Building Level Professional Development Plan

“Successful Learning for ALL Students”
District/Building
Professional
Development Plan
2016-2017
Chariton, Iowa
www.chariton.k12.ia.us
Chariton Community School District
Professional Development Plan
School Year 2016-2017
District: Chariton Community School District
Date: July 5, 2016
District Leadership Team: Paula Wright, Tracy Hall, Karen Randall, Andy Fuhs,
Jen Schlomer, Beth Scott-Thomas, Shannon Holbrook, Jamie Cranston, Brenda Peterson,
Melissa Hill, Ken Harrison
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District Expectations
Cooperation and collaboration between the staff, parents, and community shall
be a high priority.
Our students will demonstrate academic and 21st century skills to function as
productive adults in a global society.
The professional staff will provide instruction consistent with the Iowa Core
Curriculum.
Data collected through assessments will drive instruction.
District will support professional growth that will enhance teacher performance.
District Mission
Successful learning for ALL students
2
District Long – Range - CSIP Goals
Goal 1: All students will demonstrate proficiency in reading
comprehension on a district wide assessment.
Goal 2: All students will demonstrate growth in understanding and
application of mathematics on a district wide assessment.
Goal 3: All students will demonstrate proficiency in science on a
district wide assessment.
Goal 4: All students will use technology to enhance student
achievement, understanding, problem solving, reasoning
and inquiry in reading, math and science.
Goal 5: All Chariton Community School District students will feel
safe at and connected to school.
2016-2017 Student Learning Goals
1. Successfully apply academic and 21st century skills needed in
a global society.
2. Effectively communicate.
3. Exhibit behaviors to become a productive and contributing
member of a global society.
4. Use resources necessary to solve real life problems.
2016-2017 Annual (APR) Improvement Goals
Each building has developed goals and professional development aligned with each
district long-range goal – they are addressed either through building specific professional
development, technology professional development, or through district curriculum,
instruction and assessment professional development.
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Reading Comprehension Annual Goals (Long-Range Goal #1)
1. Chariton School’s average reading comprehension National Standard
Score (NSS) will show proficiency or one year’s growth in grades 4-11
as measured by the Iowa Assessment National Standard Score.
Building Action Plans for Reading Comprehension
The following buildings’ reading comprehension plans require that teachers know and utilize
the Iowa Teaching Standards listed below.
Standard 1: Demonstrates ability to enhance academic performance and support for
implementation of the school district’s student achievement goals.
Standard 2: Demonstrates competence in content knowledge appropriate to the teaching
position.
Standard 3: Demonstrates competence in planning and preparing for instruction.
Standard 4: Uses strategies to deliver instruction that meets the multiple learning needs of
students.
Standard 5: Uses a variety of methods to monitor student learning.
Standard 6: Demonstrates competence in classroom management.
Elementary
Comprehension, fluency instructional practices, appropriate leveled text, and the
intervention materials will be implemented/aligned to meet the ELA Iowa Core Standards
and to meet our students’ individual needs through differentiated instruction.
Building/Grade level learning teams will create common assessments to collect and
analyze data on student progress. Teachers will use this data to make appropriate
educational decisions with the data for Multi-Tiered Systems of Support (MTSS).
(COL) If we implement formative assessments for comprehension, then students will be
able to differentiate and analyze data for increased student learning.
(COL) If we continue to implement a structured fluency time and utilize research based
fluency strategies, then our students will be fluent readers as they begin to read to learn.
(COL) If we implement materials for targeted and intensive interventions, then we will
close the achievement gap in reading.
(COL) If we create and use common assessments, then teachers will use the data to guide
instruction and differentiate within the classroom.
(VA) If we align our instruction to the Iowa Core Standards, then we will be able to
create common formative assessments at each grade level.
(VA) If we utilize common formative assessments, then we will be able to analyze
subgroup data and differentiation our instruction to better meet all students’ needs.
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(VA) If we continue to provide a structured fluency instruction time along with
interventions, then our FAST data will improve and we will be able to close the gap with
our at-risk and substantially deficient students.
Middle School
Learning Teams will continue to align the taught curriculum to the Iowa Core Curriculum
in Reading.
Teachers will develop units using Backwards Design model to create summative
assessments that emphasize higher order thinking skills and performance activities.
Data from Iowa Assessments and student work, including formative and summative
assessments, will provide Learning Teams with the information necessary to assist
struggling reading students using our MTSS (Multi-Tiered System of Supports) process.
(CMS) If we align curriculum to the Iowa Core and we develop units using backward
unit design to create formative and summative assessments that emphasize higher order
thinking skills and performance activities, then student achievement in reading will
increase.
High School
The Reading and Language Arts team will continue to update and align course content to
the Iowa Core and develop rubrics and assessments to evaluate student competency for
each of these standards.
