October 10, 2012:
Today Ms. Gega, Ms. Greenwood, Mr. Gold, Mr. Carroll, and Mr. Pendola met. Today's meeting was about Skedula issues. Mr. Carroll mentioned that Mr.Burns was expecting a Skedual-generated Progress Report within the next week, and that Mr. Carroll could do that; but before he could do that, all teachers had to have grades entered for each student on Skedula. A couple of the teachers were having trouble getting their classes set up for the entering of grades, so a few of the more experienced teachers in the group helped.

October 3, 2012:
The team, Ms. Gega, Ms. Greenwood, Mr. Gold, and Mr. Carroll met and discussed revising our list of 20 students we'll be working with and paying special attention to. Mr. Carroll had been under the impression, that since eventually QR people would be looking at the movement of students on this list, that the kids on the list--regardless of IEP or former ELL status--these should be kids who will actually show up for the after school tutoring from 2:30--3:20 two days per week. Mr. Carroll had believed that the after school small group teaching experience was needed to shore up movement of students. After broaching this subject during a DIT meeting with Mr. Bolan, Mr. Carroll realized that regardless of attendance, ALL students in 801, 802, and 804 with IEPs plus students who were former and current ELLS should be part of the 20 being tacked. So this meeting was about making adjustments to said list. mr. Carroll also brought up how these 20 can be a separate class on Skedula, and that every time a grade was entered for one of the 20 in their regular clss--this data would also go to the special Skedula class created.

September 19, 2012:
This is the temporary home of the new 3rd Floor Teacher Team known as "Shakers and Makers." (Eventually, we will be packing up our bags, wishing a sad adieu to this wiki, and moving to Google.) Our team: A. Gold, A. Greenwood, A. Gega, and R. Carroll. (Mr. Carroll suggested during the meeting that the team be knows as "3 AGs and an Oddball," but clearer minds prevailed; ergo, "Shakers and Makers.") During this meeting we discussed our name, and the 11 students who had below a 2.5 in either ELA, Math, or both in 801, 802, and 804. We also discussed other students we share who have an IEP (we have 8 all total in those 3 classes) and that some of these students (the ones who actually attend school) should probably be added to our list of 20.

May 10, 2012. Mr. Bauer, Mr. Carroll, Mr. Collado, and Mr. Echeiverria met for the 37 minutes. Mr. Carroll shared how terrible the CFN walk-through in his classroom that morning had been. Mr. Carroll, after speaking with Mr. Bolan about the walk-through, shared with the other team members what was expected during instruction.

April 26, 2012. Mr. Bauer, Mr. Carroll, and Mr. Collado met for the 37 minutes. Again, Jason Hernandez was the major topic of conversation. We're all just sick of his bad behavior and apathy, and the mother was called--right there during the meeting--for yet another time. So far she's been ineffective. We really don't know what to do about him. Mr. Pendola, Mr. Golden, and Mr. Greggo have had discussions with Jason--but to no avail.

April 19, 2012. Mr. Bauer, Mr. Carroll, Mr. Collado, and Mr. Echiverria met for the 37 minutes. Today's meeting focused on the positive aspects of some of the 20 students we are tracking. We are all pleased and impressed with Jasmine Salgado, Alfredo Torres, Ariefa Barrat, Justin Morano, Mohanned Muthana, and Rebecca Norbeck. Some of these students are making decent progress in math according to Mr. Bauer. Mr. Carroll said that ALL of these students have grown incredbibly as ELA students.

March 29, 2012. Mr. Bauer, Mr. Carroll, Mr. Collado, Mr. Echiverria, and Mr. Pendola met for the 37 minutes. At issue: What can be done about Jason Hernandez in 805? Yes, he's both a former Ell and he has an IEP. But none of that gives him the right to run around every classroom he is in, punching (although "play fighting") other students. Whatever ropom he is in he makes teaching impossible and it's one big disturbance the whole period. That's when he's in school. Mr. Carroll said, "I've never read an IEP yet that reads: 'Can show up whenever he/she pleases.'"

March 15, 2012. Mr. Bauer, Mr. Carroll, Mr. Collado, Mr. Echiverria, and Mr. Pendola met for the 37 minutes. We discussed the possibility of switching out 2 students from 805 with 2 students from 833 (all of us teach those classes.) Mr. Golden came a bit later and joined in the discussion. It was left "up in the air," as there were some issues Mr. Pendola needed to look into.

