Agenda+-+November+18

Materials: laptops-one per partnership, and district mathematics grade level benchmarks (both will be provided), blue Iowa Core Curriculum books **** Opening session: in the gym (look for your assigned table places within your grade level) **
 * Professional Development Agenda **** November 18, 2009 **** Libertyville **** Elementary ****

** 2. Understanding the alignment document (10 min) **
 * 1. Look at the Iowa Core Web Site and explore the details under each math concept/skill. **** These details will be used to build understanding and provide common direction throughout the document analysis. **
 * [] **
 * (10 min) **
 * ** Look at alignment document. First column should look familiar! Straight from the Iowa Core concepts/skills. In math, the NO is numbers and operations, A is Algebra, G is Geometry, DA is Data Analysis, PS is Problem Solving, C is communication, RP is Reasoning and Proof, and R is representation. **
 * ** Look at second and third columns; this is the where the Iowa Core team determined the Fairfield standards and benchmarks aligned with the Iowa Core concepts and skills. Where there are blanks there were no benchmarks that aligned (benchmarks were aligned where they BEST fit and in only one place) **
 * ** Look at the fourth column; if there were district benchmarks that did not align, the core team listed them beside the concept/skill area (NO, A, G, etc) they would probably fall under (but not specifically related to any one of the skills/concepts in the first column). **
 * ** Disregard column 5 for now **
 * 3. As a grade level team, look at the concepts/skills for Algebra and do the following: (20 min) **
 * ** using the DOE Core web documents, our district standards and benchmarks, and the alignment document, look at the benchmark alignment and make all proposed changes/notes on the wiki page **
 * ** look at the concepts/skills where there are no benchmarks and note any concepts/skills/activities you believe might fit in that area **
 * ** look at the unaligned benchmarks and discuss whether or not they might fit in one of the concepts/skills listed in that section **
 * Move to classrooms to complete the work: **

Muir || Carr/ Kaska || Carter/ Mahler || Lewis/ Smith || Hanshaw /Strickler || Greenig/ Philips || Sandbothe || Weaton/ Dickey || Kann/ Koch || Johnston/ Lyle || Wells/ Al-Khanfar || Eeling /Donels/Lyons || McLarney || Hempel/ Christensen || Sobaski/ Guiter || Hutchings/ Wahl || Kurth/ Boatright || Weber/ Brown || Talley || Greiner/ Krumboltz || Partridge/ Freeman || Hoskins/ Innis || Hoskins/ Weiss || Lyon/ Hektoen || Adam || Greiner/ Krumboltz || Partridge/ Freeman || Hoskins/ Innis || Hoskins/ Weiss || Eeling/Donels/ Lyons ||
 * || K || 1 || 2 || 3 || 4 || 5 ||
 * A || ALL || ALL || ALL || ALL || ALL || ALL ||
 * NO || Ryan/Morris/
 * G || Strickler/
 * DA || Spalla/
 * C/PS || Gleason/
 * R || Bowman/


 * 4. With your assigned partner and concept/skill area, go through the same steps as in # 3. (30 min) **
 * 5. Each pair reports their findings to the entire group as time allows. (//We may need to continue this important work at a future PD meeting so take your time).// **