Professional Learning Action Plan
Instructional Goal(s): Developed to set goals for students on MAP at the elementary/middle levels and CCRCCA at the high school level.
Implementation Team: List the names of individuals who will collaborate to support the implementation of the plan.
Classroom Teachers
Christie Anderson, Alicia Batts, Lenyta Kimbro, Laurie McCarty, Meredith Scott, Margie Bird,
Vonzella Brisbane, Yenica Gutierrez, Sarah Martinez, Toia Stephens, Kevin Eaton, Megan Mason,
Michele Poole, Kirsten White, Matt Levy, Stacey Lynch, MaryRuth McGinn, Melinda Nwoye,
Gianna Fogelbach, Latechia Mitchell, Tim Racosky, Erica Stephenson, Vanessa Davis, Dave
Harris, Vivian Malloy-Taylor, Margie Snipes, Pat Bush, Matt Shuman, Barry Duvall, Kyle Neely,
Megan Warner, Katherine Ewins
ESOL Teachers
Sue Bomzer Alterman, Leslie Dent, Andrea Schawaroch, David Pelzer,
Special Education Teachers
Katie Craine, Lori Boukal-King, Ashley Evans, Faith Antizzo, Pam Taylor, Nakeia Vines, Tamara
Bossler, Robert Woodside
Other Professionals
Cindy Dimmick, Barbara Reynolds, Rochelle Johnson, Maurice Ochoa
*Can be completed for schoolwide or grade level band instructional goals. Incorporate professional learning that would support the identified content for
the marking period. This structure helps to show the progression of instruction and planning with the end in mind.
MARKING PERIOD 1
Areas
Action Step Description
(What is the main focus of each area?)
Monitoring
(Data points, date, when)
Results
Content|Literacy
All Non-FARMS Black or African American,
Non-FARMS Hispanic/Latino, FARMS Black
or African American, FARMS
Hispanic/Latino or MU students, scoring in
the below grade level range, will increase
their reading level on the Map-RF or Map-R
within 5 RIT points of the grade level
Map-RF and Map-R Growth
scores (MP1, MP3, MP4)
District C2.0 Literacy Assessment
November Staff Meeting
Staff worked collaboratively in
grade level teams to refine and
build upon their grade level
project. Specific curricular
content in writing and reading
was planned for within the
specific RIT score by spring administration.
All other Farms and Non-Farms Learners,
scoring in the below grade level range, will
increase their reading level on the Map-RF
or Map-R within 5 RIT points of the grade
level specific RIT score by spring
administration.
project.
In grade level team meetings,
staff examined MapR & MapRF
data to determine next steps &
interventions that were needed
to support individual students.
Content|Math
All Non-FARMS Black or African American,
Non-FARMS Hispanic/Latino, FARMS Black
or African American, FARMS
Hispanic/Latino or MU students, scoring in
the below grade level range, will increase
their score on the Map-P or Map-M, within
5 RIT points of the grade level specific RIT
score by spring administration.
All Farms and Non-Farms learners, scoring
in the below grade level range, will increase
their score on the Map-P or Map-M within
5 RIT points of the grade level specific RIT
score by spring administration.
● Grade K growth: 28 points
● Grade 1 growth: 27 points
● Grade 2 growth: 22 points
● Grade 3 growth: 19 points
● Grade 4 growth: 18 points
● Grade 5 growth: 15 points
Map-P and Map-M Growth
scores (MP1, MP3, MP4)
District C2.0 Math Assessment
Classroom Formative
Assessments
(Continuation of “Data”-see
below)
Teams worked collaboratively to
develop, administer & group
score math formatives.
Resources were gathered &
recorded on the Grade Level
Team planning sheets to plan for
learning to support students
struggling with context and
extend those with an already
solid understanding.
In weekly team meetings,
teachers regularly focus on a
recent concept in math, looking
closely at those students that are
struggling along with those
students that are ready for the
additional rigor.
Team planning document is
used for recording instructional
strategies. Teachers and support
staff add additional approaches
and resources before and after
the meeting so that discussions
can be more productive during
the grade level planning time.