Teachers will utilize multiple literacy strategies to improve student reading
comprehension and analyze data from multiple assessments, both formative and
summative, to measure progress.
Data collected from multiple assessments will be analyzed and used by the data teams to
make instructional decisions.
(CHS) If we utilize Reading in the Content Area strategies in the classroom then “reading
informational text” scores on the Iowa Assessments will improve.
(CHS) If we use data from formative and summative assessments to make instructional
decisions to improve student learning then students will demonstrate proficiency in the
content literacy standards.
5
Math Annual Goals (Long-Range Goal #2)
2. Chariton School’s average math National Standard Score (NSS) will
show proficiency or one year’s growth in grades 4-11 as measured by
the Iowa Assessment National Standard Score.
Building Action Plans for Math
The following buildings’ Math plans require that teachers know and utilize the Iowa Teaching
Standards listed below.
Standard 1: Demonstrates ability to enhance academic performance and support for
implementation of the school district’s student achievement goals.
Standard 2: Demonstrates competence in content knowledge appropriate to the teaching
position.
Standard 3: Demonstrates competence in planning and preparing for instruction.
Standard 4: Uses strategies to deliver instruction that meets the multiple learning needs of
students.
Standard 5: Uses a variety of methods to monitor student learning.
Standard 6: Demonstrates competence in classroom management.
Elementary
Elementary math teachers will focus on alignment of Investigations and CGI to the Iowa
Core while focusing professional development on instructional practices on fact fluency
to meet our students’ individual needs through differentiated instruction. K-2 and 3-5
Math Teams will meet to develop and align common assessments through the grades.
Teachers will analyze data to improve fact fluency at the K-5 levels. Teachers will use
this data to make appropriate educational decisions with the data for Multi-Tiered
Systems of Support (MTSS).
Teachers will incorporate Kathy Richardson’s research based intervention materials
through Title 1, At-risk and special education programs to support our CGI philosophy to
support targeted and intensive interventions and specially designed instruction.
(COL) If teachers continue to align CGI strategies and Investigations materials to the
Iowa Core then teachers will have a clear understanding of what strategies are needed at
each grade level.
(COL) If Special Education teachers are trained in Kathy Richardson, Math Perspectives
materials, we will have higher student achievement and be able to close the educational
gap with special education students.
(COL) If we monitor fact fluency, students will be more successful and automatic in later
years of their education.
(VA) If we align our instruction to the Iowa Core Standards, then we will be able to
create common formative assessments at each grade level.
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(VA) If we focus on improving common assessments, then we will improve instructional
decisions which will promote students engagement and student learning.
(VA) If we focus on proven effective instructional strategies, then we will see improved
student achievement.
(VA) If we create a systematic structure that includes explicit instruction along with
interventions in the area of fact fluency, then our students will become automatic
Middle School
Math Learning Teams will continue to align the taught curriculum to the Iowa Core
Curriculum in math.
Teachers will develop units using Backwards Design model to create summative
assessments that emphasize higher order thinking skills and performance activities.
Data from Iowa Assessments and student work, including formative and summative
assessments, will provide Learning Teams with the information necessary to assist
struggling math students using our MTSS (Multi-Tiered System of Supports) process.
(CMS) If we align curriculum to the Iowa Core and we develop units using backward
unit design to create formative and summative assessments that emphasize higher order
thinking skills and performance activities, then student achievement in math will
increase.
High School
The Math team will continue to update and align course content to the Iowa Core and
develop rubrics and assessments to evaluate student competency for each of these
standards.
Teachers will utilize multiple content area literacy strategies to improve student
comprehension and analyze data from multiple assessments, both formative and
summative, to measure progress.
Data collected from multiple assessments will be analyzed and used by the data teams to
make instructional decision.
Teachers will continue to require students to gain deeper understanding of math concepts
by having the students do self-corrections and error analysis, and having them explain
where their errors were made on daily formative assessments.
If we utilize Reading in the Content Area strategies in the classroom then “reading
informational text” scores on the Iowa Assessments will improve.
If we use data from formative and summative assessments to make instructional decisions
to improve student learning then students will demonstrate proficiency in the content area
literacy standards.
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Science Annual Goals (Long-Range Goal #3)
3. Chariton School’s average science National Standard Score (NSS) will
show proficiency or one year’s growth in grades 4-11 as measured by
the Iowa Assessment National Standard Score.
Building Action Plans for Science
The following buildings’ Science plans require that teachers know and utilize the Iowa
Teaching Standards listed below.
Standard 1: Demonstrates ability to enhance academic performance and support for
implementation of the school district’s student achievement goals.
Standard 2: Demonstrates competence in content knowledge appropriate to the teaching
position.
Standard 3: Demonstrates competence in planning and preparing for instruction.
Standard 4: Uses strategies to deliver instruction that meets the multiple learning needs of
students.
Standard 5: Uses a variety of methods to monitor student learning.
