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1. What essential learning outcomes or learning targets do you expect at each grade level in your content area?

Union Grove uses ELO's determined by their series, in-service meetings and CESA consultant.

Yorkville used common core state standards to develop learning targets.

Raymond used common core state standards to develop learning targets.

Kansasville used common core state standards to develop learning targets.

2. Are there assessments for these ELO's or Learning Targets? Are these assessments purchased or created?

Everyone uses assessments they have created by grade level to assess Learning Targets. Union Grove uses AIMS web

3. Resources used to teach Learning Outcomes:
Math Series, supplementary materials found on line or created, Xtra Math, and Moby Max.

We feel as a group that it would be helpful if all four elementary schools used the same series so that we could collaborate and all be on the same page.

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1. What are the essential outcomes or learning targets that you expect students to master?

Build skill levels to help students meet grade-level learning objectives.

2. How do you assess student growth and progress? What assessments are utilized?

Yorkville = >50%ile Tier 2, >25%ile Tier 3
Raymond = >25%ile Tier 2, >10%ile Tier 3
Union Grove = >25%ile Tier 2/3

MAP, AIMSweb, F&P, Words Their Way Spelling Inventories, PALS, Math Recovery, Houghton Mifflin Diagnostic, Go Math Screener,

3. What materials or resources help to guide instruction?

PRESS, Florida Intervention Center, LLI, Sound Partners, Rewards Program, Journey's Write-In Reader

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What are the essential outcomes or learning targets that you expect students to master?
UGES shared how a typical library class is run (timing, topics, supporting classroom teachers, INFORMATION IS ALWAYS ORGANIZED in the library, resources, resource Jeopardy, Destiny introduced at 5th grade), double sided worksheet (title, setting, sequencing, authors website)

2nd Grade:  FAIR Books Complete Library Skills-Demco or Amazon, read a story and take the AR test)

Library grades--UGES has graded system, Yorkville and Raymond do not

5th grade: Bibliographic information (MLA), check out EasyBib education, Ebscohost,

Worldbook Scavenger Hunt: Raymond and UGES have subscription, UGHS--GrollierFrom the High School: Students need to read--English teachers are complaining they don't read, Jr. Library Guild (new stuff),  DEAR time, stress importance of ACT/SAT need to read for test taking.

From UGHS: Need to create lifelong readers, WHY are then not reading?

Research: Formal research instruction begins in 10th grade. teachers require, elementary/middle EBSCOHost/Badgerlink, title Bibliography (not Works Cited), make sure they don't just use websites...databases, print resource, website

Internet Safety: with freshman, Common Sense, one

What materials or resources help to guide your instruction?

High school - ALA.org/aasl/standards recommendations

UGES - Complete Library Skills series

UGHS Resources - BadgerLink and EBSCO, SIRS, CQ Researcher

Netsmartz.org internet safety

UGES Resources - WorldBook, BrainPop, Author websites, World Almanac, TeachingBooks.net

Yorkville uses Scratch and Blockly for coding.

How do you assess student growth and progress?
Student projects and student self-assessment as assessment for growth

What assessments are utilized?
Accelerated reader indicates whether students are reading, where it is used.  Teacher created assessments and project based.

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1. Using the Common Core Standards, we all steer our curriculum and outcomes based on these Standards.  We use the "I Can" statements to keep us on track throughout the year.  UG has Reading/Writing ELO's throughout the grade levels.

2. MAPs, Benchmarking with F/P, AIMS Web, Words Their Way inventory, STAR testing, Moby Max, PIE/WIN time

3.  As far as resources, UG, Kansasville, and Yorkville have the  Journeys Reading Boxed Curriculum.  Raymond has been using various online sites to accomplish their Standards curriculum. TpT site, other resource books.

4. Great teacher share time to discuss a multitude of Tricks of the trade to help better teaching in the classroom for the students.  Discussion of the Standards Based/Old School report card being used differently in each school.  Getting a chance to see other materials from each school to see how to improve each of our classrooms.  How to assess individuals/whole group sharing has been super informative.

5. We all appreciated the teaching share time and hope to get a chance to connect in another Consortium Inservice this school year.

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What are the essential outcomes or learning targets that you expect students to master?

3rd grade:
Yorkville/Raymond/Kansasville: Common core standards and fact fluency.

UG: Introduces facts expects mastery in 4th grade.  Uses common core to develop standards. See ELO sheet.

