Teachers in a Southern California, high-needs, low-achieving elementary school participated in a three-year period of action research beginning in the 2009-2010 academic year. As part of the action research, teachers received 40 hours of in-person professional development, classroom coaching, and online support to improve their understanding and application of interactive technologies (that is, IWBs and clickers) to enhance their utilization of instructional strategies articulated in the Art and Science of Teaching framework (Marzano, 2007). This report presents a descriptive case study of the action research through visual analyses of school proficiency data from statewide student assessments from 2004 through 2012. In addition, this report presents statistical analyses of school and district proficiency data from 2009 and 2012. The descriptive case study sought to address the following research question: Does teacher professional development focused on using interactive technologies to enhance instructional strategies (articulated in the Art and Science of Teaching framework; Marzano, 2007) influence student engagement and achievement? The visual analyses of the school's Academic Performance Index (API) scores revealed that the school reached the statewide target Growth API score of 800 in 2010, during the first year of the action research. In addition, the school's Growth API score was higher than the median value calculated from 100 schools with similar demographic characteristics (such as pupil ethnicity, pupil socioeconomic status, and so on).