Standard 6: Demonstrates competence in classroom management.
Elementary
Continue learning, unpacking, and incorporating the Next Generation Science Standards
(NGSS) into our enacted materials to best help us teach the NGSS in an engaging and
inquiry-based fashion. Teachers will be developing assessments to collect data to
analyze and in helping with implementation while unpacking the standards.
(COL) If teachers understand NGSS they will be able to apply the standards and teach
them to students
(VA) If teachers have high-quality pd that provides time to dive deeply into the NGSS,
then our student learning will improve.
(VA) If teachers are provided time, then unpacking and implementation of the NGSS
standards will be successful.
Middle School
Science Learning Teams will continue to align instruction to the Next Generation Science
Standards.
Teachers will develop units using Backwards Design model to create summative
assessments that emphasize higher order thinking skills and performance activities.
8
Data from Iowa Assessments and student work, including formative and summative
assessments, will provide Learning Teams with the information necessary to assist
struggling science students using our MTSS (Multi-Tiered System of Supports) process.
(CMS) If we align curriculum to the Iowa Core and we develop units using backward
unit design to create formative and summative assessments that emphasize higher order
thinking skills and performance activities, then student achievement in science will
increase.
High School
The Science Team will complete the state science standards overview (module one) in
order to update and align course content and develop rubrics and assessments to evaluate
student competency for each of these standards.
Teachers will utilize multiple content area literacy strategies to improve student
comprehension and analyze data from multiple assessments, both formative and
summative, to measure progress.
Data collected from multiple assessments will be analyzed and used by the data teams to
make instructional decisions.
If we utilize Reading in the Content Area strategies in the classroom then “reading
informational text” scores on the Iowa Assessments will improve.
If we use data from formative and summative assessments to make instructional decisions
to improve student learning then students will demonstrate proficiency in the content area
literacy standards.
9
Technology Annual Goal (Long-Range Goal #4)
1. Administrators and teaching staff will acquire skills to develop specific
classroom instructional methods to integrate technology to enhance
student learning.
Building Action Plans for Technology Integration
The following buildings’ Technology integration plans require that teachers know and utilize
the Iowa Teaching Standards listed below.
Standard 1: Demonstrates ability to enhance academic performance and support for
implementation of the school district’s student achievement goals.
Standard 4: Uses strategies to deliver instruction that meets the multiple learning needs of
students.
Standard 5: Uses a variety of methods to monitor student learning.
Standard 6: Demonstrates competence in classroom management.
Standard 7: Engages in professional growth
Elementary
Elementary teachers will unpack 21st Century Skills and begin implementation at each
grade level. A scope and sequence will be developed across the grade level to identify
specific skills needing to be taught.
District PD will be available to improve technology skills for elementary teachers. Onsite technology leads will be available to develop instructional methods of integration to
enhance student learning.
(COL) If teachers know the 21st Century Skills then they will be able to make an
implementation plan for K-2.
(COL) If teachers are integrating technology into their current teaching then we will
enhance student learning and be progressive in our delivery.
(VA) If teachers are provided basic knowledge of grade level technology skills and time
to collaborate on how to integrate the skills into their existing curriculum, then we will
enhance student learning.
Middle School
Teachers are offered opportunities to work collaboratively with their peers to receive
training on new forms of technology and will implement these into the classroom, and
our professional development for the upcoming year should provide for collaboration
between teachers and opportunities to share ideas on how to incorporate technology into
the curriculum.
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(CMS) If teachers are provided opportunities to work collaboratively with their peers to
learn and implement technology, then student learning will be enhanced.
High School
Teachers will work collaboratively with their peers to learn new technology applications
during after school workshops throughout the school year.
The high school faculty will familiarize themselves with digital citizenship standards and
teach and reinforce the common expectations with students through the student advisory
period to meet the standards.
Teachers will implement strategies to improve student-student collaboration.
If we provide direct instruction of the digital citizenship standards and teach and
continually reinforce the CHS common expectations for digital citizenship at Chariton
High School, we will have fewer computer/technology use violations during the school
day, as compared to 2015-16.
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Safe and Connected Goals (Long-Range Goal #5)
District Annual Goal:
1. All students will feel safe, supported and connected to school.
Building Action Plans for Safe and Connected
The following buildings’ safe and connected school plans require that teachers know and
utilize the Iowa Teaching Standards listed below.
Standard 5: Uses a variety of methods to monitor student learning.
Standard 6: Demonstrates competence in classroom management.
Standard 7: Engages in professional growth
Elementary
We will continue the implementation of Positive Behavior Intervention Supports (PBIS)
framework to encourage common expectations and appropriate behaviors. Teachers will
continue to collect and analyze student progress data and make appropriate decisions and
provide differentiation within the classroom.
Teachers will review materials available for best implementation of expected behaviors
such as: students getting along with each other, accepting individual differences, and
learning strategies to be productive citizens in society.
