Professional Development Design

Identified when and how to monitor student learning during instruction

Guided teachers in collecting and interpreting meaningful student data

Modeled how to use data to make intentional instructional decisions

Introduced a classroom tracking tool to support planning and differentiation

Demonstrated practical applications of the tool in daily instruction and team planning

Reviewed key changes to the district’s 2024–2025 K–5 math curriculum

Shared strategies and resources to support students with significant math deficiencies

Provided guidance on integrating critical math vocabulary into daily instruction across grade levels

Facilitated discussion on aligning new curriculum expectations with student needs

Collaborated with grade-level teams and individual teachers to analyze 3rd quarter math benchmark data

Used the online Benchmark Analysis Tool to track student proficiency by standard

Identified percent of students meeting proficiency on each assessed benchmark

Facilitated data-driven planning to determine instructional next steps (reteach, spiral review, or intervention)

Supported teachers in forming targeted student groups based on identified needs

Guided new teachers in planning a math block using instructional goals and various data sources (prior knowledge, formative, and summative)

Supported decision-making on when to use whole group versus small group instruction

Discussed classroom expectations and structures for both whole group and small group settings

Explored the benefits of small group instruction for differentiation and targeted support

Provided strategies for identifying which students to pull and how to plan meaningful small group activities