This blog post is the second in a series about REL Northeast & Islands support of the Puerto Rico Department of Education’s goal to expand and systemize their use of data. For more about the APTT model discussed below, see Using Data to Go Beyond Feel-Good Conversations with Families in Puerto Rico (blog post) and What Are Academic Parent-Teacher Teams (APTT)? (factsheet).
The Puerto Rico Department of Education (PRDE) is working to enhance classroom instruction and student outcomes through improved data use. Building on these efforts, PRDE partnered with REL Northeast & Islands to pilot an approach that engages families in discussions about their children’s academic progress. To address families’ need for clearer information about their children’s learning, the model—Academic Parent-Teacher Teams (APTT)—brings families and teachers together to review student data, set goals, and practice strategies they can use at home to support student learning beyond the classroom.
The APTT model was introduced in two phases across multiple regions in Puerto Rico—beginning with a small pilot and expanding into a full year of implementation. During the first phase, REL Northeast & Islands provided coaching and support to help teachers identify relevant data, select key academic skills, and plan meaningful activities for families. During the second phase, teachers and school leaders continued to receive structured coaching, including planning sessions prior to each meeting and ongoing feedback to strengthen facilitation and data use practices. This phased approach allowed schools to build confidence and refine their practice over time, while also collecting feedback from teachers, school leaders, and families, generating valuable insights into the conditions needed for effective and sustainable implementation.
This blog highlights key lessons from the APTT pilot and considerations for scaling the model in school districts.
What We Learned
1. Clear and actionable data strengthen family engagement
Families consistently reported that one of the most valuable aspects of APTT meetings was understanding their child’s academic progress in their post-meeting surveys. During meetings, teachers shared data using simple visuals (such as graphs), explained what the data meant in relation to grade-level expectations, and offered strategies to use at home. As a result, families were not only informed but also more confident in supporting their children’s learning. As one regional leader remarked, “Families left meetings knowing exactly what their child needed to work on and how to help them at home.”
2. Data conversations build shared responsibility for learning
APTT shifted the dynamic from traditional parent-teacher conferences to a more collaborative approach. Instead of receiving information passively, families engaged in conversations about student progress, set goals alongside teachers, and practiced strategies they could use at home. Teachers reported that families began asking more specific questions about their child’s progress and were more likely to follow up with teachers about student growth and home practice between APTT meetings.
3. Practice at home reinforces student growth
Students showed gains in the specific skills introduced during APTT meetings, suggesting that coordinated school–home strategies can reinforce learning. Teachers tracked these skills over the course of the school year and presented updated data on their child’s progress, and the class’s progress as a whole, at each of the three APTT meetings that take place over the course of the school year. Families were more likely to engage in targeted practice when they understood the “what,” “why,” and “how.” This alignment between classroom instruction and home practice helped create more consistent support for student learning.
Considerations When Scaling APTT
As PRDE and REL Northeast & Islands worked to expand the APTT model across additional schools and regions, the pilot highlighted several important considerations for successful implementation.
- Strong administrative support is essential. School calendars are already full, and scheduling multiple APTT meetings requires intentional prioritization. When school leaders actively supported the work—by protecting time and signaling its importance—implementation was more consistent. Administrators can also provide coaching and mentoring to support ongoing implementation. For example, they can lead reflection time after APTT meetings—similar to the coaching support provided during the pilot—guiding teachers to reflect on what went well and how to better support their families and students.
- Teachers need dedicated time and support to plan high-quality meetings. Effective APTT sessions require selecting key academic skills to focus on, analyzing student data, and designing meaningful activities for families. For example, in a first-grade classroom in the Arecibo region, the grade-level team chose to focus on reading fluency. They met to determine how to measure students’ fluency and how families could support practice at home. At the next APTT meeting, teachers introduced a fluency-focused game and gave families time to practice it. By the following meeting, teachers were able to show that this practice was paying off—students demonstrated notable gains in the number of words they could read within the allotted time.
- Effective alignment and use of data matters for implementation. Standardized assessment schedules did not always align with APTT timelines, requiring teachers to use alternative data sources, such as classroom or diagnostic assessments. Ensuring access to timely, relevant data is critical for meaningful conversations with families.
- Intentional and early family outreach is critical for participation. Parent attendance at the APTT meetings improved when communication began early and included personalized invitations and reminders, helping families plan to attend and engage.
Together, these considerations reinforce that successful APTT implementation requires coordinated planning, ongoing support, and a shared commitment to family engagement.
Looking Ahead
Building on lessons learned and the pilot’s success, PRDE and REL Northeast & Islands are expanding and working to sustain the APTT model across additional schools and regions. The next phase will focus on strengthening regional capacity through a train-the-trainer strategy and ensuring schools have the support they need to implement the model with consistency and quality.
Learn More
- What Are Academic Parent-Teacher Teams (APTT)?
This fact sheet describes the different components of the APTT model and how it supports family engagement in student learning. - Supporting Your Student at Home: Tips for Families with Students in Elementary Grades
This fact sheet (available in English and Spanish) provides tips for caregivers to help students feel prepared, confident, and ready to learn. - Using Data to Go Beyond Feel-Good Conversations with Families in Puerto Rico
This blog highlights how data can support more meaningful conversations with families about student learning.