Data
Use Map-RF, Map-R and Map-M growth
charts to analyze students’ strengths and
needs
Examine Map-P and Map-M growth charts
to analyze students’ strengths and needs
Completing the data analysis protocol and
use findings to plan for instruction
Explicitly teach students how to express
themselves and their learning using
appropriate grade level skills as outlined in
C2.0 through authentic projects and small
group direct instruction
Create low floor/high ceiling activities that
provide students opportunities to explore
and visualize mathematical concepts
specific to the Number and Operations
strand for each specific grade level
Monthly Instructional Rounds or
Peer Visits
Classroom observations during
small group instruction
Map-RF and Map-R Growth
scores (MP1, MP3, MP4)
District C2.0 Literacy Assessment
Map-P and Map-M Growth
scores (MP1, MP3, MP4)
District C2.0 Math Assessment
Classroom Formative
Assessments
Teachers used Map Data, writing
samples & formative math
assessments to discuss student
strengths and weaknesses.
Teams worked collaboratively to
develop, administer & group
score math formatives.
Resources were gathered &
recorded on the Grade Level
Team planning sheets to plan for
learning to support students
struggling with context and
extend those with an already
solid understanding.
Staff developed SLO’s listing
students that require additional
supports to grow academically.
Grade level teams chose to focus
on a math goal for the school
that reflects this same goal as
outlined in Stedwick’s SIP Plan.
Equitable/
Culturally
Responsive
Instructional
Strategies
Outside Audience
Allow students to present final projects to
other classes, parents or community
members to support authenticity of the
project.
Student Directed
Research and implementation of
grade level researched based
prompts (both learning and
development of a growth
mindset)
Peer visits along with
October 7th Staff Meeting
Increase skill set for working and
providing supports to students
that have suffered from trauma.
Staff learned about strategies to
support students that have
suffered from any type of
Projects will reflect use of C2.0, yet will
involve student interests as the specificity
of the project is developed and
implemented.
Real Life Purpose
All projects will align with a real life
purpose allowing students to see the
relevance in skill and concept development.
Critical thinking
Students will be asked to explain,
synthesize, analyze and apply learned skills
to pieces within the project.
Social Emotional Learning
Provide opportunities for students to
develop skills that strengthen students’
self-perception as a learner
Collaboration
Allow for learning experiences that build a
culture of community that supports
student growth
Create opportunities for students to
express their thinking in both verbal and
written communication format.
Examine practices for matching
interventions to student needs
Instructional Rounds looking at
skill integration with project
based learning practices
trauma. Trauma and it’s
educational impacts were
defined. Staff was taken through
a role modeled scenario and
then given an opportunity to
experience what a Mindful
Moment looks like. Teachers
committed to trying this
approach out in their classrooms
within the next several weeks.
Teachers worked in collaborative
groups planning for ways to
strengthen classroom climate,
build in experiences to prevent
outbursts & support academic
and social/emotional learning.
Culture and Climate
Opportunities for teams to work in vertical
articulation teams to support growth and
ideas with the implementation of Project
Based Learning implementation, authentic
and UDL instructional approaches to
learning
Continued development of collaborative
grade level team meetings to support
professional and student growth
Designated times to discuss and
review instructional strategies
and highly effective practices
Monitoring of Weekly Planning
Meetings by Staff Development
Teacher, Reading Specialist
along with feedback from grade
level teams
Reflection on collaborative
practices involving co-teaching
teams
Review of weekly team meeting
planning agendas and notes
August Staff Meeting
“Setting Up for a Successful Year”
Staff was presented with an
update on expectations of the
Structures & Procedures that
would be put into place to
ensure a good year & set the
foundation for collaborative
work.
Six components of Authentic
Learning were shared.
Provided review of organization
for Back-to-School Night &
Student Led Conference
communication with students
and their families.
Collaboratively worked in grade
level teams to share best
practices, organizational set-up
tips and ways to communicate
student learning with parents.