All staff will be trained/retrained on emergency procedures including fire drills, tornado
drills and ALiCE procedures. Our professional development will focus on remaining
calm and in control in emergency situations.
(COL) If we continue to implement PBIS with common language and expectations then
students will be confident in their learning in every environment.
(COL) If we continue to praise students for making good choices, then, we will have
happy students who are confident and enjoy school.
(COL) If we continue to collect and analyze data, then student behaviors will guide our
instruction.
(VA) If we create and teach explicit lesson plans with common language and
expectations, then student engagement will improve and student achievement will go up.
(VA) If we continue to collect and analyze behavior data, then appropriate decisions can
be made to meet the needs of all of our students.
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Middle School
Positive Behavior Intervention and Supports (PBIS) will continue to develop. The PBIS
Leadership Team will set up lessons to be presented to the students. All staff will
regularly utilize Positive Behavior Intervention strategies to continually improve the
student-faculty relationships, in turn having a positive impact on the culture and
climate. CMS will look for bullying prevention materials and implement.
All staff will be trained/retrained on emergency procedures including fire drills, tornado
drills and lock-down drills. We will focus remaining calm and in control in
uncontrollable situations which may occur in our district, learned from the ALICE
training
(CMS) If we continue to effectively implement Positive Behavior Intervention and
Supports (PBIS) and begin to implement bullying prevention curriculum, then studentfaculty relationships will improve and school connectedness will improve.
(CMS) If we continue to be trained/retrained in emergency procedures, then student
safety will increase during emergency situations.
High School
Teachers will be provided instruction to implement college and career readiness
standards. We will emphasize college & career readiness and 21st century skills in
advisory.
We will continue to work on bullying prevention and positive behaviors during the
scheduled advisory meeting times.
All staff will be trained/retrained on emergency procedures including fire drills, tornado
drills and ALiCE drills.
If all staff build relationships and make connections with students, consistently reinforce
the common expectations, emphasize and give students the opportunity to apply 21st
century skills in advisory and in the classroom, and provide bullying prevention training
during advisory, the number of office referrals and consequences for attendance
infractions, inappropriate behaviors, and insubordination will decline in comparison to
the 2015-16 data.
If we analyze student data and plan supports for students during MtSS, provide
interventions in the general ed setting, intensive support through our At-Risk program
and Alternative Program, then the number of students who are failing will decline in
comparison to the 2015-16 data.
If we provide all staff with emergency procedure training and schedule quarterly drills to
practice the procedures then staff will be better prepared in the event of an actual
emergency.
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District Goal of Professional Development in Chariton
Engage every teacher in meaningful work that supports our district’s mission.
Organization for Professional Development
The following graphic outlines the elements of Professional Development in the Chariton
Community School District. Aligned to the Comprehensive School Improvement Plan, all
district and building professional development follows the Iowa Professional Development Model
in its planning, delivery and evaluation. Each element or structure in the outline is described in
more detail beginning on the next page.
Ultimate Outcome – Increased
student performance
District
Leadership
Team
Building
Leadership
Teams
Goal #1 = Sustainable, continuous
improvement for students and
teachers in the classroom
Goal #2 = Build leadership capacity
within the teaching staff
Data Teams
Leadership Teams
Characteristics of Effective Instruction
Productive Group Work
Cognitive Guided Instruction
Curriculum Mapping
MTSS
Common Summative Assessments
Formative Assessments
Differentiation
Standards Based Reporting
14
of Acti
Structures of Professional Development
The District’s Learning Team structure requires that teachers know and utilize the following
Iowa Teaching Standards:
Standard 7: Engages in Professional Growth
Standard 8: Fulfills professional responsibilities established by the school district
1. Leadership Capacity
Learning Teams/Grade Level Teams
Each teacher is part of a learning team. The collaborative time allows for common
planning of lessons, formative and summative assessments, curriculum alignment, and
MTSS for students in need. Groups meet and collaborate on a weekly basis.
Building Leadership Team (BLT)
Each Learning Team will have a BLT Facilitator that will meet at the building level on a
monthly basis throughout the school year. Their responsibility will be to form the
meeting agenda and facilitate the Learning Team meeting.
District Leadership Team (DLT)
The District Leadership Team is comprised of the building Instructional Coaches and the
administration. The DLT’s mission is to look at building and district data to plan and
provide ongoing professional development and training for the Data Team facilitators and
district staff. This team is critical to the district’s success; looking at progressive ideas
and discussing educational issues to make decisions impacting the district in a positive
way.
District Technology Team
The District Technology Team is comprised of building technology leaders,
administrators and the technology director. The teams mission is to explore technology
hardware, software and practices that will support the District’s goal for technology.
Peer Review
Learning Team members that are not being evaluated during the current school year will
participate in the district’s peer review process. This includes team members providing
feedback regarding an individual’s teaching practices. The district’s goal is to create and
sustain a system where teachers operate in a framework of continual improvement.