4th Grade:
Yorkville: Common core; has daily targets for each standards.  Uses Go Math lesson for I can statements.  Sets reachable goals.

Kansasville: Uses Go Math: pushes students.  Starts order of operations; achievable for this age.

UG: Houghton Mifflin; Expressions.  Facts, fractions, etc.

5th:
Yorkville: Students have daily targets that they need to meet based on the lesson. By the end of the year they should be fluent in multi-digit multiplication, long division, fraction concepts.

How do you assess student growth and progress?

3rd:

Yorkville: pretest, mid chapter check and the test.  Incorporates Rocket Math, Extra Math for fact fluency at their level.  AIMS web for fluency.  MAPS testing

Kansasville: multiplication.com for fact fluency. AR Testing (Star) go math tests,

Raymond: Uses homework sheet in class as an assessment to see what they can do on their own.  Makes groups out of the results.  End of unit assessment.  2 quiz quizzes.  Uses mobymax.com for assessment as well.  MAPS

UG: Agrees with above, uses MAPS testing.  Uses thinkcentral which goes with Math Expressions.

4th:

Yorkville: Pretests are used to see what students need to know before the chapter starts.  Daily lesson checks from yesterday's lesson.  During the lesson checkpoints to assess daily work.  Mid chapter check to see how students are progressing. End of chapter tests for assessment as well.  MAPS and AIMS web assessments are used throughout the year as well (and for intervention).

UG: Uses AIMS web, STAR assessment, math facts in a flash, mobymax, extra math.  Uses tests and quizzes for Houghton Mifflin.  Gives assessments based on ELOs 3 times per year. Changes SLOs based on progress on pretests.

5th:
Pretests are used to see what students need to know before the chapter starts.  Daily lesson checks from yesterday's lesson.  During the lesson checkpoints to assess daily work.  Mid chapter check to see how students are progressing. End of chapter tests for assessment as well.  MAPS and AIMS web assessments are used throughout the year as well (and for intervention).

What assessments are utilized?

Raymond: Uses above assessments for final standards based grades of 1,2,3,4.

UG: Uses above assessments for final letter grades.

Kansasville: Uses above assessments for final letter grades.

Yorkville: Uses above assessments for final standards based grades of NP, P, M. (not progressing, progressing, mastery).

What materials or resources help to guide your instruction?

See above

How do you determine students who need intervention?

MAPS testing data to put students into groups.

Raymond: Uses FOCUS for intervention groups.  Half hour a day called WIN: tier 3 kids are pulled by interventionists, tier 2 are pulled by teacher.  Aides are able to guide accelerated students.

UG: Within classes pull students based on need.

All see a need for more interventionists or guidance on it.

Concerns we see:

Should students use multiplication chart?  We would like students to know their facts, but can use it for problems that don't require memorization of the facts.

Homework:

Kansasville: 1 page per night

UG: Sends home problems for the students to do at home based on class lesson. Homework sheet is used for homework. 3rd grade does homework twice per week and Fact fluency nightly.

Yorkville: 1 page per night of homework. Extra math nightly for 3rd grade.

Raymond: 3 times per week: homework sheet is used for spot assessment. Remembering sheet is practice.

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4K Curriculum
*We all refer to the Wisconsin Model Early Learning Standards or WMELS
Raymond- WMELS, themes and Starfall
Yorkville- WMELS, themes, and Jolly Phonics
Kansasville- WMELS and themes-
Split classroom For K- Journeys and Go Math
UGES- WMELS. Scholastic Big Day and Literacy Links

Assessments/ELOS/

*We all refer to the Wisconsin Model Early Learning Standards or WMELS

to create our report cards. Academic, social and emotional development

are all equally important. We shared our report cards with each other.

Raymond-Report card skills

Yorkville- Report card skills and PALS

Kansasville- Report card skills and Star Assessments which are all online.

UGES- Report card skills and PALS

We shared and discussed practices and

ideas for handwriting, parent involvement,

screening, early entrants, and beginning of the year also.

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In attendance:
T. Hansen (admin)
E. Weber (5 - 8 UGES)
P. Mork (KG - 4 UGES)
M. McCarthy (UGHS)
C. Knapp (Raymond)
(KV counselor does not work Mondays)
(YV counselor does not work Mondays)

Initial thoughts - frustration because all of the attendees had different information about what the agenda was for today. We decided as a group that the most beneficial use of time is to discuss ACP (Academic & Career Planning) timeline and structure at each building.

