P.S.

155
Grade Team MEETING AGENDA/NOTE CATCHER
Wednesday, October 13, 2021
Topic: I-Ready Data Facilitator: Rush
Note taker: Sanchez
Back-up Note-taker: Jarrett
Timekeeper: Jarrett
Attendance: Ms. Rush, Ms. Sanchez, Mr. Jarrett, and Ms. Torres

Meeting objectives:
to analyze our data from I-ready and to inform our instruction based on the standards students are not
mastering
To prepare for this meeting, please:
● Bring student assessments already scored and your laptops
Schedule
Time Minutes Activity
1 Attendance, Ice breaker (one word)
1
❏ Norms and roles
● Begin/End on Time
● In every chair a leader; in every chair a learner
● Speak to be understood; listen to understand
● Return to being present; work to stay engaged
● Maintain safe space for meaningful conversations
 Analyze reading assessment results- What are your noticing’s? What stands out
to you?

Rush- I notice/...the focus for 4th grade should be comprehension and

vocabulary. (For third grade phonics).
●
Sanchez- I notice… 99% of the students in 3rd grade are below grade level.
●
Jarrett- I notice/… the informational comprehension is always lower than the
literature.
●
Torres: Vocabulary taught in isolation doesn’t work. Students need constant
exposure. Focus on explicitly teaching the skills needed to decode informational
texts. Guided reading can be more focused on practicing with informational
texts. Students need to be able to demonstrate comprehension or master a skill
while they’re reading independently. Make the activity tied to your learning
point - ex: what are they stopping and jotting about? Frontload more complex
words from the text to help elevate students’ vocabulary.

Analyze writing assessment results- What are your noticing’s? What stands out
to you?

Rush- I notice we have an overwhelming amount of at promise kids in math.

●
5
Sanchez- I notice that over half the class is two or more grade levels below in
math.

Jarrett- I notice…
●

New Groups:
Rush:
On Grade Level/Close:
Cousp:
At Promise:

Sanchez:
On Grade Level/Close:
Cousp:
At Promise:

Jarrett:
On Grade Level/Close:
Cousp:
 At Promise:

5 Data implication on small group instruction

● What materials can I use for small group instruction now that I have
grouped my students?
o
● What does this data tell me about my students as mathematicians?
o
5 Next Steps
● Morning tutoring sessions will begin soon to target these gaps.

Assessment and Wrap up: Circle, Triangle, Square protocol

In the circle, write something that is still unclear about this data

in the triangle, write something that stood out about the data

in the square, write something that you agree with regarding the data

Circle:

Triangle:

Square:
 P.S. 155
Grade Team MEETING AGENDA/NOTE CATCHER
Wednesday, October 20, 2021 - 2nd Period
Topic: I-Ready Data Facilitator: Jarrett
Note taker: Rush
Back-up Note-taker: Sanchez
Timekeeper: Sanchez
Attendance: Ms. Rush, Ms. Sanchez, Mr. Jarrett

Meeting objectives:
to analyze our i-Ready Math data from the math mini-assessment and to inform our instruction based on
the standards students are not mastering
To prepare for this meeting, please:
● Bring student assessments already scored and your laptops
Schedule
Time Minutes Activity
1 Attendance & Ice breaker: In one or two words, how are you feeling on this
Wednesday morning?
Rush: Excited
Jarrett: Busy
Sanchez: Motivated
1
❏ Norms and roles
● Begin/End on Time
● In every chair a leader; in every chair a learner
● Speak to be understood; listen to understand
● Return to being present; work to stay engaged
● Maintain safe space for meaningful conversations
 Analyze math assessment results- What are your noticing’s? What stands out to
you?

Rush- I notice...
● all but four students are below grade level
● numbers and operations are my students’ biggest struggle
● students are also struggling with algebra and algebraic thinking
●
Sanchez- I notice…
● 55% are below grade level- 3 or more levels
● weakest area is geometry
● worrisome: algebra and algebraic thinking
● no students are on grade level- one student is one level below
Jarrett- I notice…
● Numbers and Operations is a big area of weakness for the whole class.
● Half my class is at a 2nd grade level for numbers and operations. 2/7 of
the class is at a 1st grade or below level for numbers and operations.
● Measurement and Data, and Geometry have the lowest levels across the
whole class with 5/7 of the class at a 1st grade or Kinder level.
● No students on grade level.

