Professional Development Plan (PDP)mw.k12.ny.us/wp...16ProfessionalDevelopmentPlan.acc... · Monroe-Woodbury Central School District Professional Development Plan (PDP) July 2015

Monroe-Woodbury Central School District

Professional Development Plan (PDP)

July 2015

Monroe-Woodbury Board of Education

2015-2016

Mr. Anthony Andersen

Mr. Donald Beeler

Mrs. Lorraine Carroll

Mr. Christopher DiLorenzo

Mrs. Suzanne Donahue

Mr. Daniel Ezratty

Mr. Jon Huberth

Mr. Mark O'Brien

Mr. Michael Salatto

Central Administration

Mrs. Elsie Rodriguez, Superintendent of Schools

Dr. Eric J. Hassler, Assistant Superintendent for Curriculum and Instruction

Mr. Patrick F. Cahill, Assistant Superintendent for Business and Management Services

Mr. Harry F. LeFevre, Interim Assistant Superintendent for Human Resources

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2015 Professional Development Advisory Board

Jeanne Amerine, Central Valley Elementary Laura Lerner, Middle School

Christopher Berger, Principal, Smith Clove Elementary Margaret McHale, Central Valley Elementary

Jennifer Bird, Smith Clove Elementary Kate Menzo, Smith Clove Elementary

Karen Brock, Principal, Sapphire Elementary Brian C. Monahan, Assistant Superintendent, HR

Teresa Brown, Pine Tree Elementary Karin Morales, Assistant Principal, Middle School

Laura Chait, Pine Tree Elementary Jeanna Palmer, North Main Street Elementary

Amanda Collins, Middle School Georgia Patchen, Psychologist, Harriman Center

Doreen Croyle, Middle School Cindy Schneider, High School

Jodi Fischbein, Pine Tree Elementary Justine Seeley, Middle School

Bryan Giudice, Principal, Pine Tree Elementary Nicole Shaw, North Main Street Elementary

Eric Hassler, Assistant Superintendent for C & I Colleen Sullivan, Director of ISP

Christine Hiller, Sapphire Elementary Heath Y arm us, Assistant Principal, High School

Rosemarie Leghorn, Central Valley Elementary

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L Introduction

The key components of this regulation for professional development included the following:

A. A committee representing teachers, administrators, parents, and higher education institutions was formed during the 1999-2000 school year to develop the PDP. A majority of the members of the professional development committee must be teachers selected by their collective bargaining unit.

B. The PDP committee must work collaboratively to identify student needs, teacher needs, goals, objectives, strategies and activities for professional development.

C. The PDP must describe the alignment of professional development with the New York Common Core Learning Standards and assessments. It must also address how the school district will measure the impact of professional development on student achievement and teachers' practices.

D. The first PDP was submitted to the Board of Education in June 2000. From then on, the committee must submit an updated revision of the PDP to the Board of Education for approval on an annual basis.

E. After February 2, 2004, each school district will be required to describe how newly certified teachers will be provided with opportunities to participate in 175 hours of professional development every five years (35 hours per year).

This is the fifteenth Professional Development Plan created by the Monroe-Woodbury School District's PDP Committee.

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II. The Monroe-Woodbury Professional Development Plan

A. Composition of Professional Development Team

A team representing teachers, administrators, and parents must be formed to develop the Professional Development Plan. A majority of the members of the professional development team must be teachers selected by their collective bargaining unit.

With cooperation from the Teachers Association (MWT A) and the Administrators Association (MW AA), members of the PDP committee were recruited to create the first plan in the spring of 2000. The membership of this committee currently consists of the following:

Administration Representatives 1. Central Office: Brian Monahan, Assistant Superintendent for

Human Resources 2. Central Office: Eric Hassler, Interim Assistant Superintendent

for Curriculum and Instruction 3. District-wide: Colleen Sullivan, Director of Instructional Support

Programs 4. Grades K-1: Karen Brock, Principal, Sapphire Elementary

School 5. Grades K-1: Christopher Berger, Principal, Smith Clove

Elementary 6. Grades 2-5: Bryan Giudice, Principal, Pine Tree Elementary

School 7. Grades 6-8: Karin Morales, Assistant Principal, Middle School 8. Grades 9-12: Heath Yarmus, Assistant Principal, High School

