Presented by:

Student Services Division

 Getting Started
What systems are in place, at your
site, that impact the academic growth
of students with disabilities within the
least restrictive environment?

How are teachers empowered to

grow professionally in regards to
explicit, systematic instruction?
APT Framework
 Framework Overview

•Assess in a more systematic

manner and use data analysis.
•Plan instruction based on the needs
of students.

•Teach using a systematic explicit

approach.
 Implementation
Year One

• School Selection
• Professional Development
• Coaching
• Data Collection and Analysis
• Classroom
• Implementation
• Reading Curriculum
• Communication Loop
• Celebration
 Implementation
Year Two

• Expansion
• Differentiated Support
• Enriched Professional Development
• Coaching
• Writing Curriculum
• Parent Engagement
• Communication Loop
• Celebration
Assess
 Progress Monitoring

Reading Fluency

• Assessed every 5-10 instructional days

• Based on the student’s instructional level
 Benchmark
Reading Fluency

• Three times a year

• On the student’s grade level
• Assessed on the same skills as general
education students
• CORE Phonics Survey
Assess

School
 Progress Monitoring

Reading Fluency

• Assessed every 5-10 instructional days

• Based on the student’s instructional level
 Benchmark
Reading Fluency

• Three times a year

• On the student’s grade level
• Assessed on the same skills as general
education students
• CORE Phonics Survey
Assess

District
District
 Plan

Teacher
 Data Analysis

•Specialized trainings were developed for

teachers to increase their knowledge base
to analyze collected student data.

•Tools were developed and shared with

teachers to track student data to drive
instructional decisions.
CORE Phonics Survey Data Analysis
 IEP Goal Grouping

Writing Skill Instruction

Plan

School
 Plan

● Master schedule
● Leveled placement
● Response to Instruction
(RTI)
● Curriculum
Plan

District
 Plan

● Curriculum
● Staffing
● Programs
● Funding
 Teach

Teacher
 National Reading Panel

The Big 5 Components of

Reading Instruction
Composition
 Teach

School and District

 APT Distinctives

● Instructional
Interventionist
● Communication
Protocol
● Parent Engagement
● Data
 Instructional Interventionist Role

Professional Development
• Whole group, school level, individual
• Full day and/or after school round-tables
• Follow-up

Coaching
• Coaching cycle
• Individualized
• Requested (site or individual)
 Communication Protocol Loop

Classroom Teachers
Site Administrators
Communicates
successes, APT Leadership Team
Reviews and
challenges and .
synthesizes
needs in Reviews data
teacher
relation to APT and responds to
responses as Relays APT
the schools
well as their Leadership
through
own Team
instructional
responses to
interventionists
the site
administrators
and classroom
Instructional teachers
Interventionists
 Communication Protocol Loop

•What successes have you had with the APT initiative since the previous
communication protocol?
•What challenges have you had with the APT initiative since the previous
communication protocol?
•What are potential solutions for these challenges?
•What do you need from the APT Leadership Team to ensure improved
success and outcomes?
•Have you had any parent engagement activities since the previous
communication protocol; if so, what did you do?
•Please include anything else you want to share with the APT Leadership
Team (an instructional/teacher highlight or a student highlight).
 Parent Engagement
Year One
•Pamphlet provided at Parent Teacher Conferences
•Celebration
Year Two
•Nevada PEP training opportunities
•Site-based parent engagement strategies
•Literacy at the Library field trip
•Celebration
Disabilities
Placement
CORE Phonics Survey Letter Knowledge
CORE Phonics Survey Word Reading
 Resources and Funding

Clark County School District:

Student Services Division

Grant Funding

Budget Allocations
 What Teachers Say
“The
TheAPT APT Professional
Professional Development
gave me the time to review
Development gave me the time tothe
materials, collaborate not only
review the materials, collaborate with my
team, but also others within the
not only with my team, but also
district. It gave me the tools to
others within the district. It gave
appropriately assess the students,
me them
teach the tools
and to appropriately
then reassess as
assess
needed.” the students, teach them
and then reassess asAPT
needed.
Teacher
APT TAPT Teacher
eacher
Question Panel

Tracie Bolin
Breanna Cape
Thomas McTyer
Elizabeth Mason
In one minute,
write your biggest
take away from
today’s
session.
 APT Leadership Team
Will Jensen State Department of Education

Julie Bowers State Department of Education

Ann Alexander Consultant to State Department of Education

Cathy M. Scott Student Services Division

Student Services Division

Meagan Patterson
Student Services Division
Merrill Young
Student Services Division
Julia Chavez
Student Services Division
Angela Burkhardt

Aalya Page Clark County School District Principal

Barry Bosacker Clark County School District Principal

Robin Kincaid NV-PEP

 Contact Information

Lisa Andersen anderlm@nv.ccsd.net

Jamie Horacek horacjr@nv.ccsd.net
Raymond Kwok kwokkc@nv.ccsd.net
Jana Pleggenkuhle pleggjs@nv.ccsd.net