(September 9th Staff Meeting)
November Staff Meeting
Staff worked collaboratively
along with co-teachers, ESOL &
special educational staff to
develop grade level projects.
Special attention was taken in
regards to building in student
voice, social/emotional learning,
and the use of multi-cultural
resources within the project as it
correlates with C2.0 standards
and objectives.
MARKING PERIOD 2
Areas
Action Step Description
(What is the main focus of each area?)
Monitoring
(Data points, date, when)
Results
Content|Literacy
All Non-FARMS Black or African American,
Non-FARMS Hispanic/Latino, FARMS Black
or African American, FARMS
Hispanic/Latino or MU students, scoring in
the below grade level range, will increase
their reading level on the Map-RF or Map-R
within 5 RIT points of the grade level
specific RIT score by spring administration.
All other Farms and Non-Farms Learners,
scoring in the below grade level range, will
increase their reading level on the Map-RF
or Map-R within 5 RIT points of the grade
level specific RIT score by spring
administration.
District C2.0 Literacy Assessment
Content|Math
All Non-FARMS Black or African American,
Non-FARMS Hispanic/Latino, FARMS Black
or African American, FARMS
Hispanic/Latino or MU students, scoring in
the below grade level range, will increase
their score on the Map-P or Map-M, within
5 RIT points of the grade level specific RIT
score by spring administration.
All Farms and Non-Farms learners, scoring
in the below grade level range, will increase
their score on the Map-P or Map-M within
5 RIT points of the grade level specific RIT
District C2.0 Math Assessment
Classroom Formative
Assessments
score by spring administration.
● Grade K growth: 28 points
● Grade 1 growth: 27 points
● Grade 2 growth: 22 points
● Grade 3 growth: 19 points
● Grade 4 growth: 18 points
● Grade 5 growth: 15 points
Data
Examine grade level district and classroom
formative assessments to determine
student understanding of skills
Completing the data analysis protocol and
use findings to plan for instruction
Explicitly teach students how to express
themselves and their learning using
appropriate grade level skills as outlined in
C2.0 through authentic projects and small
group direct instruction
Establish criteria to evaluate student
proficiency with answering text-dependent
questions
Create low floor/high ceiling activities that
provide students opportunities to explore
and visualize mathematical concepts
specific to the Number and Operations
strand for each specific grade level
Monthly Instructional Rounds or
Peer Visits
Classroom observations during
small group instruction
District C2.0 Literacy Assessment
Oral Reading Records (K-2)
District C2.0 Math Assessment
Classroom Formative
Assessments
Equitable/
Culturally
Responsive
Create opportunities for students to
express their thinking in both verbal and
written communication format.
Research and implementation of
grade level researched based
prompts (both learning and
development of a growth
Our project based approach to
learning along with STEM
practices within science allow for
all students to routinely engage
Instructional
Strategies
Create visual mind maps to link curriculum
and learning
Research and create prompts that
facilitate a growth mindset
Develop authentic projects that weave both
C2.0 skills and content along with culturally
responsive topics and materials that allow
students to demonstrate their learning
Examine practices for matching
interventions to student needs
mindset)
Peer visits along with
Instructional Rounds looking at
skill integration with project
based learning practices
in sensemaking talk to support
their learning.
The lower stress of peer-to-peer
conversation supports linguistic
risk-taking and this makes it
especially fruitful for students
who are struggling or language
learners.
Culture and Climate
Opportunities for teams to work in vertical
articulation teams to support growth and
ideas with the implementation of Project
Based Learning implementation and UDL
instructional approaches to learning
Continued development of collaborative
grade level team meetings to support
professional and student growth
Designated times to discuss and
review instructional strategies
and highly effective practices
Monitoring of Weekly Planning
Meetings by Staff Development
Teacher, Reading Specialist
along with feedback from grade
level teams
Reflection on collaborative
practices involving co-teaching
teams
Review of weekly team meeting
planning agendas and notes
November 4th Staff Meeting:
Staff collaboratively planned a
grade level project reflecting
student interests along with the
C2.0 curriculum.
