Page 76 - AAR 2018

Table of Contents

creating new resources for integration into the classroom across grade levels.

● Continue professional development and support for co-teaching and MTSS models.
o Key Personnel: Director of Special Education and Student Services, School Psychologists, Principals,
Intervention Specialists, Special Education Teachers, Regular Education Teacher Representation
o Timeline (Anticipated Start/Finish): October 2018 – June 2019
o Major Action Steps: (1) Provide ongoing professional development opportunities; (2) Utilize walk-
through form and team meetings to collaboratively discuss the approach being implemented and provide
feedback; (3) Analyze collective data from walk-throughs to determine common themes to guide ongoing
professional development and feedback; (4) Integrate content-specific training and feedback related to co-
teaching; and (5) Continue monitoring success of interventions based upon students’ performance.

● Analyze and understand data from the Classroom Diagnostic Tools (CDT) assessment, connecting back
to curriculum and instruction through the PRSD Model for Teaching and Learning.
o Key Personnel: Principal, Assistant Principal, Grades 7 and 8 ELA Teachers
o Timeline (Anticipated Start/Finish): December 2018 – June 2019
o Major Action Steps: (1) Analyze assessment data and identify strengths and opportunities for
improvement; (2) Share data with classroom teachers and data teams; (3) Develop and implement
instructional interventions to meet the needs of students; and (4) Monitor assessment data formatively and
continue responding to students’ needs to impact results.

● Utilize teacher-specific data and collaborative analysis of common assessment results to identify
strengths and instructional strategies utilized, allowing replication of effective practices across the
district.
o Key Personnel: Principals, Professional Staff across Grade Levels and Departments
o Timeline (Anticipated Start/Finish): December 2018 – June 2019
o Major Action Steps: (1) Conduct walk-throughs with predetermined criteria based upon teacher specific
data with administrators across buildings and grade spans; (2) Document and share the approach used to
attain effective results; (3) Foster professional learning communities to engage in collaborative inquiry
and discussion of best practices; and (4) Capture instructional strategies within the unit-based curriculum.

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