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1. Collaborative
Team
Examination
of
Individual
Students
Meeting
Record
Student
Description
Action
Staff
Task(s)
Grade
Three
• Reading
supports
program
• Phyllis
–
set
up
on
Raz-­‐Kids
and
Date
Sample
Record
• Still
struggling
with
sound
out
word
endings
–
• BLAST
–
grade
two
talk
to
Janice
for
inclusion
in
Alice
guessing
using
front
of
word
• Daily
guided
reading
grade
two
BLAST
Staff
in
Attendance
• Trouble
still
with
basic
phonetics
• Raz-­‐Kids
during
literacy
block
• Marvin
–
note
home
for
• Sight
card
intervention
(w/
Marsha)
reading
supports
• Doug
• Marvin
• Ashton
• Reading
supports
program
• Phyllis
–
set
up
on
Raz-­‐Kids
(note
home)
• Phyllis
• Continue
with
progress
he’s
making
–
focus
on
• Raz-­‐Kids
for
home
Karl
• Marvin
–
note
home
for
reading
comprehension
• Precision
Reading
supports
• Maggie
• Lunch
book
club
• Maggie
–
include
in
lunch
book
club
• Linda
• Tasha
• Focus
on
fluency
now
–
both
using
their
reading
• Daily
guided
reading
• Maggie
–
set
up
recorded
• Precision
Reading
(grade
5/6)
readings
Alex/Peter
rules
on
a
more
consistent
basis
–
remove
from
• Lunch
book
club
• Linda
–
precision
reading
Sight
card
intervention
(both)
• Reading
recordings
for
home
folders
created
Celebration
of
Successes
and
Growth
• Gone
through
tough
spell
lately
(likely
home
• Reading
supports
program
• Linda
–
precision
reading
folder
created
but
manifesting
itself
at
school
–
not
focused;
Max
• Precision
Reading
(grade
5/6)
• Karl
–
now
reading
during
Independent
unable
to
complete
tasks)
–
puts
up
his
hood
• Doug
–
check
with
Peter
for
• Lunch
book
club
Reading
time
(Diary
of
a
Wimpy
Kid)
and
he’s
done
counselor
appointment
• Alex
–
great
partnership
in
the
class
with
• Now
ready
to
focus
on
academics
and
her
• Reading
supports
program
• Phyllis
–
set
up
on
Raz-­‐Kids
and
talk
to
Janice
for
inclusion
in
grade
two
Peter;
has
moved
out
of
the
lowest
guided
• BLAST
–
grade
two
BLAST
Kendra
learning;
very
weak
reading
overall
but
interest
reading
group
• Daily
guided
reading
coming
along
• Marvin
–
note
home
for
reading
• Raz-­‐Kids
during
literacy
block
supports
• Marsha
–
responded
well
to
sight
word
card
intervention;
recognizing
some
of
these
• Continue
with
progress
he’s
making
–
focus
on
• Raz-­‐Kids
for
home
• Maggie
–
check
with
Paula
to
words
in
her
own
reading
Dustin
• Precision
Reading
always
ask
about
his
reading
comprehension
• Dustin
–
making
great
strides
in
reading;
• Lunch
book
club
during
library
working
online
from
home
on
Raz-­‐Kids
reading
has
gone
really
well!
• Need to keep reading a positive activity – • Precision
Reading
(grade
5/6)
Isaiah/Noella
• n/a
• Alisha
–
mom
expressed
great
satisfaction
continued encouragement
• Lunch
book
club
during
three-­‐way
conferences;
seeing
her
now
wanting
to
read
at
home
• Precision
Reading
(grade
5/6)
• Marvin
–
note
home
for
• Great
progress
–
remove
from
Reading
reading
supports
removal
Alisha
• Raz-­‐Kids
for
home
Supports;
get
more
reading
for
home
• Maggie
–
set
up
recorded
• Reading
recordings
for
home
readings
General
Notes
Joel,
Helena,
Marcus,
• Focus
on
fluency
–
consider
for
grade
5/6
Paul,
Gina,
Astrid,
• Precision
Reading
(grade
5/6)
• Linda
–
see
general
notes
• Linda
will
talk
to
Vincent
about
setting
up
a
precision
reading
Fredrick
precision
reading
partnership
with
a
grade
5/6
class
Erik,
Amanda,
Luke,
• Phyllis
–
set
up
on
Raz-­‐Kids
(note
• Ashton
will
meet
with
grade
three
team
• More
practice
for
their
comprehension
• Raz-­‐Kids
for
home
Olivia,
Greta
home)
next
week
to
ensure
accommodations
for
provincial
achievement
testing
• Grade
three
team
will
investigate
purchase
•
•
•
of
more
non-­‐fiction
guiding
reading
materials
Copyright
Jigsaw
Learning
2012
Collaborative
Team
Meeting
Record