1. Discussed Dec State ACP Conference
2. DIscussed Career Cruising - how to transition 8th grade to 9th grade
3. Discussed how to fit ACP within the schedule - Day/Time?  Is is a set class?
4. Discussed transition from M.S. to H.S. - course offerings, info nights
5. Discussed qualifications for GOAL program at HS and programming at elementary schools & plans for at-risk
6. Viewed "Success in the New Economy" - you tube video from Prezi from the HS

To Do List prior to next meeting:
*  decide/discuss outcomes by grade level at each building & compare
*  explore Career Cruising standard settings

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WHAT ARE THE ESSENTIAL OUTCOMES OR LEARNING TARGETS THAT YOU EXPECT STUDENTS TO MASTER?

Generating an appreciation for the arts and seeing how it connects to aspects in society are lessons every art student can gain.  Art principles and color theories are basic understandings every student should have.

HOW DO YOU ASSESS STUDENT GROWTH AND PROGRESS?

Studying projects and giving both verbal and written feedback is something we all practice.  Self-evaluations are also utilized.  Developing fine motor skills as students physically progress in life is also important, especially as it relates to hands-on learning in the arts.

WHAT ASSESSMENTS ARE UTILIZED?

We all practice formative assessments as students work on their projects.  When projects are complete we use a plethora of assessment techniques, including self-evaluations, teacher critiques, and peer critiques.

WHAT MATERIALS OR RESOURCES HELP TO GUIDE YOUR INSTRUCTION?

Art magazines like Scholastic are very helpful to introducing new ideas and projects to the classroom.  Experimenting with different media is a boon to generating student interest as well.  Keeping up to date and incorporating new media is also a great way to create excitement and relevance in the arts.

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Band Department In-Service 10/31 @ UGHS
What does high school expect incoming freshman to know when they come in? Basic rhythms, dotted rhythms, triplets, 6/8 time, cut time. Instrument fundamentals: tonging, lip slurs, etc. Importance in sight-reading and scales (Concert Bb, Eb, Ab, F, C, and Chromatic). Intonation

How do you assess student growth and progress?

Most assessment as a band director is formative; on the spot in pullout lessons and in full band. During lessons, there are also sumative assessments; playing quizzes and tests. Utilizing rubrics and using self-assessment and peer-assessment.

What assessments are utilized?
Practice journal (using Google Classroom)
Play tests, Scale tests

Concert reflections
Solo and Ensemble
Everyday formative assessments in full band and small-group lessons
Self-assessments and peer-assessments
Sectionals

What materials or resources help to guide your instruction?
School-owned instruments in proper playing condition
Music Library
JW Pepper
Other band directors
Conferences (WMEA and Midwest Clinic)
Smart Music

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-What are the essential outcomes or learning targets that you expect students to master?ELO

1.  Alphabet

2. Numbers 0-100 8th grade to million

3. House and chores

4. Food

5. Family

6. School supplies and classes

7. Adjectives

8. Time

9. Clothing

10. Health (Yorkville and UG

11. Vacation

12. Colors

13. Greetings

14. Calendar

15. Weather

1.  Articles

2. Adjective agreement

3. Present tense ar, er, and ir

4. Ir plus a

5. Stem changing verbs

6. Ser vs. Estar

7. Tener

8. Venir (Raymond)

9. Demonstrative adjectives

10. Gustar

11. Questions words

12. Possessive adjectives

1.  Culture

-How do you assess student growth and progress? What assessments are utilized?  Are these assessments created by your own district or are they purchased?

1.  Combination of vocabulary and grammar quizzes

And project based writing and speaking performances

2.  Most all assessments are created by the teachers because we all don't have textbooks.
(and we are o.k with that)

UGHS level 1 may be creating a comprehensive final.

-What materials or resources help to guide instruction?

1.  conjuguemos.com
2.  teacher created activities
3.  quizizz.com
4.  Spanish Bee

Future plans:
Expanded the Spanish Bee

Concordia language village
(combined school trip)

Arrange guest speakers (former student travelers), exchange students, host families

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1.  What Essential Learning Outcomes or Learning Targets do you expect at each grade level in your content area?

Learning Outcomes and targets are uniformly addressed at Union Grove Elementary.  Yorkville does not focus on the learning outcomes and targets in as much detail.  We talked extensively about what is taught in each school.  The information provided was useful in understanding where students were at in terms of skills and content. Both schools are one to one, which they love and are shocked to hear that we are not.

