Page 8 - Work Samples FTurner

NASSP conference by Jessica Minahan, M.Ed, BCBA) to all staff to communicate the research that indicates that as anxiety increases, working memory is impaired.
• Coordinate professional development for teachers to address working with students with disabilities, including Autism Spectrum Disorder, BD, Anxiety, etc. with Behavior Specialist.
• Coordinate professional development for teachers to address working with students with disabilities with SPED representative and ESL teacher.
• Analyze mid-term and final grade reports of students in co-teaching classes.
• Item Analysis of formative assessments.
• Coordinate with Kirkland Consultant to increase use of assessment strategies to provide feedback.
§ PROGRESS: Fall 2019 – Fall 2020, I conducted multiple walk-thrus of individual teachers’ classrooms. These were conducted alone and with the Vice Principal to discuss our findings. I provided teachers with feedback. These were not scored evaluations.
§ Informal Walk-throughs will continue through Spring 2021.
• Review of Summative and Formative Assessments. (Impacts Outcomes #1 and #2)
o PROGRESS: Fall 2020 Assessments 1, 2, and Semester Exam were reviewed to ensure alignment with instruction.
o Some items were removed and retaught for comprehension. The teachers received instruction on how to plan with the end in mind.
o October 2020, I revised the Standard Biology common assessment and Study Guide to model expectations.
• Communication with Principal, Vice Principal, and Kirkland Associate to review progress and discuss possible strategies for further implementation.
o PROGRESS: In addition to regular reports from the Kirkland Associate, I also met with her after each of her visits. I would address concerns and report progress to the Principal and Vice Principal.
o Worked with Kirkland Consultant to seek guidance for Standards Aligned