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Grades K-1 Faculty Representatives 1. Jennifer Bird (SC) 2. Christine Hiller (SE) 3. Kate Menzo (SC)

Grades 6-8 Faculty Representatives 1. Amanda Collins (MS) 2. Doreen Croyle (MS) 3. Laura Lerner (MS) 4. Justine Seeley (MS)

Grades 2-5 Facultv Representatives 1. Jeanne Amerino (CV) 2. Teresa Brown (PT) 3. Laura Chait (PT) 4. Jodi Fischbein (PT) 5. Rosemarie Leghorn (CV) 6. Margaret McHale (CV) 7. Jeanna Palmer (NM) 8. Nicole Shaw (NM)

Grades 9-12 Faculty Representatives 1. Cindy Schneider (HS)

Pupil Personnel Services Representative 1. Georgia Patchen (PPS)

The Professional Development Advisory Board reviewed the document from the period of April 2015- June 2015. Recommendations were submitted from each grade level to update our Professional Development Plan as reflected in this document.

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B. The Task for the PDP Team: Professional Development Goals and Objectives

The PDP team must work collaboratively to identify student needs, teacher needs, goals, objectives, strategies and activities for professional development. Each document makes recommendations for professional development which are aligned with state and local standards. Staff development and in-service are planned based on these recommendations.

The Professional Development Plan (PDP) Committee's focus was two-fold. The first goal was to address the changes in the New York State Learning Standards K-12. A primary focus of the committee over the past two years was the implementation of the Common Core for all grade levels. During the 2014-2015 school year, the District Leadership committee (DLC) continued a shared vision to help guide the District's Mission Statement that promotes a safe learning environment for all students. The DLC strives to enhance communication including website improvements and community outreach.

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The following is a list of the professional development goals and objectives developed by the committee.

Goal #1:

Objective:

Goal #2:

Objective:

Goal #3:

Objective:

Goal #4:

Objective:

Goal #5:

Objective:

To improve student performance in all academic disciplines.

Faculty in all disciplines will continue to implement the New York State Learning Standards, Common Core Standards, as well as Progress Monitoring (assessing academic performance, quantifying rate of improvement, and evaluating effectiveness of instruction). Specifically, the K-5 ELA Committee will continue to modify and improve the pacing guides associated with Common Core Standards. This will assist our students in achieving a sound foundation for academic success on the New York State Assessments.

To meet the social, emotional and wellness needs of all students.

Faculty will develop an understanding of the social, emotional, economic, and medical needs that could impact students' behavior and academic success.

To provide information, research, guidance and opportunity for faculty to be knowledgeable in changes and updates in educational law governing federal, state and local mandates, and their instructional implications.

Faculty will demonstrate instructional knowledge and understanding of changes and updates in educational law governing federal, state and local mandates and their implications. New regulations involving English as a New Language (ENL) students, formerly English Language Learners, will require an identification process for students who are not keeping pace with academic instruction as well as appropriate supports. The new regulations are to be in effect for the 2015-16 school year.

Reinstate In-service Academy

Faculty will reinstate the In-service Academy by providing districtwide instruction that is designed to meet the specific needs of our students.

To improve safety and security of students, faculty, staff and facilities.

Implement additional strategies to improve performance of faculty, staff and students during drills and emergency situations.

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C. Alignment and Impact of the PDP

The PDP must describe the alignment of professional development with the New York learning standards and assessments. It must also address how the school district will measure the impact of professional development on student achievement and teachers' practices by looking at all available data.

New York State has just adopted the Common Core Standards and has established the required standards for grades K-12. The new regulations for English as a New Language (ENL) students will require teachers and administrators to revisit how instruction is provided to ENL students.

The English Language Arts (ELA) Committee has separated into secondary department meetings and elementary grade level meetings. They continue to review state expectations as well as develop pacing guides.

The Math Committee underwent an intensive search five years ago for a new math program that would better meet the needs of students. Envision Math was selected, as it balanced the needs of high achievers as well as those struggling to master skills. The committee meets four times a year to evaluate Benchmark Assessments, Scope/Sequence and Fact Tests. As of this date, there has been demonstrated growth.

