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Table of Contents

(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 and reflect them within weekly lesson plans

5. Engage fully in the In-Depth Program Review (IDPR) and generate additional recommendations
based upon both the internal and external findings and emerging trends and best practices.
o Key Personnel: IDPR committee members, ALC’s, ELA and Reading Department
Members
o Timeline (Anticipated Start/Finish): 2019 - 2020 School Year
o Major Action Steps: (1) IDPR committee member and ELA and Reading ALC’s will
meet monthly to examine and analyze data, research various pertinent topics, make
connections within the community to gather information, and examine exemplar
programs outside of Pine-Richland; (2) Committee members will share findings and
information with department members and bring topics of need to IDPR monthly
meetings; (3) Findings and recommendations will be made in the Spring of 2020 which
will impact future ELA programming.

.

Grade 3: Additional Next Steps:

1. Review the PRSD written curriculum to determine where these standards and eligible
content are instructed and reinforced through spiraling. Consider revising curriculum and
pacing to provide additional reinforcement of targeted skills.
○ Key Personnel: Building principals, Third Grade Teachers, Learning Support
Teachers, and Reading Support Teachers.
○ Timeline (Anticipated Start/Finish): November 2019 - June 2020
○ Major Action Steps: (1) Utilize additional resources in Wonders to reinforce
skills; (2) Spend more time on teaching and reinforcing craft and structure as well
as integration of knowledge and ideas; (3) Provide more direct instruction on text
structure specifically related to literature texts. (4) Integrate teaching of text
structure in other subject areas (i.e., Science with use of Amplify resource).

2. Align teaching of the areas of opportunity including craft and structure as well as
language standards vertically. Begin with reviewing PSSA data with 2nd grade and
review their curriculum to determine integration of these skills.
○ Key Personnel: 3rd Grade Teachers, Principals, 2nd Grade Teachers, Learning
Support Teachers, Reading Support Teachers

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