The ability for our children to
use voice in the surrounding
project provides opportunities to
build classroom climate, student
self-perception and celebrate
each of our students within the
project.
Looking at our school climate &
culture, teachers will embark on
Instructional Rounds throughout
November and December. The
focus is to look for evidence of
the 6 characteristics of project
based learning within everyday
classroom lessons.
MARKING PERIOD 3
Areas
Action Step Description
(What is the main focus of each area?)
Monitoring
(Data points, date, when)
Results
Content|Literacy
All Non-FARMS Black or African American,
Non-FARMS Hispanic/Latino, FARMS Black
or African American, FARMS
Hispanic/Latino or MU students, scoring in
the below grade level range, will increase
their reading level on the Map-RF or Map-R
within 5 RIT points of the grade level
specific RIT score by spring administration.
All other Farms and Non-Farms Learners,
scoring in the below grade level range, will
increase their reading level on the Map-RF
or Map-R within 5 RIT points of the grade
level specific RIT score by spring
administration.
Map-RF and Map-R Growth
scores (MP1, MP3, MP4)
District C2.0 Literacy Assessment
Content|Math
All Non-FARMS Black or African American,
Non-FARMS Hispanic/Latino, FARMS Black
or African American, FARMS
Hispanic/Latino or MU students, scoring in
the below grade level range, will increase
their score on the Map-P or Map-M, within
5 RIT points of the grade level specific RIT
score by spring administration.
All Farms and Non-Farms learners, scoring
in the below grade level range, will increase
their score on the Map-P or Map-M within
5 RIT points of the grade level specific RIT
score by spring administration.
Map-P and Map-M Growth
scores (MP1, MP3, MP4)
District C2.0 Math Assessment
Classroom Formative
Assessments
● Grade K growth: 28 points
● Grade 1 growth: 27 points
● Grade 2 growth: 22 points
● Grade 3 growth: 19 points
● Grade 4 growth: 18 points
● Grade 5 growth: 15 points
Data
Examine grade level district and classroom
formative assessments to determine
student understanding of skills
Completing the data analysis protocol and
use findings to plan for instruction
Explicitly teach students how to express
themselves and their learning using
appropriate grade level skills as outlined in
C2.0 through authentic projects and small
group direct instruction
Explicitly teach students how to express
their learning & use of content skills using
appropriate grade level skills as outlined in
C2.0 through authentic projects
Create low floor/high ceiling activities that
provide students opportunities to explore
and visualize mathematical concepts
specific to the Number and Operations
strand for each specific grade level
Monthly Instructional Rounds or
Peer Visits
Classroom observations during
small group instruction
Oral Reading Records (K-2)
Map-RF and Map-R Growth
scores (MP1, MP3, MP4)
District C2.0 Literacy Assessment
Map-P and Map-M Growth
scores (MP1, MP3, MP4)
District C2.0 Math Assessment
Classroom Formative
Assessments
Equitable/
Culturally
Responsive
Instructional
Strategies
Create opportunities for students to
express their thinking in both verbal and
written communication format.
Create visual mind maps to link curriculum
Research and implementation of
grade level researched based
prompts (both learning and
development of a growth
mindset)
and learning
Research and create prompts that
facilitate a growth mindset yet continue to
push growth in students’ learning
Develop authentic projects that weave both
C2.0 skills and content along with culturally
responsive topics and materials that allow
students to demonstrate their learning
Examine practices for matching
interventions to student needs
Peer visits along with
Instructional Rounds looking at
skill integration with project
based learning practices
Culture and Climate
Opportunities for teams to work in vertical
articulation teams to support growth and
ideas with the implementation of Project
Based Learning implementation and UDL
instructional approaches to learning
Continued development of collaborative
grade level team meetings to support
professional and student growth
Designated times to discuss and
review instructional strategies
and highly effective practices
Monitoring of Weekly Planning
Meetings by Staff Development
Teacher, Reading Specialist
along with feedback from grade
level teams
Reflection on collaborative
practices involving co-teaching
teams
Review of weekly team meeting
planning agendas and notes
MARKING PERIOD 4
Areas
Action Step Description
(What is the main focus of each area?)