Analyze math assessment results- What are your wonderings? What stands out
to you?
5
Rush- I wonder...
● if splitting the students between academic ability will be helpful in student
growth
● if students would have performed better if having to demonstrate their
work
● if students who are way below grade level are having difficulty breaking
down the question being asked
● if students are confused on the question itself or the operation
● consistency with eureka language/academic tools
Sanchez- I wonder…
● if students had more stamina if that would have changed their scores for
the better
● if students aren’t able to complete the problems because their reading
level or ELL status is hindering their comprehension
Jarrett- I wonder…
● if the students would have performed differently if the assessment was
written instead of digital.
● if any of the results are due to math anxiety.
● if students were not used to taking assessments after having none over the
summer and had fatigue after doing the reading i-ready the day before.
 ● If the language being used in the i-ready questions was different from
what they are used to and that caused difficulty.

New Groups: students are taking first biweekly exam tomorrow-groups will be
formed based on i-ready as well as this first assessment
Rush:
On Grade Level/Close:
Cousp:
At Promise:

Sanchez:
On Grade Level/Close:
Cousp:
At Promise:

Jarrett:
On Grade Level/Close:
Cousp:
At Promise:

5 Data implication on small group instruction

● What materials can I use for small group instruction now that I have
grouped my students?
o i-ready toolbox has a “small group differentiation” reteach activity
for a lot of the math standards we will be teaching this year that
can be assigned to google classroom.
o repetition of math facts
o pulling small groups based on student strengths to build upon
weaknesses
o starting with smaller numbers in order to build on knowledge
o more hands-on activities
o math games during centers
o place value charts
● What does this data tell me about my students as mathematicians?
o students are performing well below grade level
o in order to change the narrative, teachers will pull small groups for
guided math to build on prior knowledge
o
5 Next Steps
● continue to spiral back to material we are teaching so students have
constant exposure and constant opportunities to master the standards
● teachers will also encourage repetition and will continue to spiral back to
previous standards/strategies taught
● build constant exposure to higher order thinking questions/state exam
wording
● expose students to the way questions are worded

Assessment and Wrap up: Circle, Triangle, Square protocol

In the circle, write something that is still unclear about this data

in the triangle, write something that stood out about the data

in the square, write something that you agree with regarding the data

Circle:

Rush: if the questioning is throwing off the students based on their current reading
levels

Jarrett: if the questioning is throwing off the students based on their current
reading levels

Sanchez: if their score is affected by the exam being digital

Triangle:

Rush: My students have limited understanding of numbers and operations

Jarrett: that most students have very little understanding of measurement, data,
and geometry.

Sanchez: my students are 3 grade levels below

Square:

That strategic math grouping/modeling/guided math needs to take place in order to

spiral back to standards addressed in previous grades
 P.S. 155
Grade Team MEETING AGENDA/NOTE CATCHER
Wednesday, November 03, 2021 - 2nd Period
Topic: Reading Data Facilitator: Sanchez
Note taker: Jarrett
Back-up Note-taker: Rush
Timekeeper: Rush
Attendance: Ms. Rush, Ms. Sanchez, Mr. Jarrett

Meeting objectives:
to analyze our data from the 1st reading targeted assessment and to inform our instruction based on the
standards students are not mastering
To prepare for this meeting, please:
● Bring student assessments already scored and your laptops
Schedule
Time Minutes Activity
1 Attendance & Ice breaker: In one or two words, how are you feeling on this
Wednesday morning?
Rush: Good
Jarrett: Ready
Sanchez: Motivated
1
❏ Norms and roles
● Begin/End on Time
● In every chair a leader; in every chair a learner
● Speak to be understood; listen to understand
● Return to being present; work to stay engaged
● Maintain safe space for meaningful conversations
 Analyze assessment results- What are your noticing’s? What stands out to you?

Rush- I notice...
● Annotating was not present. They understand what the question is asking,
but they don’t know what the answers are b/c they aren’t comprehending
the text.
Sanchez- I notice…
● No students were annotating. Some highlighted too much.
Jarrett- I notice…
● There wasn’t one passage where the students were stronger at. Lack of
clarity if one passage gave more trouble than the other

Analyze assessment results- What are your wonderings? What stands out to you?
5
Rush- I wonder...
● I wonder if they aren’t comprehending the text b/c of stamina.
Sanchez- I wonder…
● I wonder why nobody annotated even when told they should do it.
Jarrett- I wonder…
● I wonder if the students went back to the text when the questions
referenced a specific sentence or paragraph in the text.
5 Data implication on small group instruction
● What materials can I use for small group instruction now that I have
grouped my students?
o
● What does this data tell me about my students as mathematicians?
o students are performing well below grade level
o
o
5 Next Steps
● Reinforce annotating, especially with Nonfiction texts. Have them
annotate by stopping and jotting instead of calling it annotating.
● Small groups
● Stop and Jot center
●

