WEBVTT

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My name is Susan Allen.

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I am a grade 3 teacher
at Jacob Hiatt.

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Collaboration time
at Hiatt is key

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to keep best practice going
throughout the school.

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We really believe that
if you are able to talk

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with other teachers and share
ideas and share knowledge,

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your teaching is only going
to get better and stronger,

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because not only are
you teaching students,

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but you are also
learning yourself.

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The data we use

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in our collaboration is
what we call MAP data,

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which is Measured
Academic Progress.

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And what that is, it's
a computerized test

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that is done individually
and at each child's level,

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so the questions get harder

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as they answer the questions
correctly, and they get easier

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as they get the questions wrong.

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And then the computer analyzes
it for you and gives you a list

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of who is strong in number
sense, who needs work

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in geometry, who needs to
work in data and probability.

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And then we use that to put
individual groups together,

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and we put it with
different teachers.

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During each meeting
that we have,

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we actually have an outline

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that we follow and/or
we use an agenda.

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We pass in this outline
to the principal

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with any questions or concern.

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We always have a place
for data analysis on it.

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We have a place where we
are looking at student work.

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We have a place that we
can talk about curriculum

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and then what we want
to bring to the table

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for the following week.

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So we talk about the things:
"Next week we would like to talk

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about open-response
questions in science,"

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so everyone will be responsible
for bringing that in.

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And we alternate as to who
is in charge of the meeting

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for that week, so everyone
has a chance of feeling

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like they have some say and
an equal responsibility in it.

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We try to bring student
writing samples

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at least once a month
to each meeting.

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We tend to bring them more

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because we find it
very valuable.

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And one teacher will
bring it one week,

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one teacher will bring samples
the following week of students

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that you have concerns on.

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Questions are, "Are you grading
them according to the rubric

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that has been pre-decided
by the third-grade teachers

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or across the school,
in some instances,

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as to what we are looking for?"

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What we also do for things
like reading or social studies

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and even science, we will take
mostly-we don't have MCAS scores

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yet; that's the state test.

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We don't have those in
third grade; they take them

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for the first time
in third grade.

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So we rely a lot

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on developmental reading
assessment scores.

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And we will look at that and
say, "Listen, I have a child

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who is really struggling
with fluency or re-tell,

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and I am noticing these errors."

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And that's a different
type of data

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than just a straight numbers.

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It's more, what strategies can
I use to help this child get

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over this and having a
running record in front of you

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from a child and
having them look at it,

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and other teachers saying, "Oh,
I see what they are doing."

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It's invaluable, because it
gives you a fresh perspective

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on how to help that
child become successful.

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This is an ongoing
learning process for us.

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Teachers who are new to
the school, who come in,

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someone is their mentor
teacher and helps them along.

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So if there is a new teacher,
we are not going to throw them

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into the fire initially
on running a meeting.

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They are going to sit back and
watch and see how we do it.

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And it's always evolving,
and it's always changing.