D. Approval by the Board of Education

The PDP was first submitted to the local Board of Education by June I, 2000; thereafter, the team will submit an updated revision of the PDP to the Board of Education for approval on an annual basis.

The PDP Committee is comprised of teachers and administrators who annually review progress towards established professional development goals. Through the evaluation of student achievement and performance measures, the PDP Committee makes recommendations for revisions of established professional development goals. The Board of Education if provided an updated Professional Development Plan on an annual basis for review and approval.

E. Professional Development for Staff Members Certified after February 2004

After February 2, 2004, the Professional Development Plan of each school district must describe: (I) how the school district will provide their newly certified teachers with opportunities to participate in 175 hours of professional development every five years (35 hours per year); and (2) how the school district will provide their newly certified teaching assistants with opportunities to participate in 7 5 hours of professional development every five years (15 hours per year).

Beginning in February 2004, teachers who hold a Professional Certificate are required to complete 175 hours of professional development over a five-year period (approximately 35 hours

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per year) in order to maintain certification. Likewise, newly certified teaching assistants are required to complete 75 hours of professional development every five years (15 hours per year).

The ultimate goal of all efforts in this area is to increase the capacity of faculty members to enable and assist all students to higher academic achievement. The New York State Education Department recommends that the content of these professional development opportunities be directly related to:

• Enhancement ofteachers' subject matter knowledge [content] • Teacher knowledge, use and application of appropriate teaching techniques [pedagogy] • Broadening and enhancing teacher abilities to apply more accurate and appropriate

assessment methodologies [assessment] • Enhancing teacher skills and options in effectively managing individual students and

classrooms in both heterogeneous and homogeneous settings [student/classroom management]

The Monroe-Woodbury School District dedicates a considerable amount of time during the school year to professional development. In the 2015-2016 school year, teachers and support staff will participate in three full days of staff development for a total of approximately ten hours. Monthly faculty, department, and grade-level meetings add to the amount of time devoted to improving the knowledge and skills of our staff.

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In the Monroe-Woodbury School District, professional development activities are conducted during the regular work day as follows:

Faculty meetings (1 0 per year/1 hour) Department/grade level meetings (10 per year/1 hour) Curriculum Monday meetings (10 per year/1 hour) Staff development days (2 full days) (staff dev days: September 1, 2015 and November 13, 2015)

10 hours 10 hours 10 hours 10 hours

In addition to the 40 hours of professional development that are listed above, the New York State Department of Education recommends that the following categories of activities be considered acceptable learning opportunities for meeting the 175-hour requirement for teachers and the 75-hour requirement for teaching assistants.

Credit-bearing Courses • Courses and other learning opportunities delivered from many providers, such as institutions

of higher education, teacher centers, BOCES, school districts and independent professional development service providers.

• Coursework linked to improvement of instructional technique or content knowledge, which may or may not be in pursuit of an advanced degree.

• Coursework or other professional development activities completed to fulfill requirements for annotations to current certification.

• Coursework completed for more advanced certification or certificates in additional areas or completed in accordance with teaching assignment requirement for extension to certification.

Teacher learning opportunities focused on improving practice through individual or collaborative activities • Groups of teachers collaborating to examine case studies of student work • Participation in regional scoring of State assessments • Assessing student portfolios • Creation and assessment of teacher portfolios • Mentoring programs (as mentor or intern) • Action research projects • Study circles such as "Critical Friends" activities, structured guided reflection activities

focused on student learning • Participation in formal programs of peer coaching or participation in peer review • Curriculum planning and development • National Board certification activity (either as candidate or provider of support) • Participation in reviews of class performance data over time to make decisions about one's

own professional development, based on student outcomes • Developing or collaborating on the development of new programs and instructional methods

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Teacher Leadership • NYSED test development committee member • Delivering professional development (e.g. conducting workshops) • Development of Statewide curriculum or scoring activities assessment • Service as cooperating teacher for a student teacher • Service as an elected officer in professional organizations • Participation in Professional Development School activities or other school-college teacher

development partnerships

Other Educational Service • Publishing in educational journals • Presenting a major paper • Developing and presenting a workshop at a district, state or national conference • Serving on district or building level shared decision-making (CR 100.11) committees • Serving on district-wide or building-level committees • Educationally oriented community service