Assessment and Wrap up: Circle, Triangle, Square protocol

In the circle, write something that is still unclear about this data

in the triangle, write something that stood out about the data

in the square, write something that you agree with regarding the data

Circle:

Rush:

Jarrett:

Sanchez:

Triangle:

Rush:

Jarrett:

Sanchez:

Square:
 P.S. 155
4th Grade Team MEETING AGENDA/NOTE CATCHER
Wednesday, November 10th, 2021 - 2nd Period
Topic: Math Data Facilitator: Ms. Rush
Note taker: Mr. Jarrett
Back-up Note-taker: Ms. Sanchez
Timekeeper: Ms. Sanchez
Attendance: Ms. Rush, Ms. Sanchez, Mr. Jarrett, Ms. Torres, Dr. De La Cruz

Meeting objectives:
to analyze our data from our biweekly math assessment and to inform our instruction based on the
standards students are not mastering
To prepare for this meeting, please:
● Bring student assessments already scored and your laptops
Schedule
Time Minutes Activity
1 Attendance & Ice breaker: In one or two words, how are you feeling on this
Wednesday morning?
Rush: Dedicated
Jarrett: Focused
Sanchez: Motivated
1
❏ Norms and roles
● Begin/End on Time
● In every chair a leader; in every chair a learner
● Speak to be understood; listen to understand
● Return to being present; work to stay engaged
● Maintain safe space for meaningful conversations
 Analyze assessment results- What are your noticing’s? What stands out to you?

Rush- I notice...
● all my at promise students moved up a level
● more students lacked understanding in circle back standards than new
standards addressed
● students understood the word problem but did not understand the
operation (ie added instead of subtracted)
● Students were confused on how to attack the problem asking for the
missing width
● I noticed that students understood the strategy but solved incorrectly
Sanchez- I notice…
● I noticed two of my at promise students moved from a 2 to a 4. I noticed
students who couldn’t round on the first test can now round! The reteach
was successful for some students!
○ These at-promise students were in the early risers program.
○ Finding the missing side for perimeter gave students difficulty.
○ Even the lows knew to subtract on question 8.

Jarrett- I notice…
● 2 students moved from a 1 to a 2.
● All 7 students showed they can find perimeter using the formula; however, 3 of
those students made simple errors in their addition.
● 6 out of 7 students got question 2 wrong where they had to find the missing side of
5 a rectangle. One student got half credit. They remember the steps, but used the
wrong value in step 1. Conn
● 6 out of 7 students used the area formula correctly on question 3, but 3 of those
students didn’t multiply 11x9 correctly.
● 5 out of 7 students were able to understand expanded form on question 5.
● Only one student annotated question 8, the word problem.
● One student drew the tape diagram correctly for question 8.
● 4 students forgot to borrow when doing the 6 digit subtraction on question 8.
● 2 students struggled with both rounding questions.
● Students are struggling to clearly write their answers when having to show your
work on problems.

Analyze assessment results- What are your Wondering? What stands out to you?

Rush- I notice…
●
Sanchez- I notice…
●
Jarrett- I notice…
 ● Are students not reading the question carefully?
● Are students forgetting that if they don’t know their multiplication facts, they can still skip
count.
● What in the rounding process is giving students trouble. Is it the concept or the procedure?
● Did students identify the operation key words in the word problem “have left” so that’s how
they knew to subtract… or was it something else.
New Groups:
Rush: Reteach Multi-Digit Subtraction with Regrouping/Finding Perimeter Missing Side
On Grade Level/Close: Yelia, Shavar, Aaron, Eli, Julian
At Promise/Cusp: Sebastian, Nalani Ami, Max, Axel
Below Grade Level: Savanna, Joanna, Andrew, Jaleel

Sanchez:
On Grade Level/Close: Daniel, Palermo, Jason, Jacqueline, Alicia, Marlen,
At Promise/Cusp: Laura
Below Grade Level:Giselle, Yolanda, Jeremy, Michelle

Jarrett: Finding Missing Side/ Rounding/ Tape Diagrams

On Grade Level/Close: Denys, Oliver
At Promise/Cusp: Iaisajah, Matthew, Max
Below Grade Level: Jacob, Yandel

5 Data implication on small group instruction

● What materials can I use for small group instruction now that I have
grouped my students?
o
● What does this data tell me about my students as mathematicians?
o
5 Next Steps
●
Connecting back to annotating problems.
Looking for operation key words.
Making a focus group with multi-digit (6 digit) subtracting with regrouping.
Modify the way we taught the missing side when given the perimeter. - Possible
small group
More visuals - Having students cross out when they have used a part of the
perimeter.