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2. Building Professional Development and Collaboration Schedule
District
Special Ed PD
w/ AEA
Columbus
Van Allen
Middle School
High School
8/11/2016 DATA TEAM DATA TEAM
DATA TEAM
LEADERS Leading
Collaborative
Teams
DATA TEAM
LEADERS Leading
Collaborative
Teams
DATA TEAM
LEADERS DATA TEAM
Leading
LEADERS - Leading Collaborative
Collaborative Teams Teams
8/12/2016 DATA TEAM DATA TEAM
DATA TEAM
LEADERS &
MENTOR
TRAINING
DATA TEAM
LEADERS &
MENTOR
TRAINING
DATA TEAM
DATA TEAM
LEADERS &
LEADERS &
MENTOR
MENTOR TRAINING TRAINING
AM - Paper
work & Ethics
Training PM Technology
(get computer)
and website,
IC, etc
training. Alice
training
AM - Paper
work & Ethics
Training PM Technology
(get computer)
and website,
IC, etc training.
Alice training
AM - Paper work &
Ethics Training PM Technology (get
computer) and
website, IC, etc
training. Alice training
AM - Paper work &
Ethics Training PM
- Technology (get
computer) and
website, IC, etc
training. Alice
training
Work in rooms &
building
Work in rooms &
building
K-12 SPED
meeting - One
per month
LEADERS Leading
Collaborative
Teams
LEADERS Leading
Collaborative
Teams
LEADERS & LEADERS &
MENTOR
MENTOR
TRAINING
TRAINING
August 15 AM - Paper
work &
- NEW
Ethics
Training PM
- Technology
(get
computer)
and website,
IC, etc
training.
Alice training
August 16 Work in
rooms &
- NEW
August 17
All Day
PD
building
Work in rooms Work in rooms
& building
& building
All day growth
mindset culture
climate technology
AM-Breakfast
and
Presentation
on
Fixed/Growth District Day Mindset PM- Growth Mindset District Day
District
Day...growth
mindset - culture
climate technology
Expert
Curricular AM
w/ AEA support
(Kate, Fran, &
Rosemary)/ELA
PM w/ Fran
(requested)
Staff meeting; data
95% group all Kate can come team; LAN school;
day-confirmed on this date
EL module
1/2 day faculty
meeting, FLEX plan
overview, Saturday
School
expectations, SBG
Calendar overiew &
implementation
plan review; 1/2
day emergency
procedures training
(ALiCE, fire,
tornado), discuss
scenarios and
scenario drills.
August 18
All Day
PD
16
Share info from
Fire Marshall and
measures we need
to take to be
compliant.
August 19
All Day
PD
95% Group all dayconfirmed
August 22
All Day
PD
Coaches
meeting other
meetings for
the district
Staff Meeting
AM/Team
Building w/
Instructional
Coach PM
PBIS; Instructional
coach time; MTSS;
Unit Design
1/2 day PBIS
Common
Expectations
review, determine
behavior data
points to focus on
based on 15-16
data, Lesson
Overview of PBIS
Lessons w/
feedback &
adjustments;
Advisory leadership
& expectations
overview, Advisory
Calendar & Lesson
Overview; 1:00 Voc
Rehab will talk with
faculty about
services (approx.
20 minutes), 1/2
day Teachers take
MAP Assessment,
discuss important
points to share with
students about
setting MAP Goals,
look through list of
students who are
non-proficient in
MAP & Iowa
Assessment and
cross-reference
with class rosters.
1/2 day Formative
Assessment minilesson,
expectations,
accountability...give
examples for
teachers to
reference,examples
AM- STAFF
of establishing
MEETING
PBIS
formative
PM-District
AM/Special
assessment
meetings for Meetings
routines in the
people who
PM(Coaches,
classroom, identify
coach. Others special ed, etc.)
common skills our
can work in
OPEN HOUSE Differentiation/special students need to
rooms
NIGHT
ed. SDI
improve in (i.e.,
17
reading for
information,
analyzing text,
written responses,
etc.), and set
SMART goal(s)
with your Learning
Team to improve
these skills and use
formative
assessments to
collect data to
measure progress
in this area as it
relates to your
content/course.
You will also use
formative
assessments in
your classes that
may not be related
to your team's
SMART goal. Plan
what your formative
assessments might
look like (general
plan), and plan to
bring data to
teaming throughout
the quarter.
Formative
Assessment data
will also be
referenced and
considered during
MtSS meetings
when discussing
student progress.
1/2 day work in
your room/prepare
for Back to School
Night
8/23/2016
Blood Born
Pathogens,
ELL
Modules/
Code of
Conduct/
Tobacco and
Drugs
4 point
decision
making rule.