F. New Requirements

For all teachers, Professional Development hours must be specific to: • Language acquisition • Focus on best practices for co-teaching • Integrating language and content instruction for ELLs

Distribution of hours: • 15% of required Professional Development hours

For Bilingual and English as a Second Language Teachers, Professional Development hours must be specific to:

• Language acquisition in alignment with core content area • Focus on best practices for co-teaching • Integrating language and content instruction for ELLs

Distribution of hours: • 50% of required Professional Development hours

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Resources for Professional Development: • Grade level meetings • Faculty meetings • Orange-Ulster BOCES, Putnam/Northern Westchester BOCES • Release time to work with R-BERN • In-house trainers • Other

G. Mentor Teacher/Intern Program

After February 2004, school districts are required to include their mentoring program for new teachers in the Professional Development Plan. The mentoring program must include procedures for selecting mentors, the role of mentors, the preparation of mentors, types of mentoring activities, and the time allotted for mentoring.

During the 2002-03 school year, the Monroe-Woodbury School District and the MonroeWoodbury Teachers Association worked together to design a Mentor Teacher/Intern Program. The program was implemented at the beginning of the 2003-04 school year, serving 33 new teachers and 3 new teaching assistants. Since that time the Monroe-Woodbury Mentor Teacher/Intern Program has supported over 250 new teachers and teaching assistants.

The goals of the Monroe-Woodbury Mentor Teacher/Intern program are:

• To orient new teachers and teaching assistants to their workplace. • To provide emotional support and general guidance about the school district's professional

culture. • To assist new teachers and teaching assistants with curricular and classroom management

issues, grade level and building goals and standards, and other professional issues.

All tenured faculty members may apply to mentor a new staff member. From the pool of applicants, mentors are selected by the Mentor Selection Committee, which includes the MWT A president, the MWT A vice president, two district-wide Mentor Program coordinators, four grade level representatives (one each from K-1, 2-5,6-8, and 9-12).

Mentors attend training during the last week in August and attend further workshops during the fall and spring semesters. They meet with their interns on a regular basis (at least one hour per week for teachers, thirty minutes per week for teaching assistants), keeping a log of topics and suggestions. In cooperation with building administrators, mentors and their interns observe in each other's classrooms at least twice during the school year. Mentors are expected to maintain confidentiality of discussions, observations, and other contacts with their interns that pertain to professional issues.

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Grades K-1: Sapphire and Smith Clove Elementary Schools

Goal #1: To improve student performance in all academic disciplines.

Timeframe: Yearlong 2015-2016. Completed during curriculum Mondays, conference days, grade level meetings and/or daily instruction

Objective: Faculty in all disciplines will continue to implement the New York State Learning Standards, Common Core Standards, and Progress Monitoring to assist students in achieving a sound foundation for academic success.

Strategy/ Activity Who Performance Indicators/Professional Resources • ELA - Common Core Standards Teachers STAR Early Literacy/Star Reading

response activities Reading Specialists CKLA Domains assessments • Guided Reading- Following F & ELA Committee F & P assessments

P format and use of leveled Related Service Running Records readers Providers LLI assessments

• ELA Pacing Guide ELA Live Binder • Common Core Instructional Shifts • Fountas and Pinnell Phonics • Math- en Vision math program Teachers Benchmark assessments

(aligned with Common Core Teaching Assistants en Vision program assessments Learning Standards) D-W Math Committee Schoolnet assessments

• Investigate the NY State Math Related Service Fact Test Domains Providers

• Writing - Write Traits lessons and Teachers Student writing other supplemental materials ELA Committee

• ELA Pacing Guide Related Service • Writing Workshop- optional Providers

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• Science - Science 21 Teachers Student observations !

Unit assessments

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Goal #1: To improve student performance in all academic disciplines - Continued

Strategy/Activity Who Performance Indicators/Professional Resources • Social Studies - PNW BOCES Teachers Unit assessments

SS/ELA curriculum Extended Response activities

• Instructional Support Teams Teachers/Support Staff Student Data Related Service Providers

• Data Inquiry Teams Data Team members Student Assessment Data • Communication: grade-level, All Staff Alignment and consistent protocols

between grade levels, and between schools in support of student success

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Goal #2: To meet the social, emotional and wellness needs of all students.

