Mr. Faraci, Mr. Ramos and Mrs. Nelson discussed the 20 students from 851 we wanted to focus on this year.
Abdali, A
Akther, R
Ali, N
Das, D
Enrique, J
Garcia, C
Ghotra, S
Moazzam, A
Mera, M
Pichardo, R
Kabir, F
Zaman, S
Singh, A
Ventura, J
Thelusma, A
Deleon, Y
Zamora, N
Manzano, J
Aishi, F

Mr. Ramos and Mrs. Nelson discussed the 37.5 mins regarding sharing the students. For example, if a student is assigned to Mrs. Nelson, but that student needs help on a particular topic in Math, that student can go to Mr. Ramos instead of Mrs. Nelson that day or vice versa.
We also discussed Sharfen Hossain who will be transferred to another class shortly. He has been having outbursts and has become frustrated in class. We are hoping that his placement will come soon so he can benefit from smaller class size.
Mr. Ramos and Mrs. Nelson discussed Redowana Akther. She is still struggling in Math and ESL. Redowana entered the NYC school system from Bangladesh on 10/6/09. She has been here for three years, but is still struggling with the language. We are going to check with Speech and Resource teachers to see if she qualifies for Wilson.
Following the AP guidelines/questions for Teacher Team Meetings:
Mr. Ramos has ELLs and Gen ED classes summarize the previous days' lesson and provide examples. This allows him to integrate English into his Math class.
1. Informal Assessments and ARIS (ELA, Math & NYSESLAT scores)
2. Lack of academic vocabulary and others lack the basic skills needed for Math and ESL
3. Many are from Asia (Bangladesh, India, Pakistan & Yemen)
4. Hypothesis- the students do not have enough educational background and they lack knowledge of the English language and academic language.
5. Next Steps
Mr. Ramos will continue to add English and Math class. Mrs. Nelson-while conferencing with students regarding Snapshots, students work on Teenbiz (summarizing and completing the activity). Differentiating lessons as well as giving individualized instruction, note-taking including academic vocabulary. Learning Objectives and directions are simplified to help students understand.
Sharfen Hossain is struggling in all of his classes. He has been evaluated (at parents request). In order to be placed in the correct setting, he'd have to go to JHS157. According to Ms. Askew, the parents have not signed off on this because they do not want Sharfen to change schools. However, Sharfen has become more agitated and frustrated in Math, SS, and ESL. He is stressing and worrying about his grades/report card. He does not want to fail, however, he can not function at the 8th grade level. Mr. Ramos, Mr. Faraci & Mrs. Nelson are working with Sharfen by differentiating instruction for him and re setting different expectations for him. Even with this, he is more and more disruptive in class because he can't work individually, he needs constant guidance. We will continue to help him as much as possible.

Mrs. Nelson had a meeting with Gabriel Dzhurayev's parents regarding his ELL status. Parents not happy with 9 periods of ESL because David is being pulled out of classes. He is struggling in his classes already and parents are worried that he won't be able to pass his classes. I informed them of the NY State mandates and the amount of time he is to receive for ESL.
Created the Teacher Team on ARIS.
Satpal Singh-On Parent survey Satpal stated that he doesn't like math-he has improved in both Math and ESL.
Siema Alam-On Parent survey stated that she never liked Math, however, now that Mr. Ramos is her teacher, he explains it well & she likes it now.
We created three categories with the Parent Surveys-Struggling, Making Progress & Students Doing Well:
Struggling Students: Sharfen H., Redowana A., Diana D., Farha K.
Making Progress: Santana Z., Nawal A., Ahmadshah A., Satpal S., Yeriska D., Amarjit S., Ahsan M., Madeline M., Juan David E.
Students Doing Well: Jose M., Kirill M., Andrea S., Siema A., Arantza T., Fairuz A.,

As per Weekly #14, Mr. Ramos and Mrs. Nelson discussed the use of the school-wide versus teacher-created
progress reports. They have decided to use the school-wide progress reports.
We also discussed trying to implement cross-curricular vocabulary. For example, Mr. Ramos is going to begin teaching about inequalities in Math class. Mrs. Nelson will teach prefixes, including "in-" to support the students' understanding of the Math vocabulary. Mr. Ramos mentioned the Math Dept. is implementing "Word of the Week". He has decided to do "Word of the Day", in order to build their vocabulary. We discussed the use of S.E.E.D. chats to help strengthen their understanding of the new vocabulary. Mrs. Nelson will try to incorporate the Math vocabulary within her lessons to support Mr. Ramos.