Phase Lines
and
Instructional
Changes
Blood Born
Pathogens,
ELL Modules/
Code of
Conduct/
Tobacco and
Drugs
Blood Born
Pathogens,
ELL Modules/
Code of
Conduct/
Tobacco and
Drugs
Blood Born
Pathogens, ELL
Modules/ Code of
Conduct/ Tobacco
and Drugs
Blood Born
Pathogens, ELL
Modules/ Code of
Conduct/ Tobacco
and Drugs; Write
Individual SMART
Goals. Meet with
Mr. Hall during
scheduled time to
review goals and
turn in ICDP.
18
Grade-Level
Data Teams
Grade-Level Data
Teams
Grade-Level Data
Teams, Purpose:
review data team
framework, learn
how to share,
analyze, and use
data. Determine
what data is, what
to look at...model,
scripted practice,
provide example
data. Requested
AEA support in
April.
Kate HashBegin
Unpacking the
Standards.
Grade-Level
confirmed
Data Teams
Grade-Level Data
Teams
Data Teams: walkthru process of
data analysis
Grade-Level Data
Teams
Reading in the
Content Area w/
AEA Support
Requested
8/24/2016
Grade Level
Teaming
8/31/2016
9/7/2016
Grade-Level
Data Teams
9/14/2016
Kate HashBegin
Unpacking the
Standards.
confirmed
*Grade-Level
Data Teams w/
support from
AEA ELA Fran Grade-Level Data
(Requested)
Teams
SBG Progress
Checkpoint:
Discuss and define
with your learning
team the purpose
of grades in your
class. Why do we
grade? What are
the grades
intended to
measure, what are
we wanting to
communicate?
What results and
actions are
expected from
grades? Compile
your answers to
share with BLT &
Administrator.
Analyze rubric
examples and give
an opinion about
which rubric would
be better suited for
grading in your
classes. What
evidence could you
use to compile a
rubric score for the
standard? Discuss,
19
summarize, and
share summary
with the BLT and
admin. For next
SBG session on
10/19/16 repare to
share your
thoughts about the
information we
need to share with
parents &
community about
SBG, and methods
of distributing this
message to
stakeholders.
9/21/2016
Progress
Monitoring PD
and PD
opportunities
offered through
GPAEAwith
Lori Hugan
and Jill
SchwarteConfirmed
9/28/2016
Study Fast
Data. Then
grade level
teaming
Expert
Curricular
Teaming w/
AEA support
Fran, Kate,
Rosemary
(Requested)
Kate will talk to
you about this
date...she may
need to zoom 6-12 Articulation
Kate HashBegin
Unpacking the
Standards.
Grade-Level
confirmed
Data Teams
Grade-Level Data
Teams
Reading in the
Content Area w/
AEA Support
Requested
Grade-Level Data
Teams
Data TeamsData
Teams...look at
formative
assessment data
and answer the
questions: What is
the data saying
about student
performance? What
factors contributed
to the results? How
will you respond to
the data, do you
need to reteach
concepts and what
instructional
10/5/2016
Study MAP
Reading DataThen grade
Grade-Level
level teaming Data Teams
Data Teams...look
at formative
assessment data
and answer the
questions: What is
the data saying
about student
performance? What
factors contributed
to the results? How
will you respond to
the data, do you
need to reteach
concepts and what
instructional
changes will you
make?
20
changes will you
make?
10/12/2016
Grade Level
Teaming
*Grade-Level
Data Teams w/
support from
AEA ELA Fran Grade-Level Data
(Requested)
Teams
Expert
Curricular
Teaming w/
AEA support
Reintegration 95% group will Fran, Kate,
Plansbe here this
Rosemary
Confirmed Jill afternoon.
(Requested)-will invite Julie Conferences Kate Hash can
Thomas
are next week come this day Building level PD
SBG Progress
Checkpoint (tbd),
share updated
units, rubrics, and
assessments with
team and provide
feedback. Discuss
and outline
information we
need to share with
community
stakeholders
(School Board,
community, and
parents), and ideas
for distributing this
information.
Compile
information and
share with BLT and
administrator.
P/T
Conferences
P/T Conferences
Parent/Teacher
Conferences,
Student
Demonstrations,
SBG Information
Night
P/T Conferences
Parent/Teacher
Conferences,
Student
Demonstrations,
SBG Information
Night
Grade-Level Data
Teams
Data
Teams...analyze
data, answer
questions, and plan
instructional
changes.
10/19/2016
10/25/2016
P/T
Conferences
P/T
Conferences
10/26/2016
P/T
Conferences
P/T
Conferences
P/T
Conferences
11/2/2016
Grade Level
Teaming
Grade-Level
Data Teams
Grade Level
Teaming
*Grade-Level
Data Teams w/
support from
AEA ELA Fran Grade-Level Data
(Requested)
Teams
analyze data,
answer questions,
and plan
instructional
changes.