Monitoring
(Data points, date, when)
Results
Content|Literacy
All Non-FARMS Black or African American,
Non-FARMS Hispanic/Latino, FARMS Black
or African American, FARMS
Hispanic/Latino or MU students, scoring in
the below grade level range, will increase
their reading level on the Map-RF or Map-R
within 5 RIT points of the grade level
specific RIT score by spring administration.
All other Farms and Non-Farms Learners,
scoring in the below grade level range, will
increase their reading level on the Map-RF
or Map-R within 5 RIT points of the grade
level specific RIT score by spring
administration.
Map-RF and Map-R Growth
scores (MP1, MP3, MP4)
District C2.0 Literacy Assessment
Content|Math
All Non-FARMS Black or African American,
Non-FARMS Hispanic/Latino, FARMS Black
or African American, FARMS
Hispanic/Latino or MU students, scoring in
the below grade level range, will increase
their score on the Map-P or Map-M, within
5 RIT points of the grade level specific RIT
score by spring administration.
All Farms and Non-Farms learners, scoring
in the below grade level range, will increase
their score on the Map-P or Map-M within
5 RIT points of the grade level specific RIT
score by spring administration.
● Grade K growth: 28 points
● Grade 1 growth: 27 points
● Grade 2 growth: 22 points
● Grade 3 growth: 19 points
● Grade 4 growth: 18 points
● Grade 5 growth: 15 points
Map-P and Map-M Growth
scores (MP1, MP3, MP4)
District C2.0 Math Assessment
Classroom Formative
Assessments
Data
Use Map-RF, Map-R and Map-M growth
charts to analyze students’ strengths and
needs
Examine Map-P and Map-M growth charts
to analyze students’ strengths and needs
Completing the data analysis protocol and
use findings to plan for instruction
Explicitly teach students how to express
themselves and their learning using
appropriate grade level skills as outlined in
C2.0 through authentic projects and small
group direct instruction
Establish criteria to evaluate student
proficiency with answering text-dependent
questions
Explicitly teach students how to express
their learning & use of content skills using
appropriate grade level skills as outlined in
C2.0 through authentic projects
Create low floor/high ceiling activities that
provide students opportunities to explore
and visualize mathematical concepts
specific to the Number and Operations
strand for each specific grade level
Monthly Instructional Rounds or
Peer Visits
Classroom observations during
small group instruction
Oral Reading Records (K-2)
Map-RF and Map-R Growth
scores (MP1, MP3, MP4)
District C2.0 Literacy Assessment
Map-P and Map-M Growth
scores (MP1, MP3, MP4)
District C2.0 Math Assessment
Classroom Formative
Assessments
Equitable/
Culturally
Responsive
Create opportunities for students to
express their thinking in both verbal and
written communication format.
Research and implementation of
grade level researched based
prompts (both learning and
development of a growth
Instructional
Strategies
Create visual mind maps to link curriculum
and learning
Research and create prompts that
facilitate a growth mindset yet continue to
push growth in students’ learning
Develop authentic projects that weave both
C2.0 skills and content along with culturally
responsive topics and materials that allow
students to demonstrate their learning
Examine practices for matching
interventions to student needs
mindset)
Peer visits along with
Instructional Rounds looking at
skill integration with project
based learning practices
Culture and Climate
Opportunities for teams to work in vertical
articulation teams to support growth and
ideas with the implementation of Project
Based Learning implementation and UDL
instructional approaches to learning
Continued development of collaborative
grade level team meetings to support
professional and student growth
Designated times to discuss and
review instructional strategies
and highly effective practices
Monitoring of Weekly Planning
Meetings by Staff Development
Teacher, Reading Specialist
along with feedback from grade
level teams
Reflection on collaborative
practices involving co-teaching
teams
Review of weekly team meeting
planning agendas and notes