March 8, 2012. Mr. Bauer, Mr. Carroll, Mr. Collado, and Mr. Echiverria met during the 37 minutes. We discussed "problem" students (some part of the 20 we're tracking, others not) who seem to want to turn it around this third marking period. It seems as if we've inspired motivation in ELA, Math, Science, and Social Studies. (It may just be that they've figured out, if they failed MP 1 and 2, that they had better pass MP 3 and 4!)

March 1, 2012. Mr. Bauer, Mr. Carroll, Mr. Collado, and Mr. Echiverria met during the 37 minutes and discussed the 20 students we are tracking--having finished the Harvard Method of examining student work already. Mr. Carroll mentioned that he was pleased that 7 of those 20 (instead of 2) are actually coming to the 37 minutes every day. Mr. Bauer said that 3 of the twenty are coming to him.

January 26, 2012. Mr. Bauer, Mr. Carroll, Mr. Collado, and Mr. Echiverria met with Mr. Greggo during the 37-minute Teacher team meeting. Mr. Carroll showed the new list. The 11 students chosen to replace the 11 students removed from the teacher team's group of 20 were students who not only showed up for school most days, but were students--a number of them--who came to the 37-minute extended day. Most of this students had PR from last year's ELA test of 2.6--2.85, and it was discussed that these new students had a good chance of being moved to 3 for this year's test. We showed Mr.Greggo the work we had done re: examining the writing of our tracked students with the 2 students remaining from the group whose work we looked at the previous week. It was stated that this coming Tuesday period 4, Jan. 31, we would meet and examine student work from 4 new students on the list.

January 24, 2012. Mr. Bauer, Mr. Carroll, Mr. Collado, and Mr. Echiverria met during lunch and discussed replacing 11 of the 20 students to whom we are paying special attention. It was decided that we couldn't show any growth with students who show up rarely to class and who never show up for the 37-minute extended day. Mr. Carroll said that he would find 11 replacements, some of whom are already showing up for the extended day sessions.

January 17, 2012. Mr. Bauer, Mr. Carroll, and Mr. Collado met during 4th period lunch to look at writing for the 4 students listed in the previous January 12 entry. Mr. Carroll explained the assignment and expectations (the memoir) and how descriptive, vivid language was very important, i.e., "show don't tell." Mr. Carroll went through the papers and gave the other two teachers several examples where the student "told" more than "showed." Mr. Carroll explained his rubric (actually writingmatters' rubric) and that's as far as we got before period 4 ended. This Thursday we'll get into assessment of work samples (by the teachers other than Mr. Carroll), and pattern analysis

January 12, 2012. Our team, Mr. Bauer, Mr. Carroll, Mr. Collado, and Mr. Echeverria met during the Thursday 37 teacher team minutes, and decided which students' work we wanted to look at in more detail. We decided on 3 students (Alec Yakhanov, Jorge Aguilar, and Ariefa Barret) who are on our list of 20 to help. The 4th student (Yahya Abdulla) isn't on our list of 20, but Mr. Carroll noticed a big slide in his written work this marking period.

December 23, 2011
Great idea, Mr. E., but we already gave them out. I just wrote comments to those parents on the progress reports: " YOUR CHILD MUST ATTEND THE 37-MINUTE EXTENDED DAY, MONDAY AND WEDNESDAY 2:30--3:07 PM." I don't know how much more we can call and plead; I'd like to see the administration do some of that now. In other news, 30 of 32 students in 821 will now be staying with me on Tuesday afternoons from 2:30--3:30. I was shocked by how many of the 41 multiple choice questions 85% of them had missed on last month's ELA assessment test. R.L. Carroll

December 21, 2011

Hi Guys! As you know, our targeted students are not showing up for the extended day tutoring! After brainstorming with Mr. Collado this afternoon, we came up with an idea........what if we put a label on the progress report, informing parents that it is required for their children to attend the extended day or they won't pass our classes! I have a long list! Don't know how many I can take in one day, but we need those kids here!!! Feedback is welcomed!!!


December13, 2011
Mr. Bauer, Mr. Carroll, Mr. Collado, and Mr. Echeverria met period 4 in Room 316. Primarily, we discussed who could and couldn't go on the Math and Science House trip next week.

December 8, 2011
Mr. Bauer, Mr. Carroll, Mr. Collado, and Mr. Echeverria met at 2:30 during the Extended Day 37 minutes in Room 301 and discussed Progress Reports. Mr. Greggo said that Mr. Burns wanted our team (and I would guess the other team using Skedula in The T Building) to generate our Progress Reports through Skedula. Mr. Carroll explained how to do it. The problem however, was that Mr. Carroll could only generate a Literacy Progress Report for each student (2 pages per student). Assuming each other class had a 2-page Progress Report, that would be a lot of paperwork for each student to carry home. Mr. Greggo explained that he could get all of the subjects together on one report. (That must be something only Administrators can do.) So, when we're all ready to submit our information (with an eye toward having them for the students the first week in January per Mr. Burns' directive) we will either have Mr. Greggo or Mr.Pendola run them off for the team.