Fran
McVeigh--
Expert
Curricular
analyze data,
answer questions,
11/9/2016
11/16/2016
Data
Teams...analyze
data and answer
questions.
IEP
procedures
Building level PD
21
and Best
Practice
Fluency
Check point.
What is
working...what
is not
working.Requested
Teaming w/
AEA support
Fran, Kate,
Rosemary
(Requested)
Kate Hash
cannot come
this date
and plan
instructional
changes.
Grade-Level Data
Teams
Reading in the
Content Area w/
AEA Support
Requested
Grade-Level Data
Teams
SBG Progress
Checkpoint, share
updated units,
rubrics, and
assessments with
team and provide
feedback.
Grade Level
Teaming
*Grade-Level
Data Teams w/
support from
AEA ELA Fran Grade-Level Data
(Requested)
Teams
analyze data,
answer questions,
and plan
instructional
changes.
Grade Level
Teaming
Expert
Curricular
Teaming w/
AEA support
Fran, Kate,
Rosemary
(Requested)
Kate Hash can
come on this
date
6-12 Articulation
analyze data,
answer questions,
and plan
instructional
changes.
Grade-Level
Data Teams
Analyze MAP data,
MtSS data,
Behavior Referrals,
Meet with Mr. Hall
during scheduled
time to review
goals and complete
mid-year reflection.
11/30/2016
Grade Level
Teaming
Grade-Level
Data Teams
12/7/2016
Kate Hash requested on
Fact Fluency--Follow up
Grade-Level
April 6th
Data Teams
12/14/2016
12/21/2016
SDI AND
GOALS-Bring
Lesson Plans
and discuss
what this
means to you
and what you
are doing
1/4/2016
Grade Level
Teaming
Grade-Level Data
Teams
1/11/2016
January
16
Grade Level
Teaming
*Grade-Level
Data Teams w/
support from
AEA ELA Fran Grade-Level Data
(Requested)
Teams
AM-??PMPBIS TIER 1
interventions
and bullying
AM-??PM-PBIS
TIER 1
interventions
and bullying
SBG Progress
Checkpoint, share
updated units,
rubrics, and
assessments with
team and provide
feedback.
Formative
Assessment and
Standards
Alignment
22
materialsShelli materialsShelli
Blazic coming Blazic coming
PM 1-4
PM 1-4 w/
Columbus?
All Day
PD
1/18/2017
Follow up to
SDI---video
Grade Level
assignment??? Teaming
Expert
Curricular
Teaming w/
AEA support
Fran, Kate,
Rosemary
(Requested)
Kate Hash can
come on this
date
Building level PD
Grade-Level Data
Teams
Reading in the
Content Area w/
AEA Support
Requested
Grade-Level Data
Teams
SBG Progress
Checkpoint, share
updated units,
rubrics, and
assessments with
team and provide
feedback.
*Grade-Level
Data Teams w/
support from
AEA ELA Fran Grade-Level Data
(Requested)
Teams
analyze data,
answer questions,
and plan
instructional
changes.
P/T
Conferences
P/T Conferences
Parent/Teacher
Conferences,
Student
Demonstrations,
SBG Information
Night
P/T Conferences
Parent/Teacher
Conferences,
Student
Demonstrations,
SBG Information
Night
1/25/2017
95% group will Grade-Level
be here
Data Teams
2/1/2017
Study MAP
Math and
Reading Data
anf FAST
Grade-Level
Data
Data Teams
2/8/2017
Grade Level
Teaming
2/8/2016
P/T
Conferences
P/T
Conferences
2/9/2016
P/T
Conferences
P/T
Conferences
P/T
Conferences
ESY PD Jill
and Jamie
Fran
McVeigh-Fluency
Check point.
What is
working...what
is not
working.Requested
Expert
Curricular
Teaming w/
AEA support
Fran, Kate,
Rosemary
(Requested)
Kate Hash can
come on this
date
6-12 Articulation
2/15/2017
analyze data,
answer questions,
and plan
instructional
changes.
analyze data,
answer questions,
and plan
instructional
changes.
23
Grade-Level Data
Teams
Reading in the
Content Area w/
AEA Support
Requested
2/22/2017
Grade Level
Teaming
Grade-Level
Data Teams
PBIS-Tier 2
Discussion
about
interventions
Grade-Level
Data Teams
Grade-Level Data
Teams
SBG Progress
Checkpoint, share
updated units,
rubrics, and
assessments with
team and provide
feedback.
Grade Level
Teaming
*Grade-Level
Data Teams w/
support from
AEA ELA Fran Grade-Level Data
(Requested)
Teams
analyze data,
answer questions,
and plan
instructional
changes.
3/1/2017
3/8/2017
Expert
Curricular AM
w/ AEA support
(Katie, Fran, &
AM-Tier 2
Rosemary)
Targeted
Kate Hash can
Behavior
come on this
Intervention
date in the
PM-Formative morning /ELA Instructional
Assessment
PM w/ Fran
Practices/Behavior
Framework
(requested)
tiered system
March 10
All Day
PD
3/22/2017
Lori is
coming...what
do we need?
