Faculty+Meetings

= = toc =2012-2013=

September
 9/12/12 at 7:15am in the WHS library

Agenda 1. Building Evacuation procedures. Deb Kendrick 2. PDC point sheets 3. Homecoming. Kris Trimmer 4. Five year USD 465 Strategic Plan - Graduate Survey Topics. Creeden/Porter (question from the peanut gallery: can we also inquire from people who dropped so we can better understand that decision?)
 * received paperwork
 * remember to go over procedures with your seminar students
 * on Main this year
 * teachers and as many students as possible are encouraged to participate
 * October 4 during seminar is the presentation of the candidates
 * October 5 parade
 * Life Skills (independent, leadership)
 * Social Skills (relationships)
 * Employment (# jobs held, career, income, skills needed, did courses help, interview skills)
 * Personal career goals
 * Career path guidance (which courses helped)
 * School safety (bullying, atmosphere)
 * Academic Rigor (college: preparedness, study skills, type attend, level of education; what helpful, what not helpful
 * School culture (make a connection, electives, interests)
 * Student-teacher relationships
 * Preparedness for the future (technology, classes wished taken, classes wished offered)
 * School discipline (attendance, tardies)
 * Student ownership

Some groups listed specific questions. These are being saved for a later meeting.

=2011-2012= __**April 12**__ Agenda: Evaluate emergency procedures.

Suggestions made:

Scenario 1 Scenario 2 Agenda: establish meeting norms and evaluate school rules
 * need to address how to account for missing students (not in room time leave)
 * lead teacher on each side of building with cell numbers or radio
 * folder with teacher name for substitute to use
 * get help from other staff (use phone or intercom to alert office)
 * keep idea of description of person
 * students wear ID so can weed out non-enrolled young people
 * __March 8__**

Expectations of behavior at meetings Evaluation of school rules
 * no phone use
 * no talking while presenter is speaking
 * expect better behavior than our students
 * show consideration and respect
 * listen
 * participate
 * be fully present
 * be on time and stay for the entire meeting if possible
 * go to the MTSS page to see the results

__**November 17**__ toc Agenda: State Testing: Reading and Math

Summary of Meeting:
 * In departmental groups we looked at the bottom indicators of our students' performance.
 * Discussed ways in which we already address these skills
 * Asked for clarification from the expert Math and English people
 * Discussed how we can better align existing assignment to meet the State standards

Below is the information presented on the handout. State Math Assessment: Lowest indicators


 * __1.4.A1a, b, d: Computation/Formulas (55.6%)__ **
 * This standard asks students to use formulas from different fields of study to solve for unknown values. Students do not have to memorize any formulas just show that he/she can use the formula correctly. Below are some of the formulas that are provided to students on the assessment under the formulas link. There are additional problems from various fields of study such physics, photography, financing, and meteorology where the formula the student is to use is provided to them in the problem. **

Approaches with students
 * Formulas you will be given under the formula button will include…. **
 * Surface Area of a Prism: SA = SB + pHVolume of a Rectangular Prism: V = lwh **
 * Surface Area of a Cylinder: SA = 2r2 + 2rHVolume of a Cylinder: V = r2H **
 * Simple Interest: I = PrtPythagorean Theorem: a2 + b2 = c2 **
 * Compound Interest: **
 * Encourage students to read the problem completely
 * Identify what each letter stands for
 * Seeing formulas they have not used before is overwhelming


 * We encourage students to write the formula and label what each letter stands for. **
 * Power in Watts Resistance in Ohms **

Current in amperes
 * <span style="font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;">Plug in given values
 * <span style="font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;">Solve or Test the given options


 * __3.3.A1: Scale factor with Perimeter, Area, Surface Area, and Volume (50%)__ **
 * Scale factor is how an objects perimeter, area, or volume changes when multiplied by a number. This is a very hard concept for students to grasp because perimeter, area, and volume all change by a different factor when multiplied by the same scale factor. Scale factor is heavily used when making scale models of objects such as bill boards/advertising, maps, microscopic objects, art, blueprints, etc. **

How does scale factor work…
 * <span style="font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;"> The _ __perimeter__ _ and _ __circumference__ _ changes by the scale factor.
 * <span style="font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;"> The _ __area__ __and__ _ surface area __ _ changes by the scale factor squared __
 * __<span style="font-family: 'Times New Roman'; font-size: 13px; text-decoration: none; vertical-align: baseline;">The _ __volume__ _ changes by the scale factor cubed.

Using scale factor and proportions to find missing values…
 * <span style="font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;"> If the scale factor has a ratio of __a to b__ the perimeter will have a ratio of __a to b__.
 * <span style="font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;"> If the scale factor has a ratio of __a to b__ the surface area will have a ratio of __a2 to b2__.
 * <span style="font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;"> If the scale factor has a ratio of __a to b__ the volume will have a ratio of __a3 to b3__.

<span style="font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;">State Reading Assessment: Lowest Indicators


 * __Compares and Contrasts 1.4.7 (71.3%)__ **


 * <span style="font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;">Compares and contrasts varying aspects (i.e., characters’ traits and motives, themes, problem-solution, cause-effect relationships ideas and concepts, procedures, viewpoints, authors’ purposes, persuasive techniques, use of literary devices, thoroughness of supporting evidence) in one or more appropriate level texts. **


 * __Persuasive Text 1.4.14 (70.1%)__ **


 * <span style="font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;">identifies the author’s position in a persuasive text, describes techniques the author uses to support that position (bandwagon approach, glittering generalities, testimonials, citing authority, statistics, other techniques that appeal to reason or emotion), and evaluates the effectiveness of these techniques and the credibility of the information provided **


 * __Summarize Information 1.4.9 (66.4%)__ **


 * <span style="font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;">Uses paraphrasing and organizational skills to summarize information (stated and implied main ideas, main events, important details, underlying meaning) from appropriate-level narrative, expository, technical and persuasive texts in logical or sequential order, clearly preserving the author’s intent **


 * __Figurative Language 1.3.4 (63.4%)__ **


 * <span style="font-family: 'Times New Roman'; font-size: 15px; text-decoration: none; vertical-align: baseline;">Identifies, interprets, and analyzes the use of figurative language, including similes, metaphors, analogies, hyperbole, onomatopoeia, personification, idioms, imagery, and symbolism. **

Agenda: seminar questions, what is MTSS
 * __ October 20 __**

Summary of Meeting:
 * in teams addressed several questions regarding seminar
 * we concurred that
 * if a student comes to your room, they stay until 3:30
 * the requesting teacher signs the agenda TWICE 1) to ask and 2) to show the student arrived
 * communication is important for anyone releasing groups of students
 * any teacher may sign a student to go to the library
 * MTSS
 * a system of intervention adopted by the state of Kansas
 * we will have to develop a plan to meet these requirements (for more information, look at the page at this site)

Agenda: touch base on seminar, Jaime Auch speak Summary of Meeting: = = = =
 * __September 22__**
 * overall felt seminar improvements were working
 * please leave Wednesdays clear for club meeting--no other meetings
 * sign for the kid to come to your seminar AND sign again as they leave to indicate that the student was in attendance
 * we need to figure out a system for accountability during club time at the beginning of the year