First Meeting Notes, April 3, 2008

April 3, 2008 Transition Team Meeting

Present at Meeting:

Ann Frye, Kathryn Corrigan, Sue Fedorwich, Kelly Simmons, Joann Byrne, Marisa Potter

Academic Assessments that are being done in Third Grade:

Math
-Benchmark assessments by topic and covering cumulative information.
-NTH Benchmark Assessments Math (green sheet) for Third Grade.
-New York State Math Tests.

ELA
-NTH Benchmark Assessments ELA (green sheet) for Third Grade.
-New York State ELA Tests.
-DRA/DIBELS
-AIS Levels: Strategic (Benchmark), Intensive (Low), Some Risk (Middle)

Science/Social Studies
-Benchmark results from each classroom.

Other
-Pink/Blue sheets which give information about each student.


Content in Third/Fourth Grade:

Cursive Writing
3rd Grade-Zaner/Blosner, teach the steps of each letter, should be able to write their name in cursive.
4th Grade-Practice all the letters and require a signature and header in cursive. Some teachers also do certain writing pieces and spelling words in cursive.

Third grade will give fourth grade a curriculum map and third grade will receive a fourth grade curriculum map.

Homework Expectations

3rd grade-2 times a week and one subject a day. Some have assignment charts and some do not have charts. Some teachers do Friday folders as well.
4th grade-4 times a week and two subjects a day. All students have assignment charts and Friday folders.

Math

Facts

3rd Grade-Familiarized with multiplication facts up to 12 by the end of the school year.
4th Grade-Should know multiplication facts up to 12 by the end of the school year.

Intervention
3rd and 4th Grade- In order to be successful students need additional intervention time in addition to the regular classroom time.

Grouping:

Issues
-Certain children end up with the same children year after year.
-CSE/AIS mean that certain children must be placed in certain rooms.
-Self contained and switching teachers for subjects.

Timeline
-Completed in June as a group meeting between 3rd and 4th grade after 3rd grade has tentatively placed students in certain classes.

Transition

Open House for 3rd graders with 4th graders present.

Questions:
-What happens to the cumulative folder in fourth grade?
-Does it continue throughout Middle School and get added information?
-What should happen with the cumulative folders between 3rd and 4th? What should be in the cumulative folders?
-Writing curriculum? Spelling? Consistency among grade levels?

Things We Need:
-Some kind of data chart to know what interventions a child has received.
-Sue will share IEP summary sheet with Chris for help with CSE students.
-Transition information for families (possibly a transition pamphlet): grading systems, recess policy, homework, learning links.
-Time to meet with each other as a whole grade level.

Objectives

• To share information gathered by each grade to the best of our ability

• To create fourth grade classrooms that are appropriately grouped

• To have students enter fourth grade with the necessary skills

• To create behavior sheets for students if appropriate

Topics to Be Covered

• Types of academic information that will be most pertinent for an effective transition between the grades

• Needs of the fourth grade teacher to successfully group students

• Similarities and differences in content taught in each grade

• Similarities and differences in techniques used in each grade

• Possible ways to share the necessary information regarding both academics and behavior

• Timeline for the transitional procedures

• Who is to be involved with this process

Description of Student Needs

Creating a more effective transition from third to fourth grade will allow our students to be more successful and to feel more comfortable in the Middle School. Students will be placed in more appropriate class groups, and will be more familiar with the techniques and topics covered in their new classes.

Study Group Impact

Teachers will have a better knowledge of incoming students and their individual needs. Knowing this early in the year will allow them to group students accordingly and to provide the most effective environment for their students.

Student performance will improve if the anxiety level about the transition is decreased and they feel a better connection to their new class and school. Sharing the information in a more effective way between grades will lead to more effective and differentiated instruction for the students.

Intended Results

The intended results are to meet the objectives that were previously listed. By meeting these objectives, Newark Valley Central School’s transition process from third to fourth grade will be more effective, efficient, and will have a positive effect on the students.

Method to Be Used to Evaluate Impact of Study Group

A survey will be given to students, teachers, and parents to gain feedback on how effective this new process has been. Also, the transition committee will meet in September to evaluate how the process went, and to determine if any adjustments need to be made.

NYS Standards Being Addressed

This project aligns with the HPF – Standard 2 – A Safe and Healthy Environment – Elementary. “Students recognize characteristics of the environment that contribute to health.”

This project also aligns with the HPF- Standard 2 – A Safe and Healthy Environment – Intermediate. “Students understand the need for personal involvement in improving the environment.”

Key topics from this standard: Students will demonstrate personally and socially responsible behaviors. They will care for and respect themselves and others. They will recognize threats to the environment and offer appropriate strategies to minimize them.

Students will feel more comfortable and less anxious in their new classroom environment. Students will be more successful when appropriately placed and feel a sense of connection to the class and to the school.