Mr. Ramos has implemented Word of the Day-he reinforces the Word of the Day throughout the lesson. After a test, the students have to correct their mistakes and explain what they did incorrectly.
Mrs. Nelson introduced prefixes that mean "not" (in-, dis-, un-) to reinforce Mr. Ramos' lesson "inequalities" lesson plan.
In Extended Day sessions, Mrs. Nelson has been working with Sharfen, Satpal, Diana, Ahmadshah on improving vocabulary.

Mr. Ramos and Mrs. Nelson identified the following 6 students for Student Work Analysis:
Muneefa Shakeel, Museera Shakeel, Amarjit Singh, Madeline Mera, Andrea Streber and Jose Manzano.
We used the data from ARIS (ELA and Math scores)- each student scored a 2 on Math and either a 1 or 2 on ELA. We have identified them in order to move from a 1 to 2 or 2 to 3 on the standardized tests.

We discussed the the commonalities within the subgroup we are focusing on. In Math, Museera, Muneefa & Amarjit are performing in at the bottom of the subgroup, while Jose, Andrea & Siema are performing at the top of the group. In ESL, Siema, Museera & Muneefa are performing at the top of the subgroup and Andrea & Jose are in the middle and Amarjit is at the bottom. We discussed that Amarjit is in his 4th year of school in the US & we feel that he should be performing at a higher level than where he is now.
Some commonalities among the subgroup that we are aware of are that they all have a lack of academic language as well as background knowledge. They are motivated and willing to work hard in order and learn. They are organized, have good study skills, are prepared for class and do homework consistently.
We are focusing on this group knowing that though they may not have the academic language or the prior knowledge, as we teach them the are gaining the knowledge to build on and use that knowledge as prior knowledge.

Differentiation Strategies:
Mr. Ramos pairs students together who are working at the same level, while others are working on more advanced math problems, as well as, teacher-student conferencing and peer tutoring. The students set goals at the beginning of the month. At the end of the month, the students check to see if they have accomplished their individual goals by completing a differentiated assessment created for that specific goal.

Mrs. Nelson uses blended learning in the ESL classroom, using Teenbiz3000. Students also work individually or in pairs to complete tasks. Uses different graphic organizers to differentiate the task (ex. 1 less step in the vocabulary SEED chart.

In whole group discussions, we rephrase, using the academic vocabulary, what the students have said and ask the other students to piggy back, add to, or disagree/agree.


Mr. Ramos has been working with 851 in Math on transformations, Acuity Pretests, based on those tests he focuses his lessons on the topics in which the students showed the most weaknesses.
Mrs. Nelson discussed the fact that when doing group work the students do very well together. Everyone is on task and participating. However, when the students have to work individually, for example, taking an exam, the students are unable to produce and recall the information they had been working with in those groups. Mr. Ramos agreed and added that this happens in the monolingual classes as well.
Both teachers are still focusing on academic vocabulary in the classroom. Today after the Mock ELA exam, I gave the students Post-Its to write down any terms, phrases or words that they didn't know or understand. They placed them on a graffiti wall so that I can use that to drive my instruction.
Mr. Ramos has been studying the data from ARIS, to determine the students who are more likely to show progress from 2010-2011 State Math exam to 2011-2012 State Math exam. We are hopeful that our ELL students will make AYP on both, the MAth and ELA tis school year.
Mrs. Nelson has been working on essay writing with 851. We have been focusing on subject-verb agreement in order to create grammatically-correct sentences. We have also been working on restating the question in our essays as well as in the short response questions.
4/26/12 Mr. Ramos has been using 3 different math booklets for differentiated assignments which also was used as a review for the Math exam. The beginner ELLs were given multiple choice questions, the other groups were given Open-ended questions and Extended-response questions which all reflected the work the would have to do on the exam.
Mrs. Nelson has begun administering the Speaking section of the NYSESLAT. The students have been doing well. I noticed that many of the ELLs in 851, who took the ELA last week did very well for the amount of time they have been in the US. They had great stamina and tried their best to do well on the exam.
5/10/12 We discussed the upcoming State Quality Review and what samples of student work we should exhibit in our classrooms. We both agree that it is important to not only post the top grades (3-4s), but to display all students' work to celebrate the progress of all students' and provide them with the steps they need to complete to make improvements.