3/29/2017
Grade Level
Teaming
Expert
Curricular
Teaming w/
AEA support
Fran, Kate,
Rosemary
(Requested)
Kate Hash can
come on this
date
Building level PD
Kate Hashrequested
Number Talks
and FAct
Grade-Level
Fluency?
Data Teams
analyze data,
answer questions,
and plan
instructional
changes.
Grade-Level Data
Teams
Reading in the
Content Area w/
AEA Support
Requested
Grade Level
Teaming
Grade-Level
Data Teams
Grade-Level Data
Teams
SBG Progress
Checkpoint, share
updated units,
rubrics, and
assessments with
team and provide
feedback.
Grade Level
Teaming
*Grade-Level
Data Teams w/ Grade-Level Data
support from
Teams
analyze data,
answer questions,
and plan
4/5/2017
4/12/2017
TBD
24
4/19/2017
Grade Level
Teaming
AEA ELA Fran
(Requested)
instructional
changes.
Expert
Curricular
Teaming w/
AEA support
Fran, Kate,
Rosemary
(Requested)
Kate Hash can
come on this
date
6-12 Articulation
analyze data,
answer questions,
and plan
instructional
changes.
Grade-Level
Data Teams
Grade-Level Data
Teams
SBG Progress
Checkpoint, share
updated units,
rubrics, and
assessments with
team and provide
feedback.
Grade-Level Data
Teams
Reading in the
Content Area w/
AEA Support
Requested
4/26/2017
Grade Level
Teaming
5/3/2017
Grade Level
Teaming
Grade-Level
Data Teams
Grade Level
Teaming
*Grade-Level
Data Teams w/
support from
AEA ELA Fran Grade-Level Data
(Requested)
Teams
analyze data,
answer questions,
and plan
instructional
changes.
Grade Level
Teaming
Expert
Curricular
Teaming w/
AEA support
Fran, Kate,
Rosemary
(Requested)
Kate Hash can
come on this
date
Building level PD
SBG Progress
Checkpoint, share
updated units,
rubrics, and
assessments with
team and provide
feedback.
Analyzing and
Studying all
MAP and
FAST Data
Analyzing MAP,
Iowa
PBIS; MTSS;
Assessments, Systematic
and FAST Data interventions; ICDP
Analyze MAP data,
MtSS data,
Behavior Referrals.
Meet with Mr. Hall,
reflect on ICDP,
discuss goals for
17-18.
District Level
Technology
day requirement to
take 4 - 2 hour
courses
throughout the
year then this
District Level
Technology
day requirement to
take 4 - 2 hour
courses
throughout the
year then this
District Level
Technology day requirement to take
4 - 2 hour courses
throughout the year
then this day will
not be required.
5/10/2017
5/17/2017
May 25
All Day
PD
May 26
All Day
PD
District Level
Technology
day requirement
to take 4 - 2
hour courses
throughout
the year then
District Level
Technology day requirement to take 4
- 2 hour courses
throughout the year
then this day will not
be required.
25
this day will
not be
required.
day will not be day will not be
required.
required.
*Building PD will
consist of aligning
assessments and
reading across
curricular areas **
3. PLC Development
Collaboration is an integral part of the professional development at Chariton Community School
District. Recognizing the benefits of a Professional Learning Community to student achievement,
each grade level/department is part of a collaborative team. These teams will meet weekly to
focus on building and classroom data for improved instruction.
The four questions that will drive our Learning Teams are:
1.
2.
3.
4.
What do we expect them (students) to know?
How will we know when they have learned it?
How will we respond when they don’t learn?
How will we respond when they already know it?
Learning Teams will use the following processes to address these four questions:
 Multi-Tiered System of Supports MTSS)
 Creation of Pre-tests / Post-tests and use of data
 Creation and analysis of formative assessments (Assessment FOR learning)
 Creation and analysis of summative assessments (Assessment OF learning)
 Synchronization and analysis of curriculum, instruction and assessments
 Engaging students using technology and exceptional teaching strategies
Multicultural, Gender Fair
To meet the professional needs of all staff, staff development activities shall align with district
goals; shall be based on student and staff information; shall prepare all employees to work
effectively with diverse learners and to implement multicultural, gender fair approaches to the
educational program; and shall emphasize the research–based practices to achieve increased
student achievement, learning, and performance as stated in the comprehensive school
improvement plan.
Special Populations
26
To meet the professional needs of all staff, staff development activities shall align with district
goals; shall be based on student and staff information; shall prepare all employees to work
effectively with diverse learners; and shall emphasize the research–based practices to achieve
increased student achievement, learning, and performance as stated in the comprehensive school
improvement plan.
27