Babb:

• Students are better understanding story problems
  • Multiple times and multiple ways to tell stories
    • Elaborated launch
    • Teacher show question and reads it aloud
    • 2-3 students retell in their words
    • Teacher checks for meaning
• Only 4 students are consistently scoring a level 1 or level 2
• Teachers are improving in how they track their data and use it to move their students accordingly
• Highlight one teacher who is uber prepared 
  • Beth asked if teachers are able to watch this teacher to get best practices

Mays:

• Teachers are getting more familiar with launch structure
  • Intentional calling of students
  • Engaging more students
  • How to have students use signals to check for understanding
  • Developing a system of feedback and sending home so that parents can better understand student's strategies
• Student highlights
  • Sees more students have better acces to comprehension
  • One teacher has a bulleting board to highlight a student's strategy

Gibson:

• Partner teachers are very supportive of associate teacher in gaining mor confidence
• Partner teachers are also getting some opportunities for growth
  • building more family relationships 
  • how to icrease iready usage data
  • how to ensure that her quality instruction is transfering to student progress; less teacher doing the lifting

Mays:

• Teachers - develop more anticipated responses and then developing teacher moves based on these anticipated responses

Bab:

• 2nd grade - more data driven
• 3rd grade - how to push from developing teacher-led goals to more student-led goals

Gibson:

• more transfer from students using efficient strategies independently when not working in their small group

Shelia:

• Work on student engagement
  • How do we define this?
  • What is the evidence?
• How do we apply all of this to Investigations during the core math block
  • How do we hold kids accountable for their behavior and academic work when they are not working in the small group