Monthly+Meetings

||  October ||  November ||  December || January ||  February ||  March ||  April ||  May ||
 * September
 * Donna Bromwich || Donna || Donna || Sandi || Shanna || Sandi || Jody || Jody || Jody ||
 * Karla Mallory || Karla || Karla || Jane || Jody || Donna || Karla || Karla || Karla ||
 * Shanna Beanland || Sandi || Sandi || Carmen || Sandi || Jody || Carmen || Donna || Donna ||
 * Sandi Hausmann || Shauna || Shauna || Karla || Carmen || Jane || Donna || Sandi || Sandi ||
 * Heather Dahlgren || Jane || Heather || Shauna || Karla || Shauna || Sandi || Shauna || Shauna ||
 * June Elk Looks Back || Jody Burger || Carmen ||  || Karen Fox || Carmen || Shauna || Jane || Jane ||
 * Carmen Black Wolf ||  || Jody ||   ||   ||   || Jane ||   ||   ||
 * Shauna Roshone ||  || Jane ||   ||   ||   ||   ||   ||   ||
 * Jane Shelbourn ||  ||   ||   ||   ||   ||   ||   ||   ||
 * Assessment Plans for North:** (and other interested adopters)
 * Assessment Plans for North:** (and other interested adopters)
 * Assessment Plans for North:** (and other interested adopters)

Prek: Counting Assessment 1st Counting, Hiding, Numeral ID

//Question: How often should we do KR Assessments? It makes sense to do a baseline. Let's make it 3 times a year.// Decision: 3 times a year

September 15 - 26th December 1-17th April 14th through 24th

//Question: is it redundant to do both the KR counting assessment and they Investigations assessment?// Decision: Yes

//Question: Which one should we use?// Decision: The "official" counting assessment is Kathy Richardson.  Numeral ID Assessment: (use 100s charts) (on second thought, I think I'll create an array of numbers for kids to id) And here it is: Numeral Identification.pdf 1-20 29 30 31 39 25 46 22 50 43 40 100

Assessment: It's okay to "just know," but students should be taught to explicitly state this. We should add "just know" to a list of strategies **WHEN APPROPRIATE.** And when is it appropriate? When your students begin to demonstrate the strategy? However, be mindful that it will still be necessary to challenge students who provide this response. We want to make certain they can still explain themselves, or some other way the problem might have been solved.
 * Is it Good enough to "just know?"**


 * How Many of Each?**

There is some concern that the use of "each" may play a factor in our students' ability to translate Peas and Carrots and similar word problems. Therefore, we must ensure exposure to this word, and its actual meaning. Add "each" to our word walls, look for places to use it in our everyday language. We talked about shifting the number of peas and carrots to "3" to begin with.