2.  Are there common assessments that are used across all teachers in your grade/content area?  Are these common assessments created by your own district or are they purchased?
Yorkville and Union Grove elementary do not have common courses that they instruct. Therefore, they did not have common assessments that are shared between teachers. Assessments are constructed through test generators provided through teaching resources. Other teachers create their own tests generated from the material that they teach.

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1.  What Essential Learning Outcomes or Learning Targets do you expect at each grade level in your content area? (math, reading, writing, social studies, etc...)

At Raymond, Yorkville, and Kansasville we use the common core.  UGES has tailored their ELOs from the common core.  UGES is moving to a standards based report card.  HIgh School in either English or Accelerated English.  Common Core driven expectations.  Working on grammar, punctuation rules, and so on.  Work on writing two term papers with MLA style and so.  Sophomore is more literary based writing.  Using textual evidence  Citing work, note taking, bringing in counter arguments. JR. English-Pronouns agreement, redundancy, being more interesting in their writing.  SR. English-all students take it.  AP English.  Regular more real world, spoken presentations, give them fun reading items.

2.  Are there common assessments that are used across all teachers in your grade/content area?  Are these common assessments created by your own district or are they purchased?

Kansasville-Some are from the book and some are written by the teacher.  We also use STAR Reading exam from Accelerated Reader.  We also use IXL.

Yorkville-There is no common assessment that they give to all students.

Raymond-Use AIMS assessment. Also use the Lucy Caukins test with a preassessment and post assessement test.  Also use IXL.

HIgh School-Have very similar term papers, but do have a common assessment at the end of the term.

UGES-The assessments are common.  They do Reading 21 out of Scholastic.  They make up other assessments based on the stories they read.  They tried Lucy Caukins, but don't have the time to do it.  Are using the 6 traits for the common language tools.

3. What skills in reading, writing, and grammar do the grade school teachers feel students should definitely have mastered by the time they leave middle school?  We want to hold them to high standards, and if we know that certain skills were really targeted, we will do just that.

Common and Proper nouns, capitalization, punctuation, parts of speech, writing sentences, supporting your answers based on the reading from the text, recognize figurative language and know the difference between a metaphor and simile, being able to word process correctly, plagiarism

4. Is the curriculum differentiated for high-achieving English students in the grade schools? If so, how? We have considered adding a writing prompt for all incoming freshmen to help determine which level of English would be most appropriate for them.

Some students take the MAPS test and this helps to point which students should be in accelerated English.  Explain to parents that students' scores in 7th grade count toward where they are placed in the high school classes.

How differentiated-some do WCATY at UGES.  Others try to do some, but find it difficult to do.

5.  As the years have passed, many English teachers agree that getting students to truly read assigned books (and even choice books) is increasingly difficult.  Students often try to "fake" their way through class readings, coming to class unprepared and incapable of passing reading check quizzes or participating in meaningful class discussions. Do the grade school teachers face the same uphill battle when it comes to getting students to read? How are they addressing this challenge?

Yes, the grade schools have this problem.  It seems they are more interested in is there a movie for this?  Use Cloze reading skills.  Start with high motivation books at the beginning of the year.  Orally read outloud with them.  We have annotated sections, done Someone wanted, but so activity.  There have been choice book clubs so they pick something that they are interested in.  You have to understand that there are different reasons to read.  Use lit circles where students get a choice of 6 books to read.  Get more interesting books, more edgy material.  1st Friday of the month is a reading day where they read the first 15 minutes of every single class.  Some read in small groups.

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1.  What Essential Learning Outcomes or Learning Targets do you expect at each grade level in your content area? (math, reading, writing, social studies, etc...)

As a team, we've decided to meet as a grade level across the "district" to align our ELOs and fill any gaps.

2.  Are there common assessments that are used across all teachers in your grade/content area?  Are these common assessments created by your own district or are they purchased?

Currently, most schools have common assessments in their buildings. However, we decided that having common assessments  "district" wide would be unrealistic. However, we do base our assessments on the ELOs that we will be aligning.

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1.  What Essential Learning Outcomes or Learning Targets do you expect at each grade level in your content area? (math, reading, writing, social studies, etc...)
*NGSS
*Also use common core
*Informational text skills
*Based on unit objectives that are aligned with NGSS

UGHS – We are doing well with NGSS in Bio, Chem, Physics, but have work to do on Earth Science.