Timeframe: Yearlong 2015-2016 completed during curriculum Mondays, conference days, grade level meetings and/or daily instruction

Objective: Faculty will develop an understanding of the social, emotional, economic, and medical needs that could impact students' behavior and academic success.

Strategy/ Activity Who Performance Indicators/Professional Resources . Olweus program All Staff Student observations and effect on student behavior • Compliance with "Dignity for All Parents V AD IR Reports

Act" School- Community Bus referrals • Little Crusaders Winners' Walk DASA Reports • Literary Character Education Attendance Records at Functions • Lunchtime Theater Positive Behavior Referrals • Diversity/Char. Ed./ Anti-bullying

Assemblies • Behavior Incentive Programs • Multi-Cultural Activities • Family Nights • Communication-continued All Staff Parent and School-Community feedback

support of strong community Attendance at functions relations and parental Records of parental and school-community involvement collaboration in support of student success

• Health and Wellness-follow BOE All Staff, Parents Compliance with BOE policy policy

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Goal #2: To meet the social, emotional and wellness needs of all students - Continued

Strategy I Activity Who Performance Indicators/Professional Resources • District and building level safety All Staff Student observations and effect

protocols VADIR reports Bus Referrals "Dignity for All Act" Report of bullying referrals

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Goal #3: To provide information, research, guidance and opportunity for faculty to be knowledgeable in changes and updates in educational law governing federal, state and local mandates, and their instructional implications.


Objective: Faculty will demonstrate instructional knowledge and understanding of changes and updates in educational law governing federal, state and local mandates and their instructional implications.

Strategy/Activity Who Performance Indicators/Professional Resources • Faculty, Grade-level, and Teachers Accuracy of student records

Curriculum meetings, Teaching Assistants Compliance with Federal, NY State, and SED mandates conferences, and workshops Related Service Providers focusing on: APPR, Common Support Staff Core, Special Education, ELLs, Administrators RTI/ AIS, CKLA, STAR Early Literacy /Reading

• Communication- collaboration Teachers Student Assessment Data between special education, ESL, Support Staff Compliance with Federal, NY State, and SED mandates and general education teachers in Principals support of instructional Directors compliance and success of all students

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Goal #4: Reinstate In-service Academy

Timeframe: Yearlong 2015-2016. Completed during conference days and In-service Academy

Objective: Faculty will reinstate the In-service Academy by providing districtwide instruction that is designed to meet the specific needs of our students.

Strategy I Activity Who Performance Indicators/Professional Resources • Provide faculty and staff with Assistant Superintendent for Develop In-service courses pertaining to the goals of the

districtwide instructional Curriculum and Instruction District opportunities Assistant Superintendent for

Human Resources Director of Instructional Support Services Director of Pupil Personnel Services Director of Special Education Building Administrators

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Goal #5: To improve Safety and Security of Students, Faculty, Staff, & Facilities


Objective: Implement additional strategies to improve performance of faculty, staff & students during drills and emergency situations.

Strategy/ Activity Who Performance Indicators/Professional Resources • Provide strategies for improved Director of Security & Drills

performance during drills and Emergency Preparedness Protocol Reminders emergency situations Assistant Superintendent for

Business & Management Services Building Administrators

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Grades 2-5: Central Valley, North Main Street, Pine Tree Elementary Schools




Strategy/ Activity Who Performance Indicators/Professional Resources • Science 21 resource integrated Administrators Classroom Assessments

into science instruction Teachers Grade 4 Science • Social Studies Engageny.org • Continue implementation of Putnam-Northern Westchester BOCES SS/ELA Site

BOCES programs

• Math Administrators Common Core Assessments in Math • Utilize en Vision program to meet Teachers District Benchmark Assessments

Common Core Standards Teaching Assistants Engageny.org Common Core Learning Adapted Math Modules IXL Reflex Math

• Writing Administrators Common Core Assessments in ELA • Continue alignment of Common Teachers Common Core Learning Standards

Core Learning Standards across Benchmark assessments content areas Engageny.org . Review Common Core Learning Grammar Books Standards for changes and ELA Pacing Guide integration toM-W program

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Goal #1: To improve student performance in all academic disciplines - Continued

