tawer Gi rove Heights ommuiuty SChools it er District Professional Development Plan 2014-2015 July 2014Inver Grove Heights Community Schools District Professional Development Plan 2014-2015 : Inver Grove Heights Community Schools, # 199 District Superintendent: Dave Bemhardson Director of Curriculum and Instruction: Penny Kaszas Address; 2990 80" Street East Inver Grove Heights, MN 55076 penny.kaszas@isdl 99.org Distri Email: Phone; 651-306-7806 | Inver Grove Heights Community Schools | Vision and Mission Vision ‘The vision of lnver Grove Heights Community Schools is to create learning environments that provide for high student achievement so all leamers are academically and socially prepared for life-long learning, Mission ‘The mission of the Inver Grove Heights Community Schools is to provide a challenging, education through which all learners achieve success in a diverse society. This will be accomplished through: safe and caring environments; + astrong and stimulating curriculum; + high academic standards; + respect, honesty and accountability in al relationships; effective and innovative teaching; ‘open communication and partnerships with families and community; and facilities that support and enhance learning. Department of Curriculum and Instruction Vision Every educator engages in effective professional learing every day 10 every student achieves Disrit Professional Development Plan 2016-2015 Page 1Inver Grove Heights Community Schools Belief Statements { eee + We believe our schools exist to educate children, in cooperation with families, to become responsible productive citizens and life-long learners. + We believe all learners should have the opportunity to reach their maximum potential in a safe, caring, and respectful environment where fun is a part of learning. * We believe a challenging comprehensive curriculum that emphasizes basic skills will ensure the highest quality education for every child. = We believe positive open communication and a trusting partnership of families, community and schools are keys to building and maintaining a strong learning Inver Grove Heights is proud to have a school system that is competitive in academ test scores and known for being student-focused. The goal of the Inver Grove Heights Community Schools is to meet the needs and desires of both students end parents. The istrict includes three elementary schools, a middle school and a high school. A full-day kindergarten program is offered at all three elementary schools. Atheaeum, a magnet program for highly gifted students, opened in 2002. The program serves students in ‘grades two through five and is followed by honors and advanced courses in middle school and high school. The district Community Education program mets family needs for life-long learning, offering a variety of programs for learners of all ages. ‘The diversity of the learning community continues to ‘grow rapidly. In 2013-2014, approximately 61% of the student population in Inver Grove Heights identified themselves as Caucasian. The change in ethnic and cultural diversity has been sudden. The istrict lacks racial diversity among staff, and in tum, staff lacks the opportunity to collaborate with racially and culturally diverse groups of colleagues. Disrct Profesional Developmen Plan 2014-201 Page?‘The District is actively involved in the East Metro Integration District's programming to improve cultural ‘awareness and aggressively close the achievement gap. The District begun work with the University of Chicago to assess the essential elements associated with improved school cufture and student achievement, effective leaders, collaborative teachers, involved families, supportive environment and ambitious instruction, Survey results will be used to identify each school’s strength and areas for improvement. All staff will complete the survey again during the 2014-2015 school year. In addition, the District is working in collaboration with Dr. Yvette Jackson, the Chief Executive Officer of the National Urban Alliance for Effective Education (NUA), to develop instructional practices that integrate language, cognition, and culture to improve student learning and achievement as well as working with the Pacific Education Group (PEG) to improve staff understanding of issues surrounding equity and race. ‘The district and individual buildings have a coherent sot of goals focusing on seven key focus areas: Professional Learning Communities, Multi-Tiered Systems of Support, Equity, Instructional and Leadership Improvement Systems, Digital Teaching and -Leaming, Literacy, and College and Career Readiness. Using a variety of professional development opportunities, staff will be afforded opportunities to improve their professional skills in these areas and imbed their skills into their professional practice ‘with students, District Profesional Developmen Plan201420!8 Page 3In planning for staff development, the District considers both Minnesota Statute 122.60; Staff Development Plan, Minnesota Statute 120B.11 School District Process. ‘for Reviewing Curriculum, Instruction, and Student Achievement; Striving for the World's Best Workforce, and Learning Forward’s Standards for Professional Learning. Key legislative components include: (1) clearly defined district and schoo) site goals and benchmarks for instruction cand student achievement for all student demographic groups; (2) a process for assessing and evaluating each student's progress toward meeting state and local academic standards and identifying the strengths and weaknesses of instruction in pursuit of student and school success and curriculum affecting students! ‘progress and growth toward career and college readiness and leading to the world's best workforce; (3) a system to periodically review and evaluate the effectiveness of all instruction and curriculum, taking into account strategies and best practices, student outcomes, school principal evaluations, and teacher evaluations; (4) strategies for improving instruction, curriculum, and student achievement; (5) education effectiveness practices that integrate high-quality instruction, rigorous