (HP)
 * I think it is a great idea too. It helps students get accustomed to the style and types of questions given on the Regent. We can even discuss some test-taking strategies in advisory afterward. (HL)

I like the idea of a semester exam period. I think that it would help to get students prepared for the Regents. However, I think an exam period once per month might be too much. Perhaps, we could have an exam at the end of each marking period except the last marking period. During the last marking period of each semester we would have the semester exam period. Basically, three exam periods per semester. (ME)

(Chris L) I also like the idea of having some more preparation for standardized tests, but once a month is probably too much. I like the notion of having longer periods for exams at the end of the semester as a way to give more substantive final exams that reflect the style and strategies required by Regents and other standardized tests.

I would support either idea. One issue those of us in humanities courses have is prepping our students for time management on the exams. For example, I always compose my exams of regents questions and essays, but can not give the students a Regents simulation because the blocks are just too short. I like the idea of longer testing periods being a part of their preparation for the Regents and SATs best, but would be pleased to just see us make this effort across the board for the marking periods. Are we commiting to this for the first MP?

I am brand new to the Regents. I have experience with the 8th grade ELA and students sat for over 2 days for that, but we always had a couple of school wide practice sessions before the test. I like the idea of the practice regents happening in different subjects, according to the month. Are there old copies of the English Regents available or do I have to purchase the practice book? JL

JL - we could certainly get you some old Regents Exams. Also, they are available on the State Education Department's website. (AH)

I agree with BN that 3 hour exam periods would take away a lot of instructional time. I use Regents questions in my class daily, and my tests/quizzes are in the format of a regents. I think that exposing the students to these types of questions is good practice for when they see these questions on the actual Regents. I think that a midterm and final testing period is a good idea. Students need to practice sitting for long exams and as our school grows I think that having an exam week would be beneficial to the students for scheduling and managing their studying at home. SF

It sounds like most people think that a 3 hour exam period once per month takes away too much class time. I think we need to come up with some sort of compromise because I do think our kids need to learn how to take these extended time type tests. I do agree that we should have a final exam period at the end of each semester with Regents type final exams but I also think we need more than that to help prepare our kids so that they learn to sit and concentrate for these long tests. AH

Old Stuff: Here's something for us to think about ... Instead of every Wednesday morning being Grade Team Meetings, would you like to perhaps designate the third Wednesday of the month for Advisory Team Meetings OR another suggestion would be to alternate between Grade Teams and Advisory Teams. PLEASE COMMENT SO WE CAN DECIDE ON THIS TOGETHER BY THE FIRST WEDNESDAY MEETING.


 * Responses***
 * I like the idea of alternating between Grade Team and Advisory Teams. - Tisha
 * I think that this is a great idea. I think that advisors that don't teach the grade level of their advisees (e.g. 9th grade teacher with 10th grade advisory) will benefit from having extra communication with the advisors on their team. - Susan
 * I am in full support of the Grade Team time alternating with Advisory time. In fact, I suggest each team meet twice a month. As Susan pointed out Advisors who do not see their Advisees in academic classes might really benefit from this time. Also, with Advisory meeting 5 days a week, I think this common time could be really useful in helping us prepare and share lesson ideas and best Advisory practices. If this doesn't happen I intend to use some Common Planning and Curriculum Writing Circular 6 for Advisroy prep sometimes as well. Is this OK?- Bridgette
 * Let's discuss this schedule on Wednesday morning at our first team meetings! Some rotation is certainly necessary. Aimee
 * I think using C6 time for writing advisory curriculum is a wonderful idea! Aimee

__Student Parliament__

It's that time again! I'd like to start Student Parliament as soon as possible this year. So on Wednesday September 19th, during advisory team meetings, can the advisory teams please discuss Parliament on their agendas? I'd like teachers to decide when they will announce the elections to their advisories. Could this be done the week of 9/24-9/28? This will give student a week to write their speeches (max of 2 minutes!) and to get a teacher recommendation. Please schedule a Big Teach for your team during the week of 10/1-10/5 so that students can give their speeches and vote. There will be 4 Parliament members elected from each grade level (4 freshmen, 4 sophomores, and 4 juniors). Below is a job description for Parliament that you can share with your students. Please let me know if this is a reasonable request to make! ~Susan

//The job of a Student Parliament representative is to communicate between the advisories and the staff. A member of Parliament should be responsible, on time, and be able to keep up with classwork and additional Parliament duties. Meetings may take place during lunch, in the morning, or after, and requires a commitment for at least one meeting a week. Parliament members must be willing and able to work with others to generate ideas, create plans of action, and implement school-wide programs. A parliament member should be willing to listen to the ideas of other, and capable of clearly communicating the ideas of their advisory. It will be necessary for the Parliament member to communicate with his/her advisor. Parliament members should bring to the Parliament creativity, an open-mind, willingness to work hard, an understanding of the school’s mission, and enthusiasm for developing our school’s history.// //Parliament will be meeting every Tuesday morning at 7:30am, starting the week after the members have been elected. To be elected, each student interested in running must write a short speech detailing why they are the best candidate to represent their grade level, maximum 2 minutes. The student must also get a brief teacher recommendation (from any teacher other than Mrs.Fisher and Ms.Zinn).//