In attendance: Cher Silva, Julie Koester, Sheri Pierce, Ruth Womack, Charlene Clegg, Melinda Cox, Becky Rasmussen  (great ideas generated by this group; they are able to think and share even after a busy ES day continuing until well after 7:00 p.m.)
 
After reviewing the rationale for the selection of Esler #5 (Mathematical Thinkers) as a need for student improvement of achievement focus, our group read each task, the person(s) involved, the resources, the means to assess improvement, the timeline, the methods to report, and the cost.  After each task group was read, we took the time to add to or agree with each as written.
 
We added to Task 1, Resources: tutor programs, live call-ins (possibly).  One such resource for support is "Homework Hotline" of Merced County Office of Education--"Digital Math Live"
 
We added to Task 1b, Resources: upper level student volunteers (our students could earn community service or career exploration credits by assisting other students); on-line tutoring by website (as a possibility, consider "click-to-meet" http://www.fvc.com/eng/education/), homework hotline, contract program on-line (maybe can get NCLB funding),  ES as tutors for families of other ESs, http://purplemath.com/ for Algebra (good stuff here), tap into the resource of other public or private high school math instructors desiring to tutor.
 
We added to Task 1c. Responsible Person(s) Involved: and ESs because we may already be doing this with some students.
 
We added to Task 2  Responsible Person(s) Involved: and Parents (because some are already doing this), and hired tutors (because some are already doing this for parents)
 
We added to Task 2a. Responsible Person(s) Involved: and Vendor curriculum displays and demonstrations
 
We are questioning the value of having math rubrics--either the student is doing math at grade level or not; a problem is either correct or it isn't.  In other words, it is an "on/off" situation, explicit.  English writing is creative, sometimes nebulous, often difficult to evaluate and needs the 3-grade-level rubrics (if not more).  Perhaps Rolff can elucidate, clarify for us the need for math rubrics so that we can justify spending $4,000 (see Task 3, Cost).
 
For Task 7, Resources: we suggest the Renaissance Learning http://www.renlearn.com/ Accelerated Math as a source for assessments.