curriculum, technology, and a collaborative professional culture that develops ‘and supports teacher quality, performance, and effectiveness; and (©) an annual budget for continuing to implement the district plan. Key Learning Forward Standards for Professional Learning include: (1) Professional learning within communities with a focus on continuous improvement, promotes collective responsibility, and supports alignment of individual, ‘team, schoo, and system goals with a focus on data and evidence. (2) continual development of leadership and learning capacity throughout the system (preK — 12) with a focus on norms of high expectations, constructive conversations about the alignment of student and educator performance, and an understanding of the link between student achievement and educator professional learning; 3) an allocation of resources to implement the plan including staff (including staff collaberation time and b-embedded leaning time), materials, technology, all within a realistic availability of such resources in the District's budget; (4) use ofa variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional le DisretPrfesional Develpman Pn(5) careful selection of learning designs with common festures such as active ‘engagement, modeling, reflection, meta-cognition, application, feedback, ongoing support and formative and summative assessment, that support change in knowledge, skills dispositions, or practice; (6) inorder to bridge the knowing-doing gap, sustained support for three to five years in the form of ongoing workshops, coaching, reflection, review of results, both individually and in collaborative teams; (7) and an alignment between outcomes for educator performance standards and student curriculum standards, ‘The Inver Grove Heights Community Schools’ District Professional Development. Plan was developed by members of the Inver Grove Heights Learning Community. The plan is based on Minnesota statute and focuses on effective practice and overall outcomes, ‘The plan includes seven focus areas aligned with district priorities established by ‘the school board, identified staff development needs based on input from the District Staff Development Advisory Committes, and strategies to provide job-embedded staff development to meet those needs thereby improving student ouicomes. Improvement This cyte works two ways educator are notachievng the tus thy 3 want. they determine whos changes n practice are needed and than what meaner ‘owedge, il, nd lpestons re needed to make the Gesied changes ‘paciee ‘Thay then conde how t apply the sandr otha hey can eegoge ln *heleaning needecto strengthen ther pace Relationship between professional learning and student resuks 1 When proesona ein is standarcbased has rete potent! to change at edxatakrow ae ae 12 | daandbeter | 2 wrenescars nie a rd oats oe yas | | broader reper efecve svtegiesto ust adopter proceso A a | | meetpetormance soecatens and student eaing neds atin ER, | | whenesucstorprecce mprovesstudenshaveagrene iaihoodc! galt Maire acheing rests ‘crane “A When student esis improve the repeat fo cenfn uous | | | “Professional learning embedded into educators’ workdays increases the ‘opportunity forall educators to receive individual, team, or school-based support within the work setting to promote continuous improvement. Dedicated job-embedded learning. time elevates the importance of continuous, career long leaming as a professional responsibility of all educators and aligns the focus of their learning to the identified needs of students they serve.” — Learning Forward (formerly the National Staff Development Council) Standards for Professional Learning Diaries Profesional Development Vian 2014-2018 Pays 52014-2015 Staff Development Goals The overall goal of Inver Grove Heights Community School professional development Plan is to be aligned with the World's Best Workforce plan requirements that all ‘education effectiveness practices integrate high-quality instruction, rigorous curriculum, technology, and a collaborative professional culture that develops and ‘supports teacher quality. Inver Grove Heights Community Schools will evaluate 100% of district and building staff development opportunites, reflect on evaluations, and develop and implement change based on staff feedback. 100% of staff development in Inver Grove Heights Community Schools will be aligned with the description of “ Job-Embedded Professional Development” published by the ‘Minnesota Department of Education. Inver Grove Heights Community Schools will review student achievement data from summative and district-wide benchmark assessments to ensure that district-wide staff development is meeting the needs of our students, 2014-2015 Committee Members tte deren Stoney net end Egy Coch Sreanaron Sy Pain Pern ray tt Ces fonts ieecrumie ny Ge! ee ‘ance, Siney iin tac ‘iene Be ny Gesaos Direc oS Serves Sate rors Nay eros Peng tony Kosa Dies ef Carel nd tn Uta Ext Leaning Moons Conte Engi Pie Bod vie ier rors ty etry Pent iterate Dia Spc aon Genoa Ramus Eoneriny Renny Conch fla slat Decor Spc scan tin Sicet Siam Sy Ses Pin eos its Taser erty Mah Cush Tey Diese Tee vii Poi Som is eens asriet Profesional Developmant Pa Poxe 6Focus Area 1: Professional Learning Communities 1 ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. Professional learning communities operate under the assumption that the key to improved learning for students is continuous job-embedded learning for educators.” Learning by Doing, Second Edition (Rick DuFow) Goals for Professional Learning Community 1, All teachers, and Instructional paraprofessionals when appropriate, will participate in Professional Learning Communities (PLC) with a focus on student learning. 2. Building leadership teams will have an improved understanding of the data process for successful collaborative teams. 3, Staff will have the opportunity to unpack standards, identify student learning targets, and create common formative assessments. 