Assessment and Wrap up: Circle, Triangle, Square protocol

In the circle, write something that is still unclear about this data
in the triangle, write something that stood out about the data

in the square, write something that you agree with regarding the data

Circle:

Rush:

Jarrett:

Sanchez:

Triangle:

Rush:

Jarrett:

Sanchez:

Square:
 P.S. 155
4th Grade Team MEETING AGENDA/NOTE CATCHER
Wednesday, December 13th, 2021 - PD Block
Topic: i-Ready Data Facilitator: Mr. Jarrett
Note taker: Ms. Sanchez
Back-up Note-taker: Mr. Jarrett
Timekeeper: Mr. Jarrett
Attendance: Ms. Sanchez, Mr. Jarrett

Meeting objectives:
to analyze our data from our i-Ready Reading Diagnostic from 12/8/21 and to inform our instruction based
on the standards students are not mastering
To prepare for this meeting, please:
● Bring student assessments already scored and your laptops
Schedule
Time Minutes Activity
1 Attendance & Ice breaker: In one or two words, how are you feeling on this
Wednesday morning?
Jarrett: Focused
Sanchez: Longing for In-person School
1
❏ Norms and roles
● Begin/End on Time
● In every chair a leader; in every chair a learner
● Speak to be understood; listen to understand
● Return to being present; work to stay engaged
● Maintain safe space for meaningful conversations
 Analyze assessment results- What are your noticing’s? What stands out to you?

Rush- I notice...
●
Sanchez- I notice…
● Had 5 students improve (almost half the class).
● 3 of the 5 jumped grade levels. 2 of the 5 were already at one level below
grade level.
● 4 students basically stayed the same.
● Students scored low in the Vocabulary section.
Jarrett- I notice…
● All students tested out of Phonological Awareness.
● 4 out of 7 students had shown growth. (more than 10 points)
● 3 out of 7 remained the same and changed by 7 or less points.
● 2 students are approaching grade level.
● Dennis is a solid grade 3 with nothing below grade level.
● Iasiajah moved from a grade 2 to a grade 3 in Literacy Comprehension, but
went from Grade 3 to Grade 1 in Vocab.
● Jacob increased from K to Grade 1 in Informational Comprehension.

Analyze assessment results- What are your Wondering? What questions do you
have?
5
Rush- I wonder…
●
Sanchez- I wonder…
● If the constant interruptions in their test taking negatively affected their
scores.
● If the low score in vocabulary are attributed to being ELLs
Jarrett- I wonder…
● If Matthew’s score would be higher if he was in a better mood while
taking the diagnostic.
● How much did Matthew rushing the diagnostic affect his score?
● If Iasiajah gets anxiety when taking the assessment.
● What Max’s score would have been if he came in on time and was more
well rested,

New Groups:
Rush:
 On Grade Level/Close:
At Promise/Cusp:
Below Grade Level:

Sanchez:
Reading:
On Grade Level/Close: Alicia
At Promise/Cusp: Jason, Palermo, Jeremy, Jacqueline, Marlen, Laura
Below Grade Level: Daniel, Yolanda, Giselle, Michelle

Math:
On Grade Level/Close:
At Promise/Cusp:
Below Grade Level:

Jarrett:
On Grade Level/Close:
At Promise/Cusp:
Below Grade Level:
5 Data implication on small group instruction
● What materials can I use for small group instruction now that I have
grouped my students?
o
● What does this data tell me about my students as mathematicians?
o
5 Next Steps
● Have some sort of quick vocab activity at the beginning of each reading
lesson.
● Spiral back to literature, even though we are concentrating on
informational texts.
● Continue chunking and annotating texts. Looking for the main idea and
supporting details of paragraphs, sections, passages.

Assessment and Wrap up: Circle, Triangle, Square protocol

In the circle, write something that is still unclear about this data

in the triangle, write something that stood out about the data

in the square, write something that you agree with regarding the data
Circle:

Rush:

Jarrett:

Sanchez:

Triangle:

Rush:

Jarrett:

Sanchez:

Square: