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Includes example agenda formats (30-minute and timed samples) covering meeting purpose, data review, problem identification, brainstorming, and action planning, with teacher, coach, and principal actions.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/presentations/","Presentations",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/grade-level-team-meeting-agendas-key-elements-that-will-improve-results/251408/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/grade-level-team-meeting-agendas-key-elements-that-will-improve-results/251408.png","ImageObject",442,249,{"name":42,"@type":43},"Rizky","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-27","2026-09-13",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",14,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What core practices should grade level team meeting agendas include?","Question",{"text":63,"@type":64},"They should focus on data, set clear expectations for roles and time use, use follow-up strategies to share and review information, and designate action steps with accountability linked to student data.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What should teachers bring to each grade level team meeting?",{"text":68,"@type":64},"Teachers should bring current data and use a consistent analysis format. They should also understand how analysis will translate into program delivery and intervention decisions.",{"name":70,"@type":61,"acceptedAnswer":71},"How should follow-up information be handled after meetings?",{"text":72,"@type":64},"Meeting information needs to be recorded, shared promptly with the responsible people, and reviewed over time by the coach, principal, and teacher leaders to ensure changes to programs and interventions.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},251408,1791733127,{"code":4,"msg":82,"data":83},"success",[84,88,93,97,102,107,112,117,122],{"id":85,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":86,"slug":87},11,90,"presentations",{"id":89,"doc_module":22,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},12,"Resumes",80,"resumes",{"id":55,"doc_module":22,"doc_module_name":25,"category_name":94,"show_sort_weight":95,"slug":96},"Invoices",70,"invoices",{"id":98,"doc_module":22,"doc_module_name":25,"category_name":99,"show_sort_weight":100,"slug":101},15,"Posters",60,"posters",{"id":103,"doc_module":22,"doc_module_name":25,"category_name":104,"show_sort_weight":105,"slug":106},16,"Social Media",50,"social-media",{"id":108,"doc_module":22,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},17,"Forms",40,"forms",{"id":113,"doc_module":22,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},18,"Letters",30,"letters",{"id":118,"doc_module":22,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},21,"Paper Templates",5,"papers-templates",{"id":123,"doc_module":22,"doc_module_name":25,"category_name":124,"show_sort_weight":4,"slug":125},158,"General","general-158",{"code":4,"msg":82,"data":127},{"doc_id":79,"user_id":128,"nickname":42,"user_avatar":129,"doc_module":22,"category_id":85,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":135,"language":136,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":12,"update_tm":140,"read_time":30},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Powerful Procedures  \nGetting the Most from Grade Level Team Meeting Agendas Directions:  \n1. Read: Two-­‐page document Grade Level Team Meeting Agendas: Key Elements That Will Improve Results.  \n2. Review  \n• 30-­‐Minute Schmoker agenda  \n• Two 1-­‐Hour Timed Agendas  \n• Team Log  \n3. Look For:  \n• Focus on data  \n• Follow-­‐up strategies  \n• Clear expectations: roles & use of time  \n• Action steps/accountability  \n4. Determine:  \n• Features evident in these examples  \n• Features missing in your meeting agendas  \n• How to strengthen your agendas  \n\n| Features in\u003Cbr>Agenda Examples | Features Missing in Your Grade Level Team Meetings |\n| --- | --- |\n| DATA |  |\n| FOLLOW-­‐UP |  |\n| ROLES/TIME |  |\n| ACCOUNTABILITY |  |\n\nNext Steps for Strengthening Agendas Within Grade Level Team Meetings:  \nOregon K-12 Literacy Framework Professional Development [http://oregonliteracypd.uoregon.edu](http://oregonliteracypd.uoregon.edu)  \nCopyright © 2010 Oregon Department of Education and University of Oregon Page 1 of 1  \nGRADE LEVEL TEAM MEETING AGENDAS: Key Elements That Will Improve Results  \nOver the past few years, schools and districts that do a particularly good job of using grade level team meetings to get good results have been identified. It has become apparent that these sites use a consistent set of practices that influence their success:  \n1. Focus on data,  \n2. Clear expectations in terms of role clarification and use of time,  \n3. Use of follow-­‐up strategies, and  \n4. Designating action steps/accountability.  \nWell-­‐designed agendas play an important role in making these key steps happen.  \n1. Focus on Data  \nTeachers need to know    \n• What data to bring to each meeting  \nMake sure teachers bring their current data to every meeting.  \n• What format for analysis will be used consistently  \nBe specific about the format you want it in so that everyone can speak the same language. Progress monitoring data is in a chart form. Possibly have both electronic format and paper copy available so that teachers can use the one they prefer.  \n• How they will turn the analysis into program delivery and intervention decisions  \nYou may not always refer to the data in detail from meeting to meeting, but just have it and refer to itas a constant reminder of what you are doing and why. After discussing something like grouping students for partner reading, you may have teachers work through the pairing of their own students using their own most current, relevant data. Incorporate hands-­‐on activities as frequently as possible during meetings to heighten engagement and make the use of data a matter of practice.  \nThe result you’re looking for: Teachers adjust their classroom instruction soon after the meeting based on their data analysis.  \n2. Clear Expectations in Terms of Role Clarification and Use of Time  \nTeachers need to know who is responsible for…  \n• Facilitating  \n• Recording  \n• Reporting out  \n• Taking action  \nFacilitators need to help the group…  \n• Stay focused on student achievement  \n• Stay within your projected timeframes  \n• Complete priority items  \n• Realize the urgency of their work together  \nCopyright © 2010 Oregon Department of Education and University of Oregon Page 2 of 2  \n3. Use of Follow-Up Strategies  \nInformation from grade level team meetings needs to be…  \n• Recorded  \n• Shared in a timely way  \n• Put in the hands of all those who are responsible for the results of your students  \n• Reviewed over time by the coach, principal, teacher leaders  \nFollow-­‐up is the “in between” meetings part of leadership that sometimes falls between the cracks. Getting information to the right people as quickly as it is needed to change programs and interventions for our students is key.  \n4. Designating Action Steps/Accountability  \nGrade level team meetings need to result in specific action steps that tell …  \n• Who has agreed to do what  \n• How agreements will be monitored  \n• How you will know you’re successful  \n• Action s","cbCaieiihVNjqiCc","https://ap.wps.com/l/cbCaieiihVNjqiCc","pdf",174411,7,"English","# Powerful Procedures\n## Focus on Data\n## Clear Expectations in Terms of Role Clarification and Use of Time\n## Use of Follow-Up Strategies\n## Designating Action Steps/Accountability\n# 30-Minute Team Meeting Agenda\n# Team Meeting Sample Timed Agenda (1 Hour)","[{\"question\":\"What core practices should grade level team meeting agendas include?\",\"answer\":\"They should focus on data, set clear expectations for roles and time use, use follow-up strategies to share and review information, and designate action steps with accountability linked to student data.\"},{\"question\":\"What should teachers bring to each grade level team meeting?\",\"answer\":\"Teachers should bring current data and use a consistent analysis format. They should also understand how analysis will translate into program delivery and intervention decisions.\"},{\"question\":\"How should follow-up information be handled after meetings?\",\"answer\":\"Meeting information needs to be recorded, shared promptly with the responsible people, and reviewed over time by the coach, principal, and teacher leaders to ensure changes to programs and interventions.\"}]","GRADE LEVEL TEAM MEETING AGENDAS - Key Elements That Will Improve Results | PDF",1789258215]