1. Zimmerly Response NMIA Audit

2. Faculty Response Teacher input on Master Schedule. Instructional Coaches Collaborative work. Design and implement common formative and summative assessments in Math and ELA. PLC meeting weekly (Addressed in upcoming Master Schedule). Data analysis task assigned to instructional coach. District provides PD funding. All teachers have time to rotate, follow-up, and share MC2 teaching experiences. Training in reading strategies. Keying boarding instruction.

3. Implementation of curriculum and classroom assessment Focus on restructuring the master schedule. –Staff input on PD time. –Unwrapping and developing curriculum guides using CCSS. Collaborative PD for identifying specific and measurable objectives and goals. CCSS implementation will be led by instructional coaches and MC2. –Reading and Math. Develop course and grade level scope and sequence document. –Suggested order for teaching the content and skills. –Recommended lessons. –Time for instruction. Design common formative assessments aligned to CCSS. –Assess students understanding of concepts, skills, and main ideas from CCSS

4. Data from formative and summative assessments Monitor and assess academic progress of students in core content areas. –Math and reading Guide and lead discussion on data analysis, PLC work, and meetings. –At least once a month Monitor and analyze data to provide support and feedback to the staff. –Focusing on reading and math. Review previous school data. –Set goals for next school year. SAT team developed. –Including administrator, counselor, SPED representative and grade level representative. –Meetings conducted monthly in order to review referrals and process necessary documentation.

5. Implementation to ensure quality teaching and learning. Providing ongoing professional development of CCSS, curriculum alignment, differentiated instruction, formative assessments, data analysis. Teachers participation in ongoing MC2 and other PD. Usage of centers to address a variety of achievement levels, as well as learning styles. –Standards based. –Support ongoing instruction. –PLC/Grade level teams are striving to identify needs and strategies which best fit the needs our students.