D188
The Collaborative Leader
TASK 2 – Passed
Contributing to The Professional Development of
Colleagues
Western Governors University
, Allison Fry
D188 Task 2
A. School Need: Our school has an instructional need for professional
development in math interventions.
1. Data: The data that assisted in drawing this conclusion comes from
NWEA, progress monitoring and teacher information from the district
about 3rd graders M-STEP scores.
School Data from NWEA Math
Percentile Range <21% 21-40% 41-60% 61-80% >80%
Percent of 24% 28% 16% 20% 12%
Students in
Range
This data shows that over 50% of students are in the 40th percentile or
lower in mathematics achievement on the NWEA. This shows a huge
need for professional development in math interventions to assist students
in achieving growth and improving scores.
2. Impact on School Effectiveness:
a. Closing Learning Gaps: Professional development in quality
mathematics interventions will close learning gaps and assist
students in growing foundational mathematical skills regardless of
students' prior mathematic experiences or personal backgrounds.
Students who receive quality mathematics interventions as early as
possible are less likely to fall behind or be recommended for
The Collaborative Leader
TASK 2 – Passed
Contributing to The Professional Development of
Colleagues
Western Governors University
, Allison Fry
D188 Task 2
A. School Need: Our school has an instructional need for professional
development in math interventions.
1. Data: The data that assisted in drawing this conclusion comes from
NWEA, progress monitoring and teacher information from the district
about 3rd graders M-STEP scores.
School Data from NWEA Math
Percentile Range <21% 21-40% 41-60% 61-80% >80%
Percent of 24% 28% 16% 20% 12%
Students in
Range
This data shows that over 50% of students are in the 40th percentile or
lower in mathematics achievement on the NWEA. This shows a huge
need for professional development in math interventions to assist students
in achieving growth and improving scores.
2. Impact on School Effectiveness:
a. Closing Learning Gaps: Professional development in quality
mathematics interventions will close learning gaps and assist
students in growing foundational mathematical skills regardless of
students' prior mathematic experiences or personal backgrounds.
Students who receive quality mathematics interventions as early as
possible are less likely to fall behind or be recommended for