2.  Are there common assessments that are used across all teachers in your grade/content area?  Are these common assessments created by your own district or are they purchased?
*Develop assessments based on unit objectives but most are teacher created
*Unit pre-assessments are given to determine areas of need; post-test assesses understanding and mastery
*Unit pre-tests can give guidance to vocabulary that can/cannot be assumed

UGHS – our major assessment are all common and written by us

**UGES science materials are from 2000  (due for new series??)
Raymond uses Science Fusion by Holt McDougall-interactive program has online activities to accompany unit objectives
-National Geographic also has a curriculum based on NGSS
***Discussed budgetary needs for consumables with regards to STEM activities

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-What is covered in measuring units?
Mostly metric units at the middle school levels. No English measurement since 5th grade.
high school will supply with boards and help find tape measures to introduce a measuring to the 1/16 curriculum.
We would like to purchase a PMI certification kit collectively to share among the schools.
-Spatial views?
Are covered in 7th grade but not much time is spent on them.

Career pathways-
8th graders don't pick well what they want to do as a grown-up but really benefit from STEM day in choosing a high school pathway.

STEM Day-
Dates have been chosen. The 8th grade teachers feel the students get a lot out of it and think the kids enjoy the day.

Curriculum-
The 8th grade teachers are very interested in aligning their STEM curriculum with what fits our needs. They asked multiple times for an idea of what to cover. It was also noted that the challenge lies in covering what we would like to see the kids come in with and still having their 8th grade students pass the 8th grade standardized testing material.

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Initial thoughts- Try to replace recess with organized recess and/or additional phys ed classes.

Dodgeball is played at Yorkville, UG, and UGHS, no student is required to play

Rollerskating is offered at Yorkville, UG, and UGHS

The max participation games are by far the most popular activities(steal the pin, steal the cone, killer kickball, swamps and gators, jellybean blast, touchdown toss, stack up, king pin)

Cultural games are very popular...Tchoukball, Gaga Ball

Add brain breaks, have kids walking in the morning when the bell rings, have a family fun night

Have a district wide phys ed website to share documents

Raymond invited the other phys ed teachers to the SEWHPEA meeting on Thursday at Carroll College

1. What Essential Learning Outcomes or Learning Targets do you expect in your content area?

a. Learning targets have been developed around the National and Wisconsin State Standards and more specifically around DPI's curriculum checklist.

2. Are there assessments for these ELO's or Learning Targets?  Are these assessments purchased or created?

a.  Observation(beginning of unit, middle, end), Fitnessgram 3x a year, daily points--participation, appropriate use of equipment, cooperation, dress, timeliness.

3. Are there common assessments that are used across all teachers in your grade/content area?  Are these common assessments created by your own district or are they purchased? (Unit/chapter pre-testing and post-testing)

a.  Fitnessgram
b.  Self Assessments
c.  Daily Log and PE Homework

4. Discussion of what resources you are using to teach the curriculum. (Journeys, Big Ideas Math, Flex, Expect 21, etc...)

a.  Professional Development (WHPE, Best Practices, Workshops, SEWHPEA, Heart of the Matter Conference, TOM Workshop

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1. Essential Outcomes/LT/Mastery
- NAME National Core Standards used in curriculum
-Cross Curricular lesson plans
-Musical literacy and musical appreciation
-Enjoyment of music
-LT Posted daily

2. Assess Growth and Progress
-charting progress and utilizing assessments shown below
-formative assessment used daily
-journaling and writing in the curriculum every day

3. Assessments
-Standards based
- Pre-assessment and post assessment used
-Rubrics used to assess
-End of unit testing
-K-4 Standards based
-sight singing, singing skills, composer of the month, rhythm and notation, instrument performance, history and concepts

4. Materials and Resources
-spotlight
-music K-8
-Music Express
-Smartboard and Doc cam
-Share the Music
-Sheet music, Master Thoery
-Teachers Pay Teachers
-Smartboard exchange
-Musictimeinc

Scheduling
-Losing choral students to the block?
-Skinny or A/B
-Losing continuity

Creating Choral Libraries
-Doc
-Share music?
-Organize and document

Mary Poppins
-RTG Day Shows

Caroling Fieldtrip
-December 22nd
-Recruitment on top of Feeder School Tour