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(Austin, Kasper, Kincaid, Popola, Campbell, Healey, Petrina, Bendetti, Austin)
1. Possibility of creating writing rubrics that have similar wording and criteria and carry on throughout the grade levels.
2. Now we have common goals and an understanding of the gaps between grade levels. 1st grade is also going to incorporate some new techniques that are used in 2nd/3rd for writing.
3. Trying to incorporate typing as much as possible, and not worry about typing skills but just think about exposure to typing in activities.

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(Garijanian, Millan, Noles, Rivera, Bodleson)

1. Take the names off student's work and have them grade other student work using a rubric. They can use different colors to identify hook, main idea of each paragraph, and elaboration, evidence.

2. Having a universal plan of writing, peer editing, and instruction which align through all 3rd, 4th, and 5th grade... Use the TEACH instead of RACE.

3. Put the write score powerpoints on nearpod. Print their essays off write score and have students watch a nearpod on their weak areas.

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1. Setting timelines and goals for finishing work or longer performance assessments/PBL's-using checklists, kids pacing out calendars, having a visual to move clothespins on
2. Helps keep communication open to address weaknesses and raise our expectations
3.  Adding more writing to reading tests/tasks-using separate rubric and adding in task check-in's on longer tasks/PBL's/Choice Boards

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(Keller, Storey, McMahan, Hillam, McGowan)
1. Have 1st graders work more with fact fluency (addition and subtraction) at least once a week.
2. We are helping to get the kids prepared for 2nd grade and lay a strong foundation.
3. Focus on fact fluency.

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1.  That some kind of continuous review should be happen throughout the year.

2. Collaboration between grade levels will help us in targeting what skills  each  teacher expects all students to obtain and bring with them the following year.

3. One instructional shift I would like to make is to implement some vocabulary practice/study time regularly in math.

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1.Place value seems to continue to be a concern through grade levels.  We spend time remediating this but would like to be able to move more quickly into regrouping.
2. Second grade teachers are going to work on building fact fluency and place value so that third grade students will be ready to begin with adding and subtracting of three digit numbers with regouping.
3. Starting multiplication facts at the very beginning of the year, teaching consistent vocabulary and terms such as benchmark numbers.

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Seeing a place value/regrouping weakness throughout the grade levels:

1.  Incorporate Place Value vocabulary and practice throughout the year.
2.  Collaboration will help us focus on the weaknesses present.
3.  Fluency in addition/subtraction practice along with spiral review on regrouping  throughout the year.

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1. REVIEW/REVIEW/REVIEW
2. We now understand where the disconnects are and we continue to find that they do not have a foundation and that's what they need.
3.Students need to continue working on their prior knowledge while they grow within the new standards. Students are missing key details which leads to more confusion in higher standards. For example, place value. When we move from no place value to ones/tens to ones/tens/hundreds we aren't going back to make sure the students have fully understood the concept.

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1. The weaknesses we see in third grade are also seen in second grade. Second grade spends time with manipulatives in teaching regrouping but it does not work for all kids. Will spend more time on algorithm.
1. A. Need to focus on multiplication facts!!! 4th graders are struggling. Consistent use of terminology and strategies.
2. Collaboration will allow us to be on the same page when it comes to strengths and weaknesses for our students. For example, if we say our kids are REALLY good at geometry, second grade could shorten that unit and spend more time on an area of weakness.
3. I will continue my spiral review protected time. I started this after our last data talk, and this meeting has only confirmed its importance. Kids are not retaining information :(
3. A. Send multiplication facts home. Involve parents to keep accountability. Research necessary terminology to incorporate all unit.

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Share: Facts, facts, facts - review facts consistently.  Place value needs to be incorporated throughout all units - at least by using the vocabulary.
Collaboration: Helps with instructional ideas to achieve common goals.
Shift:  Will start daily fluency practice instead of 2x/week.

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(Petrina, Bendetti, Healey, Collins, Jackson, Cameron, Hemmann, Myers)
1. Need to work on decoding skills, handwriting is a weakness in both grades and go into more depth with characters (feelings, actions, sayings and thoughts)
2. Collaboration between grade levels will help with finding the holes and discussing trends
3. We would suggest a 5th special for typing/keyboarding to help students start practicing their typing skills at an early age

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1. Using similar first grade vocab when asking graphing questions.
2. We will continue to work with our students on standards addressed with first grade.
3. Using different vocabulary with the students.

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(Garijanian, Millan, Noles, Rivera, Bodelson)

1. Read a Go Go (Thanks Bev!) This is a great tool for reading comprehension online! Students in 3rd grade need a lot of practice with Reading and Writing online.

2. We are now coming up with a universal form of instruction which will make planning align more throughout 2nd and 3rd grade.

3. Using a Green pencil for capitalization and a Red pencil for ending punctuation (GO- STOP.) This is a great solution when writing in a paragraphs instead of isolation,

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(Keller, Storey, McMahan, Galloway, Shean)
1.K does a great job preparing the kids for 1st!
2. We can help bridge gaps quickly to ensure continued success in 1st.
3. Increased vocabulary usage, explanation of answers, and specific questioning of graphs.

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(KASPER, KINCAID, AUSTIN, POPOLA, CAMPBELL)
1. www.readagogo.com for reading and comprehension.
2. It is accountability from different grade levels. It allows us to adjust our instruction based on needs.
3. We are going to use Write Score to help plan Writing and Reading instruction.

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1. Spiral reviews throughout the year.
2. Helps keep communication open in order to address weaknesses
3. Using consistent math language and tools

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1.  Spiral reviews would help to review standards for the students--in all subjects.
2.  Having conversations pinpointing the areas of strengths and weakness will help us to be more aware of needs per grade level.
3.  We think we will use more spiral reviews to review concepts.  We will all continue to use math language when instructing.

Plan of Action:  Charts with vocabulary to be used by all, consistently. Use of interactive notebooks for students to have additional resources.