# data[].attributes.body
use and get feedback. Are the learning targets correct for the grade levels. Is the language understandable for students.

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Enough resources across grade level in classroom to help teachers be successful in their teaching

PD in the current curriculum so teachers feel successful in the implementation of the curriculum

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Identifying resources for text sets and creating unit/lesson plans

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Opportunity to stick with what works, tweak where needed.

-Learning Targets - Are they accurate?

-Rubrics - Do they work the way we mean for them to work?

-Etc.

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Look at how time is used during RW/WW - independent reading, writing

direct instruction

conferring

small group work

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Clarify misunderstandings, make sure they are visible for teachers, make sure they are aligned with assessments.

# data[].attributes.body
Enough resources across grade level in classroom to help teachers be successful in their teaching

PD in the current curriculum so teachers feel successful in the implementation of the curriculum

# data[].attributes.headline
Think about whether our current            writing curriculum is serving our K-2 students or whether we should make changes.

# data[].attributes.subject
Think about whether our current            writing curriculum is serving our K-2 students or whether we should make changes.

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Continue PD around UFLI, making sure it is being used consistently across all K-2 classrooms.

# data[].attributes.body
Calibrate for reading assessments and on demand writing

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Looking at progress monitoring data to see how students are progressing. Is our scope and sequence correct? And how is the transition to 3-4 word study going.

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What is the plan? UFli? Word Study? A combination? The S&S is great, but a lot is put on teachers to figure out. Is it consistent? Does it need to be?

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It would be great to revamp the understanding/practice of Reader's Workshop, finding ways to increase the use of decodable books and phonics instruction/practice

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Use consistent resources through grades and schools

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There is a need for resources at the 3-4 level that address our curriculum benchmarks explicitly

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Perhaps taking this year to develop the 1 and 3 plans and adding maybe only one item to the 5 year plan.

Have we clearly defined which programs are in the pilot phase vs those fully implemented?

Will we be able to discuss "keeping" "tweaking", "stopping" for the different programs we have started over the last couple of years?

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Where does a play based K fit in with our literacy plan? How can we support K teachers in playful literacy.

# data[].attributes.body
Updated assessments to replace F&P and offer more options than Daffodil

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Continued work on strengthening skills on teaching high leverage activities. Especially for new teachers to district or grades.

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Is it worth the discussion to look at OG at all or does the district as a whole want to stick with UFLI?

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Attention to MTSS

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We should be aiming to consistently look at our district ELA data together to inform the decision making process regarding prioritization of initiatives. It should become a common practice for the ELA committee to function as a district level PLC, using data as a guide.