Strategy/ Activity Who Performance Indicators/Professional Resources • Reading Administrators Common Core Assessments in ELA • Common Core Learning Teachers Common Core Learning Standards ELA Pacing Guides

Standards for ELA F&P Assessments • Support reading comprehension District Benchmark Assessments

across all disciplines STAR Literacy Assessment

• Expand the usage ofF & P Test Prep I

Leveled Literacy approach with a ESL Test Prep Sessions nonfiction focus Teacher made assessments I

• Understands and uses more sophisticated vocabulary

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Objective: Faculty will develop an understanding of the social, emotional, economic, and medical needs that could impact students' behavior and academic success

Strategy I Activity Who Performance Indicators/Professional Resources • Continue review of district-wide DLC (District Leadership Wellness assessments (i.e. obesity rates, illness reports)

healthlwellness policy Committee) BLC (Building Leadership Committee) Teachers/ Administrator

• Anti-bullying initiatives revisit Teachers Referrals district anti-bullying curriculum Administrators V AD IR reports and district-wide initiatives to include current research

• Continue Olweus program K-8 Olweus Program • Continue the use of building level Olweus Surveys

teacher/staff teams in creation of Clubs behavioral rubrics, consequences, Extracurricular Activities and staff, student and community School Climate Survey anti-bullying education.

• Continue to explore the impact of Teachers Discipline referrals and potential responses to cyber- Administrators Parent/student reporting bullying Parents DASA Reporting

• Communicate with and educate Computer classes in each building parents on some of the prevalent issues associated with bullying and how these issues can be addressed

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i I





Strategy/Activity I Who I Performance Indicators/Professional Resources •

•

•

•

•

• •

•

Common Core Alignment across special areas (music, library, art, etc.) Vertical and horizontal articulation Implement Common Pacing Guide Adapt Common Core Modules in Math with envision Program Response to Intervention/ AIS through understanding of 3 tiered levels of student intervention serv1ces Continue use of IST' s to identify and monitor students Instruct staff in progress monitoring Strategies to support teachers to enhance ENL instruction in both general education classrooms and ENL classrooms 154 Regulations

Teachers Administrators

Teachers Administrators

Director of Instructional Support Programs Teachers Administrators

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Common Core Assessments in ELA Common Core Assessments in Math Engageny.org District Benchmark Assessments

Analysis of referral patterns

NYSESLA T results Common Core Assessments in ELA Common Core Assessments in Math District Benchmark Assessments Engageny.org Lab R - NYSITELL for entering ELL screening purposes


Goal #4: Reinstate Inservice Academy


Objective: Faculty will reinstate the In-service Academy by providing districtwide instruction that is designed to meet the specific needs of students.

Strategy/ Activity Who Performance Indicators/Professional Resources • Provide faculty and staff with Assistant Superintendent Develop In-service courses pertaining to the goals of the

districtwide instructional for Curriculum and District opportunities Instruction

Assistant Superintendent for

I Human Resources Director of Instructional Support Services Director of Pupil Personnel Services Director of Special Education Building Administrators

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Strategy/ Activity Who Performance Indicators/Professional Resources . Provide strategies for improved Director of Security & Drills performance during drills and Emergency Preparedness Protocol Reminders emergency situations Assistant Superintendent for


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Grades 6-8: Middle School




Strategy/Activity/Topic I Who I Performance Indicators/Professional Resources Opportunities to use new technologies Building administration • Increase in implementation of new technology for 21 51 Century Skills Director of Information Services resources in the classroom

• SMARTBoard, ELMO Technology Staff • Increase in instructional planning that integrates • Teacher website creation Rockland Teachers' Center technology into the lessons • Power School, Schoolnet MHRIC • Opportunities to use new technologies remains the same • Portable Technology (iPad, iPod, Faculty and staff

Laptops, USB Drives, Clickers) • Ebooks, online encyclopedias • Database for articles and primary

sources to support instruction • Animoto

Support departmental and district goals, objectives, curriculum

• Strengthening extended response in all content areas

Articulation • Support open communication

between grade levels and schools both intra & interscholastically

Building administration Department chairs Consultants Faculty and Staff

Building administration Teacher teams AIS staff Building Leadership Committees District administration Faculty and staff

