Natasha Roseberry is the Action Plan Coach for the Olathe East Feeder Pattern. Natasha teaches 3rd grade at Washington Elementary. 

Email Natasha at nroseberrywa@olatheschools.org 

Dawn Mercer is the Action Plan Coach for the Olathe North Feeder Pattern. Dawn is the librarian at Ridgeview Elementary. 

Email Dawn at dmercerrv@olatheschools.org 

Phyllis Clark is the Action Plan Coach for the Olathe Northwest Feeder Pattern. Pyyllis teaches math at Olathe West High School. 

Email Phyllis at paclark@olatheschools.org 

Brett Hartin is the Action Plan Coach for the Olathe South Feeder Pattern. Brett teaches at the Juvenile Detention Center. 

Email Brett at bwhartin@olatheschools.org 

Tiffany Cross is the Action Plan Coach for the Olathe West Feeder Pattern. Tiffany teaches ELA at Santa Fe Trail Middle School. 

Email Tiffany at tlcross@olatheschools.org 

• Sample 1: Based on my new learning and implementation of developing teacher clarity, all students will score 80% or higher on their end of course assessment each school year. 

• Sample 2: Based on my new learning and implementation of developing teacher clarity, all students will increase their scores on end of unit assessments from beginning to end of year each school year. 

• Sample 3: Based on my new learning and implementation of developing teacher clarity, all students will achieve their IEP goals as measured by their quarterly progress monitoring each school year.  

• Sample 4: Based on my new learning and implementation of developing teacher clarity, all students will increase their levels of engagement as measured by self-assessment on a class created engagement rubric each school year. 

• Sample 1: Based on my new learning and implementation of effective student engagement strategies, all students will score 75% or higher on classroom unit assessments by the end of each school year.

• Sample 2: Based on my new learning and implementation of effective student engagement strategies, all students will demonstrate engagement on assessed classroom activities as measured by scoring a 3 or higher on the student/teacher collaboratively developed engagement rubric by the end of each school year.

• Sample 1: Based on my new learning and implementation of developing teacher estimates of achievement, all students will score 80% or higher on their end of course assessment each school year. 

• Sample 2: Based on my new learning and implementation of developing teacher clarity, all students will increase their scores on end of unit assessments from beginning to end of year each school year. 

• Sample 3: Based on my new learning and implementation of developing teacher clarity, all students will achieve their IEP goals as measured by their quarterly progress monitoring each school year.  

• Sample 4: Based on my new learning and implementation of developing teacher clarity, all students will increase their levels of engagement as measured by self-assessment on a class created engagement rubric each school year. 

• Sample 1: Based on my new learning and implementation of developing a positive culture and climate to increase student engagement, all students will score 80% or higher on their end of course assessment each school year. 

• Sample 2: Based on my new learning and implementation of developing a positive culture and climate to increase student engagement, all students will increase their scores on end of unit assessments from beginning to end of year each school year. 

• Sample 3: Based on my new learning and implementation of developing a positive culture and climate to increase student engagement, all students will achieve their IEP goals as measured by their quarterly progress monitoring each school year.  

• Sample 4: Based on my new learning and implementation of developing a positive culture and climate to increase student engagement, all students will increase their levels of engagement as measured by self-assessment on a class created engagement rubric each school year.