December6, 2011
Mr. Bauer, Mr. Carroll, Mr. Collado, and Mr. Echeverria met period 4 in Mr. Collado's room, 316. (From now on this Teacher Team will be meeting twice a week--Thursday 2:30--3:07 in Room 301, and Tuesdays period 4 iin Room 316.) Today Mr. Carroll explained how to find data now easily for the 20 students we are tracking.

December 3, 2011

Good Evening Team! Today, Mr. Greggo, Mr. Collado, and I went to a Skedula PD! It was awesome!!! As you asked me, I raised the issue of creating a group for the 20 students that we are tracking! IT CAN BE DONE! This is how:
1. Log on to Skedula.
2. Click on Account.
3. Click on Student Groups
4. Click on Create a New Group (upper right corner)
5. Give your group a name (right upper corner)
6. Select students (left side).
7. Click Save!!!
Once you have created your group(s), you can generated reports to track students performance!!

December 1, 2011

Mr. Bauer, Mr. Collado, Mr. Echeverria, and Mr. Carroll met and discussed the progress of the twenty students we are tracking. We examined the pink sheets (parent survey on what their child likes) those we had from the parents of the twenty students we are tracking. Unfortunately, we only had a couple from those parents. And most of the responses didn't give us much information. ("He likes Literacy. He doesn't like Math. He kind of likes Social Studies. He likes Science.") Truthfully, there wasn't much data to mine from the survey. We did decide to meet from now on a second time weekly; we will now share 4th period lunch in Mr. Collado's room on Tuesdays as well as our regular Thursday 2:30 meeting in Mr. Carroll's. Finally, since Mr. Collado and Mr. Echeverria were going the next day to a Skedula PD at The Rock, Mr. Bauer and Mr. Carroll came up with 3 questions to ask and then share upon return.

"Mr. Data and the Enterprise," formerly part of the larger cabal known as "A Flock of Third Floor Teachers," but forced to change its name because the wiki wouldn't accept last year's model, is composed of Mr. Bauer, Mr. Collado, Mr. Echeverria, and Mr. Carroll. Please join us on our never-ending mission to boldly go where no Teacher Team has gone before.

On September 22, 2011 the team met. Present were Mr. Bauer, Mr. Collado, Mr. Echeverria, and Mr. Carroll. We discussed ARIS and the students we felt we could help with an action plan. We divided up those students into 3 categories: 1) Students in 805 and 833 with either 1s or low2s in one or both ELA and Math who had reasonable attendance last year. These students we knew would be in school, and we felt we had a good chance to get them to come to the extra 37 minutes 3 afternoons per week. We found 8 students in this category; 2) Students in 805 and 833 with either 1s or low 2s in one or both ELA and Math who had terrible attendance last year. We found 12 students in this category. Mr. Carroll agreed to make a passionate plea to both the students and their parents to attend both school regularly and the extra 27 minutes 3 times per week; 3) 821. This SP Class all had 4s in Math last year, but there were only 2 students of the 32 in the class who received a 4 in ELA. It was decided that Mr. Collado in Social Studies and Mr. Echeverria in Science would assign, within their subject areas, this class extended compare/contrast questions for homework. Mr. Collado and Mr. Echeverria would first check the papers for the correct answers, and then pass the papers on to Mr. Carroll for Mr. Carroll to evaluate the overall writing.