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• Implementation of new information and instructional strategies into the classroom

• NYS assessments • SLOs • Modules from NYS, EngageNY

• Building Leadership committee goals and objectives • District Leadership Committee





Strategy/Activity/Topic Who Performance Indicators/Professional Resources Understanding current issues and trends Building administration • Greater sensitivity to the needs of fragile students in adolescent development for faculty, Director of PPS • Professional development in spectrum disorders for staff, students and parents SNTs regular education and special area teachers

• Risky Behaviors Consultants • Professional development in bullying recognition, • Suicide Office of Mental Health intervention, and prevention strategies . ADHD Faculty and staff • Referrals to social groups • Spectrum Disorders • Bullying & Cyber Awareness • Olweus Program Implementation • Physical W ellness . Healthy Schools Initiative • DASA Implementation • Safety Protocols Established

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Strategy/Activity/Topic Who Performance Indicators/Professional Resources Common Core alignment Building administration Alignment completed with given timeframe

• Vertical and horizontal articulation Teacher teams Evidence of interdisciplinary planning opportunities within and across grade Director of ESS Increased variety of classroom assessments levels, departments and buildings Director of ISS Common Core Standards

• Staff continues to be updated with PLC Teams Common Core Standards information

• Use department/team/Curriculum Monday Meetings for curriculum development

Response to Intervention/ AIS Building administration • Student growth as measured by NYS assessments and I

• Understanding of 3-tiered levels of IST teams report cards student intervention services Psychologists/Social • Increased integration of AIS students into classroom with

• Use IST teams to identify and Workers/Guidance greater access to the curriculum monitor students in need of academic Counselors • IST plan documented outcomes of tiered interventions support Director of ESS • Benchmark tests

I • Use updated forms for AIS plan Director of ISS • Classroom assessments identifying criteria and interventions Director of Special Ed • R TiM data on student services at specific tier levels • Full implementation of tiered intervention protocol

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Goal #3: To provide information, research, guidance and opportunity for faculty to be knowledgeable in changes and updates in educational law governing federal, state and local mandates, and their instructional implications -Continued

Strategy/ Activity/Topic Who Performance Indicators/Professional Resources State & Federal Updates Teachers Compliance with regulations

• Staff will be updated on Director of ESL Graduation rates - Educational /Law Changes Director of Special - Special Education Law Education

Changes Director of Pupil Personnel - Graduation Requirements Services - Assessment Requirements - Performance Evaluations

English Language Learners Building administration Compliance with regulations • Identify ELL support models to Director of ESLI NYSSLAT passage rate

better meet student and faculty ESL staff NYS assessments needs IST teams Identification of implementation of classroom instructional . Increase understanding of AIS staff strategies mandates Consultants District data on NYS assessments

• Increase understanding of various BETAC Greater integration of English language learners into cultures as well as greater classrooms with greater access to the curriculum understanding of the language Document parent meetings of ELL students acquisition process ELL staff meet with teachers during team meetings

• Strategies to support teachers to enhance ESL instruction

• Increase communication between I ELL staff and regular classroom

teachers - L__

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Goal #3: To provide information, research, guidance and opportunity for faculty to be knowledgeable in changes and updates in educational law governing federal, state and local mandates, and their instructional implications -Continued

Strategy/ Activi!Y_ffopic Who Performance Indicators/Professional Resources Special Education Building administration Documented IEP progress

• Increase knowledge of Director of Special Greater knowledge and ability of staff to implement neurological/medical conditions Education differentiated instruction by documentation that require Individual Director of PPS Greater integration of Special Education students into Educational Plans Teachers classroom community

• Strategies to support OT/PT staff Student work samples social/emotional growth and Psychologists NYS assessments academic achievement for all SNTs students

IDEA changes; update staff regarding changes within state/federal mandates on Special Education with NCLB requirements

·- -

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Objective: Faculty will reinstate the In-service Academy by providing districtwide instruction to meet specific needs of students.

