# data[].attributes.body
Contact each focus campus and ask to attend the first RTI Collaborative. At that meeting, we will help RTI Campus Designees  build teacher capacity and understanding of RTI. This active pursuit will develop relationships with campus staff/admin.

# data[].attributes.body
Continue to learn about CW as a CID team so that we can all support teachers in implementation

K and 9/10 have continue to trend upward because they have had increased focus. How do we shift focus to others to improve system

# data[].attributes.body
Provide teachers with training to implement SDI through TEMI for students K-2 as supplemental resource.

# data[].attributes.body
noticing a decrease in performance - work with 2nd grade teams on backwards design.  Support designing an assessment that meets tier 1 expectations and work backwards to ensure lessons align to the end goal.

# data[].attributes.body
Connect with PL to plan for a portion of CIC leadership day to bring data integration using TELPAS so that CICs are able to bring to their CTCs on campus

# data[].attributes.headline
Work in conjunction with secondary curriculum to use aligned strategies in math and ELA

# data[].attributes.subject
Work in conjunction with secondary curriculum to use aligned strategies in math and ELA

# data[].attributes.body
Revisit goals from last year and calibrate work.

# data[].attributes.body
During monthly team meetings, provide time for teachers to look at case studies. The desired outcome would be teachers who have a firm grasp of reading reports, understanding the 504/ARD meeting process, and is capable of assisting the committees in making a determination.  To do this effectively, the Dyslexia and RTI Coordinators will collaborate with assessors to understand evaluation findings and how to explain this to teachers.

# data[].attributes.body
Focusing on scaffolding (up and down) to reach all students

# data[].attributes.body
Develop and communicate a menu of learning opportunities to support success.

# data[].attributes.body
Create and share a CTC Playbook

# data[].attributes.headline
Continuing the use of critical writing in math and ELA

# data[].attributes.subject
Continuing the use of critical writing in math and ELA

# data[].attributes.body
Receive EL strategy training to incorporate into Power Hours/Quips to increase EL performance across the district.

# data[].attributes.body
We will offer a book study on the Texas Model for Comprehensive School Counseling Programs to increase the district wide understanding of the counseling role and how, when properly implemented, this model will positively impact student academic outcomes.

# data[].attributes.body
Continue implementation of writing strategies in unit maps with integrated critical writing opportunities tied to lessons. Integrate those writing strategies into professional learning opportunities (ie. QuIPS, Power Hours, etc.)

# data[].attributes.body
Utilize and communicate the Secondary Curriculum team's work on incorporating SAT/ TSIA2 skills and content in Unit Maps and their Job Alike content and support with the Academic Dean CTC meetings.

# data[].attributes.body
How do we better align our work and support between Sec Curr and Sped team?

# data[].attributes.body
Reflect and refine data retrieval of new hires. so we capture ALL hires in advance and provide equitable support.

# data[].attributes.body
We will systematically collect and analyze data to support the development of our counseling programs.

# data[].attributes.body
Evaluate data from MAP, CTC participation, collaboration with CIC/GE to ensure the use of unit maps/scope and sequence.

# data[].attributes.body
Develop and implement Instructional Coaching and Mentor Program Trainings.

# data[].attributes.body
Work with SIP to coordinate Program of Study and Endorsement trainings for counselors and Academic Deans.

# data[].attributes.headline
Cross training for linguistic accommodations

# data[].attributes.subject
Cross training for linguistic accommodations

# data[].attributes.body
During Vertical C&ID team meetings, bring information regarding linguistic accommodations and how to effectively use those in the classroom.

# data[].attributes.body
How can we better share information with CICs about our work so that CIC can continue to support teachers?