On October 6, 2011 the team met. Present were Mr. Bauer, Mr. Collado, Mr. Echeverria, Ms. Yordan, and Mr. Carroll. The first order of business was to discuss students with Resource Room taught by Ms. Yordan. Some good insight was gained by Ms. Yordan's observations. The next order of business was to look at Aris and to change up a number of students we had originally listed as needing extra help throughout the year. (This was due to so many of our 805 and 833 students having recently been changed.) We managed to put together 18 students we felt needed help. Most of these students had: 1) scored a 1 last year on the state test in either ELA or Math; 2) scored a low 2 in both ELA and Math; or (3) scored a 2 in ELA and a 3 in Math, but this year's baseline writing piece had already indicated to Mr. Carroll that this student needed extra help. We also chose 2 students from 821 who had scored a 4 in ELA in the 6th grade and dropped to a 3 in the 7th (all of 821 received a 4 in Math last year, but only 2 students received a 4 in ELA) to round out our required 20-student list of those who would receive extra help. (These 2 students were just representatives of what appears to be a systemic problem for the majority of the class: a 4 on the 6th grade ELA but a 3 on the 7th ). Mr. Carroll brought up how much harder the 7th grade ELA state test was last year in comparison to the 6th grade test from the previous year, and that he was sure this year's 8th grade ELA test would be considerably more difficult than last year's 7th grade test. Mr. Carroll added that it isn't unusual for an SP student to score a 4 in 6th grade and to drop to a 3 in 7th, and that the drop isn't from a 4 to a low 3; typically, when looking at the PR for each year, a 4 on the 6th grade ELA test becomes something like a 3.78 on the 7th. The team reiterated the plan for 821, i.e., give lots of compare/contrast essay writing in the Science and Social Studies homework, with Mr. Echeverria and Mr. Collado grading it first for content and then Mr.Carroll looking at that homework for improvements in syntactical skills.

OUR TEAM'S TWENTY STUDENTS (1) Students who scored close to 3 last year on state ELA test, AND THEY SHOW UP AT AFTER-SCHOOL EVERY DAY FOR EXTRA HELP; 2) students whose baseline writing piece this year was so poor, Mr. Carroll felt they needed to be guided; and 3) SP students who scored a 4 on the 6th grade ELA Test but then dropped to a 3 on the 7th grade test. Yes, this is a mixed bag. But these are all problems which need to be dealt with this year, so our homogenous grouping is labeled: "Students with problems who we can realistically help."


Amin 4 Mohammed, 833, 657, 653, 2.72, 2.48, 676, 676, 3.08, 3.25, N, Asian, N, Promotion in doubt last year

Aviles 47 Ezequiel, 833, 657, 653, 2.72, 2.48, 655, 679, 2.44, 3.38, Y, Hispanic, N

Barrat 6 Ariefa, 805, 619, 1.95, 674, 3.17, N, Asian, N, (Didn't take tests in 2010) Repeating grade

Doodnauth 8 Ashley 805 655, 655, 2.61, 2.57, 662, 676, 2.65, 3.25, N Asian N.

Karin, Tammumal 833 683, 664, 3.6, 2.96, 679, 685, 3.20, 3.63, Y Asian N

Huerto 10 Jessica, 833, 659, 656, 2.83, 2.61, 669, 662, 2.85, 2.74, Y, Hispanic, N

Mathura, 14 Gaydesh 833 647, 653, 2.17, 2.48, 688, 694, 3.56, 4.00 Y Asian Y

Morano, 7 Justin 833 653, 659, 2.50, 2.74, 711, 690, 4.07, 4.02, N Hispanic Y

Muthana 3 Mohammed, 833, 649, 651, 2.28, 2.39, 731, 701, 4.20, 4.07, Y, Asian, N

Norbeck, 2 Rebecca 833, 682, 656, 3.00, 2.61, 655, 658, 2.53, 2.61, N, White American, N

Paul 30 Brandon, 833, 659, 663, 2.83, 2.91, 692, 667, 3.72, 2.9, Y, Black American, N

Perez 11 Nancy 805, 657, 664, 2.92, 2.96, 696, 679, 3.84, 3.38, N, Hispanic, N

Reya 40 Rehat, 833, 644, 654, 2, 2.52, 653 ,669, 2.38, 2.97, N, Asian, N

Salgado 12 Jasmine 833, 644, 653, 2.00, 2.48, 644, 690, 2.72, 3.83, Y, Hispanic, Y

Torres 28 Alfredo, 805, 665, 664, 3.09, 2.96, 705, 687, 4.04, 3.71, Y, Hispanic, N

Valasquez 8 Isabella 833, 651, 664, 2.39, 2.96, 667, 672, 2.79, 3.00, N, Hispanic, N

Viera 32 Annalisa 833, 644, 653, 2.00, 2.48, 680, 667, 3.32, 2.90, Y, Hispanic, Y

Abdulla, 9 Yahya, 805 657, 666, 2.72, 3.03, 679, 672, 3.20, 3.08, Y, Asian, N

Go 2 Imithcelain, 821, 694, 688, 4, 3.7, 780, 800, 4, 4, N, Asian, N , SP slippage 6-7 grade ELA

Multani 3 Jaskirat, 821, 694, 693, 4, 3.85, 731, 733, 4, 4, N, Asian, N, SP slippage 6-7 grade ELA