Strate2V/Activity Who Performance Indicators/Professional Resources • Provide faculty and staff with Assistant Superintendent for Develop In-service courses pertaining to the goals of the

districtwide instructional Curriculum and Instruction District opportunities Assistant Superintendent for

Human Resources Director of Instructional Support Services Director of Pupil Personnel Services Director of Special Education Building Administrators

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Timeframe: Yearlong 2015-201 6. Completed during curriculum Mondays, conference days, grade level meetings and/or daily instruction


Strate~/ Activity Who Performance Indicators/Professional Resources • Provide strategies for improved Director of Security & Drills


Business & Management Services

- --- -13 _!Iilding_f..dmirliJ>trators _

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Grades 9-12: High School




Strategy/Activity/Topic Who Performance Indicators/Professional Resources • Opportunities to learn to use Teachers Increase in implementation of new technology resources in I

technologies Technology Department the classroom • School Net Building Administrators Increase in instructional planning that integrates technology • Google Classroom into the lessons

Increased use of tools such as class web sites, group emails to communicate class related information

• Implement a RTIIAIS Program Building administration Student growth as measured by NYS assessments and • Continue to use AIS as vital 1ST teams report cards

program to support weaker Psychologists/Social 1ST plan documented outcomes of tiered interventions students Workers/Guidance Benchmark tests

Counselors Classroom assessments Director of ESS AISM data on student services Director of ISS Full implementation of tiered intervention protocol Director of Special Ed Parent feedback Director of PPS Teachers

- -

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Strategy/ Activity/Topic Who Performance Indicators/Professional Resources • Understand current issues and Building Positive impact on classroom environment and school culture

trends in adolescent development administration More effectively address the needs of all students • Suicide Prevention PPS Greater sensitivity to diverse populations and strategies to support • Bullying Counselors success • Cultural awareness Psychologists Greater sensitivity to the needs of students with anxiety disorders • Mental health SNTs Promotion of wellness behaviors in the classroom • Safetalk program DASA Coordinator Greater understanding of relationship between wellness and student • DASA Central Office achievement

Teachers Use of most updated strategies to support the needs of all students Teachers promoting wellness behaviors in the classroom and school environment Seminars and workshop opportunities for staff to promote health and wellness. New DASA coordinator implemented provisions ofDASA law. Climate Survey

• Protocols for at risk students Central and building Revision to Building Emergency Response Team (BERT) plan to administration reflect designated protocols for addressing a crisis, sharing information PPS and locating resources. Counselors Plan shared with all faculty/staff Psychologists/ Social Workers SNTs BERT Team --- ---- -

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Strate~/Activity/Topic I Who I Performance Indicators/Professional Resources • • •

•

•

•

Common Core Standards Address expectations Align curriculum

Increase understanding of mandates for ELL/504/Special Ed/De-classified!RTI(AIS) Provide teacher training for program models and expectations Build literacy skills across all curriculum areas, reading and writing APPR Training and Development Writing

Building administration Department Chairs Teacher Teams

Building administration Director of Special Ed Director of PPS and ISP Teachers OT/PT Staff Psychologists Social Workers SNTs Building administration Teachers Department Chairs

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Meetings to discuss expectations and address areas in need of adjustment/revision Alignment between High School curriculum and Common Core Standards articulated in curriculum guide shared with all appropriate faculty/staff. Implement Common Core Learning Standards Algebra and coordinate with special education classes Academic Literature Documented IEP progress greater knowledge and ability of staff to implement differentiated instruction Greater integration of special education students into classroom community Student work samples NYS assessments Strategies for effective support of ENLS

Implemented SLO documents that adequately measure student growth within each course. Production and coordination of meaningful benchmark assessments without disruption of course delivery.




Objective: Faculty will reinstate the In-service Academy by providing districtwide instruction to meet specific needs of students.

Strategy/ Activity Who Performance Indicators/Professional Resources • Provide faculty and staff with Assistant Superintendent Develop In-service courses pertaining to the goals of the

districtwide instructional for Curriculum and District opportunities Instruction

Assistant Superintendent for Human Resources Director of Instructional Support Services Director of Pupil Personnel Services Director of Special Education Building Administrators

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Strategy I Activity Who Performance Indicators/Professional Resources • Provide strategies for improved Director of Security & Drills



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Documents

Professional Development Plan (PDP)mw.k12.ny.us/wp...16ProfessionalDevelopmentPlan.acc... · Monroe-Woodbury Central School District Professional Development Plan (PDP) July 2015