# data[].attributes.body
Collecting data on:

SAS Student growth vs projected growth in MAP

Math SAS Students vs Math Strategies

SAS students vs Non-SAS Students

6TH Rdg SAS Students vs 7TH Rdg  strat/ELA Class

progress monitoring of 6th grade UAs in math and ELA

Current UAs vs DCAs fro previous years

# data[].attributes.body
In order to provide support to campuses, having an idea of how many assessments have been completed, how many students have qualified, and how often students are found to move to FIIE, is important to our work in Tier I instruction, RTI, and our referral trainings at BOY.

# data[].attributes.body
Continuation of work on SCID Rubrics
Ongoing trainings
Ambassador communication/plan

# data[].attributes.body
Using LL to fidelity and trusting the process for student growth and movement out of the program

# data[].attributes.body
Follow up with campus leaders that participated in Comal U sessions to look at how training is being turned around and provided on campuses.

# data[].attributes.body
Ensure HSTL consistently updating CCMR spreadsheet for special education.

# data[].attributes.body
As teachers begin to use the new curriculum, the Dyslexia and RTI Coordinators will provide training and support in implementation within the program. We will also work to provide support as principals implement walkthroughs using the Pre-K Environmental checklist as a guide.

# data[].attributes.body
Reconnect with campuses to share TELPAS Speaking Practice Google Slide to share new learning and student practice to connect to Tier 1 instruction.

# data[].attributes.body
Bring this tool back and training back in DILT. How can we improve the system to collect this? How do we keep this alive?

OR, even better, leverage data from Walkthrough tool!! How can we isolate and look at this in general observations?

# data[].attributes.body
looking at minutes in text/word training and looking at in LL and comparing to STAAR/MAP/UAs

# data[].attributes.body
Teacher collaboration with EAS for continued fidelity of instructional practices.

# data[].attributes.body
Continue to update website and include important, relevant communication related to Professional Learning and digital resources.

# data[].attributes.body
In order to increase the number of teachers implementing the Science of Reading, we will provide Reading Academy sessions along with coaching sessions for our current participants.
Throughout the year, we are offering a Book Study of "Speech to Print" with past participants to deepen their understanding and implementation of the Science of Reading.  We will use mClass to measure students on grade level or above in reading.

# data[].attributes.body
involving CICs in walkthroughs and debriefs... "what did you see?" in the classroom observed... training CICs in team-teaching models and look fors for both SAS teachers and reading intervention classes

# data[].attributes.body
1.  Schedule a time to come together and monitor data after testing windows
2. Have accountability come and give a training on best reports to use to as team

# data[].attributes.body
Collaborate with Elementary Academic support team to continue to grow learning about mClass and IDEL connection and understanding of the data across both assessments for the dual language and Spanish Immersion classroom.

# data[].attributes.body
Provide additional mclass training for ELA coordinators

# data[].attributes.body
Will attend CTCs to support coaching cycles for dual language teachers.

# data[].attributes.body
How do we get CICs at our QUIPS to better understand the strategies?

# data[].attributes.body
We provided Comal U courses, both face-to-face and asynchronous, on components of the Science of Reading. We will collaborate with campus CIC's to utilize these PD sessions with teachers throughout the year during CTC's.

# data[].attributes.body
Continue to amplify and develop the district TELPAS Listening and Speaking Practice set for campus use.

# data[].attributes.body
Keep CID team connected in the work and be something easy to implement on campus

# data[].attributes.body
Collaborate and train sped team and teachers on implementation and monitoring of Imagine Math.

# data[].attributes.body
Monitor data from Imagine Math to target skill gaps with additional instruction.

# data[].attributes.body
What strategies can be incorporate/push in Tier 2 and 3 if Tier 1 isnt working?

# data[].attributes.body
Identify students based on TELPAS results to target language development in focused domains.

# data[].attributes.headline
Secondary Teachers need help scaffolding! 

# data[].attributes.subject
Secondary Teachers need help scaffolding! 

# data[].attributes.body
Can we partner across CID teams to better support?

# data[].attributes.body
Allowing special education teachers access to content Comal U trainings. Collect data across a variety of assessments to target instruction.