12-2-10


 * In attendance:**
 * Marlise Witham
 * Jo Vetter
 * Colleen Hecht
 * Tim Limbert
 * Kari Limbert (guest)


 * Discussing Case Studies:**

Jo Vetter:
 * Working with Student #1, reinforcing RTI contracts
 * The enforcement of the contract is affecting adademics
 * The enforcement of behavior, respect issues, has forced him to get his work in and participate in a meaningful way.
 * "There's a lot of wondering going on. How do we answer those questions?"

Kari Limbert:
 * 5 paragraph essay, had students watch video (chosen by student), and they were allowed to pre-write notes, and bring those to class for essay. Student #2 came well prepared with pre-writing, and he would have been the last one she expected to do the work. He got his first A in the class.
 * Put graphic organizers on ClassJump, to help them organize their essays. No students chose to use that.
 * Other than Student #2, no student showed any evidence of preparation.
 * Can we make a game out of answering questions? Having students answer each other's questions? Draw questions out of a hat, to avoid students being embarrassed to ask?

Marlise Witham:
 * Kids report that they hate concept maps, although the student who do them seem to benefit from them.
 * Student #3 finally asking questions about Huck Finn as a result of using graphic organizers.
 * Student #5, failing 5 subjects, had her assisting with instruction of lower-elementary students.
 * How can we get students to value academics when they don't value themselves?

Colleen Hecht:
 * Student #4 has "traumatic events" come up that prevent her from attending performances.
 * Student was assigned to Extended Day, to do extra work to make up for missed performance.
 * When students miss (forget) a lesson during school, they must come in and work with a high school student last hour of the day to make up for the missed lesson.