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Table of Contents

approved resources across Tiers 1-3 in MTSS; (6) Monitor performance in
specific focus areas on a regular basis and through collaboration with grade level
and/or same course teachers and embedded formative assessment probes; and (7)
Leverage data analysis conducted by Tier 2 and 3 teachers, including enrichment
and remediation specialists to target students’ individual needs.

2. Continue using STAR 360 reading in grades 3-6 and initiate use in grades 7-8 as a
predictor of student performance on the PSSA given a year of data to start correlations to
standardized testing scores and ensure alignment, effectiveness, and integration of the
MTSS resources and process.
○ Key Personnel: Administration, ALCs, District Data Team, MTSS Building
Teams, Teachers
○ Timeline (Anticipated Start/Finish): November 2019 - Ongoing
○ Major Action Steps: (1) Re-examine benchmark criteria; (2) Determine most
effective instructional planning tools and reports within the system; (3) Ensure
integration of the STAR 360 reading data with the MTSS decision trees and
instructional programming; (4) Provide time in the schedule for interventions to
occur at each grade span outside of the core content time; and (5) Utilize the PA-
Standards aligned norms to begin predicting student performance.

3. Refine the systematic, integrated, and progressive approach to text-dependent analysis
instructional strategies and feedback provision, beginning to develop students’ capacity
as early as grade one and building upon the necessary skills at each grade level.
○ Key Personnel: ALCs, ELA Administrators, K-12 ELA Teachers
○ Timeline (Anticipated Start/Finish): November 2019 – March 2020
○ Major Action Steps: (1) Refine checklist and instructional approach to use when
assisting students in responding to TDAs to ensure inclusion of all components;
(2) Utilize the common rubrics to assess TDAs within each grade level
incorporating grade -specific skills and developmentally appropriate feedback; (3)
Engage ELA teachers in exchanging best instructional practices based on their
results, learning from research, and creating new resources for integration into the
classroom across grade levels; (4) Incorporate best practices learned through the
in-depth program review for ELA.

4. 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.
○ Key Personnel: Principals, Professional Staff across Grade Levels and
Departments
○ Timeline (Anticipated Start/Finish): November 2019 – June 2020
○ Major Action Steps: (1) Conduct walk-throughs with predetermined criteria based
upon teacher specific data with administrators across buildings and grade spans;

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