1. 2015-2016

2. “Quality is never an accident; it is always the result of high intention, sincere effort, intelligent direction, and skillful execution; it represents the wise choice of many alternatives.” -Willa Foster

3. Purpose: Have grade level colleagues analyze grade level, classroom, and individual student data Colleagues identify strengths, areas of weakness, instructional and behavioral strategies necessary to improve student outcomes.

4. Big Ideas for Team Meetings 1. Process of the Meeting: Powerful procedures make team meetings work and center on students’ needs. 2. Content of the Meeting: Data-driven decision making and action- planning assures that all students meet goals for achievement.

5. Who does what? Participant Roles: Facilitator Time Keeper Recorder Reporter Engaged Participant (**Roles can be rotated as the group decides)

6. Expectations of a Collaborative Team Norms: agreements and commitments Agenda: roles and responsibilities Goals: be SMART (specific, measureable, attainable, realistic, timely) Data: used for decision making Action plan: written, reviewed and revised

7. Norms: Look Like: Sound Like:

8. Focus Points for Grade Level Meetings 1. What is it we want our students to learn? 2. How will we know if each student has learned the content? 3. What will we do when some students have not learned the content? 4. How can we extend and enrich the learning for students who have demonstrated proficiency?

9. Considerations for Effective Grade Level Meetings Questions for ConsiderationStrategies that Work Focusing/Communicating Goals What is our focus? Over time? At each meeting? How do we keep our goals visible? Mission/Vision Achievement Goals Annual Calendar Meeting Structure/ Roles What predictable procedures organize our work? Who does what? Meeting agendas Role clarifications Group Process How do we work together? How do we solve problems? How do we manage time? Norms of behavior Action planning/problem solving Schedule + time savers Shared Leadership/Planning What are our student achievement goals? Are they the stretch we need? How are we doing? Are our actions helping us get where we want to go? What needs to change? K-5 Action Plan Student data boxes GLTM meeting notes Follow-Up Who needs to know what helps us meet achievement goals? How can we make that happen? Meeting notes Curriculum placement Content coverage Tutoring logs/homework club/interventions Research Base/Professional Development What does research say about what we need to do? What do we need to know to do our jobs better? What new skills will help us to get our kids to benchmark? Articles, protocols for discussion, online sources, Access to PD resources, programs and intervention materials, best practices, APL strategies, data analysis, scheduling Motivation/Empowerment How do we stretch and celebrate? At each meeting? Over time? Data boards Bucket Fillers Public celebrations of accomplishment Sharing positives at meetings

10. Steps to be Taken: 1. Is everyone clear on what needs to be done? 2. Have all the known factors been accounted for? 3. Is there a clear timeline for when the steps are expected to be completed?

11. Sample G.L MeetingTimes 3 m- Positives 2m- Concerns 1m-Review of Norms 1m-assigning of roles 10m-data (star, form assessment, summative assessment) 20m- Accountability of School Goals(checklist, walk-thrus, structured monthly review, formative assessment papers, apl strategies, research provided by coaches to support validity) 3m-Coaching Walk-Thru Positives

12. Responsibilities of Grade Level Teachers Commits to mission Adheres to group norms Actively participates in the problem solving process Arrives to meetings with necessary materials, data and action plans Uses data for decision making Shares strategies (instructional and behavioral) with colleagues Completes necessary action plan items following each meeting

13. Instructional Coaches Responsibilities Commits to mission Adheres to group norms Organizing data and information for meetings Assists staff in reviewing and interpreting data Assists grade levels in identifying strategies to improve mastery of content Model, co-teach, team teach strategies for teachers and is willing to provide coaching support and feedback regarding their implementation

14. What we are being held accountable for from the county: Vertical Team Planning Teacher accountable for data Inconsistency with Everyday Math Establishing strong foundational skills in reading and math Assessment/Data being a learning launch to where you go next