4, Professional Learning Community activities will include activities ‘generated by teachers during the development of Individual Growth and Development Plans. Aligned with District Priorities: 1, Focused on learning, commitment to continuous improvement, and a focus on results, 2. Defined focus on teacher effectiveness to improve student achievement. 3. Educators committed to working together in order to achieve better results for the students they serve. 4, Core mission of a formal education is not to ensure that students are taught ‘but to ensure that students learn, 5, Ensure that all students graduate and are college and career ready. Strategies: ‘Cohort 3 will attend the Solution Tree PLC Summer Institute. Dedicated collaborative team meeting time in each building Differentiate collaborative team structure for elementary specialists Incorporate and include special education and other support staff. Develop district-wide professional learning community training based on Research for Better Teaching professional development workshop, “Unleashing the Power of Collaborative Inquiry.” 6. Designate professional development throughout the year for unpacking standards, identifying learning targets, and creating common formative assessments. Disirct Poflona] Developmen Plan 2015-2018 Bago?Multi-Tiered Systems of Support represent a system in which increasingly intense interventions are directed at correspondingly smaller population segments so that & continuum of suaports are available to students based on need (Mellard & Johnson, 2008), Multi-Tiered Systems of Support that Accelerate the Learning of All Students hhas been identified as one of the eight common principles of effective practice that the Minnesota Department of Education recognizes as an integral component of a systemic framework needed to support and sustain educational innovations, -U.S. Department of Education Office of Special Education Programs Center on Positive Behavioral Interventions & Support (OSEP) Goals for Multi-Tiered Systems of Support 1. Professional development focus in literacy for 80% proficiency in core instruction to allow for 10 — 15% of students in Tier I. 2. Building PBIS teams will meet twice to review building behavior data and provide an update for all staff in building including a strategy review. 3. PRESS literacy intervention protocols and interventions will be implemented in grades K — 4. A sustainable plan for SIOP training will be developed and implemented {n the 2015 — 2016 school year, 5. Behavioral referrals will decrease for buildings receiving Responsive Classroom training, Aligned with District Priorities: 1, Develop common expectations for student behavior and common response sets for inappropriate behaviors across all elementary schools. 2, Defined goals and benchmarks for instruction and student achievement with targeted interventions and support and remove the need for remedial instruction. 3. Close the academic achievement gap among racial, ethnic, and economic categories of students, Strategies: 1. Professional development focused on 80% proficiency in core instruction. Building PBIS team review of behavior interventions. Dedicated elementary math and reading intervention time with support from U of MN PRESS program for easing intervention. Dedicated middle and high school intervention time. Responsive Classroom training for Salem Hills staf” Coaching for staff who are co-teaching classes. iui Profesional Development Plan 70142015 Page 8Inver Grove Heights Community Schools is committed to closing the academi achievement gap among racial, ethnic, and economic categories of students. In collaboration with EMID, NUA, and PEG, the District will establish a program to promote diversity, racial and economic integration, and increase student achievement. Ultimately these partnerships will “substantiate an irrefutable belief in the capacity of all public schoo! children to achieve the highest intellectual performances demanded by our ever-changing global community.” -NUA Goals for Equity: 1. District-wide assessment data will show that the gap between student ‘groups is decreasing at a rate which will decrease the gap by 50% by 2017. 2. Alll district teaching staff will participate in Beyond Diversity training with ‘ongoing opportunities to discuss issues around race. 3. A district equity team will be formed and all staff on the team will attend the National Urban Alliance Summer Academy. 4. The district leadership team will continue in year two with the ‘National Urban Alliance leadership development course of study. 5. Staff participating in APP will have the opportunity to share what they ‘have learned from parents through the Academy with all staff Aligned with District Priorities: 1. Eliminate barriers that decrease or deplete opportunities for students to participate in the highest academic programs. 2, Develop a comprehensive system that is based on an equity framework. 3. Close the academic achievement gap among racial, ethnic, and economic categories of students. 4, Ensure that all students graduate and are college and carcer ready. Strategies: 1. All certified teaching staff and administrators attend Beyond Diversity. 2, Pre-K, Kindergarten, Grade 1, and Grade 6, APP program for teachers/pareats, 3. Forty teachers and building administrators participate in NUA coaching year 2 (Cohort 1), -4, Establish District Equity Team including teachers from each building; Equity Team members attend NUA Summer Academy. District leadership attend NUA Leadership Seminars. 6. Cohort 2 teachers attend EMID sponsored NUA workshops, Dist Professional Development Plan 2014-2013 Page oFocus Area Improvement Systems ‘To improve student leaming and success, a schoo! board and an exclusive representative of the teachers in the district may develop a teacher evaluation and ‘peer review process for probationary and continuing contract teachers through joint ‘agreement. The process must include having trained observers serve as peer coaches cr having teachers participate in professional learning comununities. MN Statute 1224.40 Goals for Instructional and Leadership Improvement Systems 1, All teaching staff will receive training on Individual Growth and Development Plans. 2. Al staff will have an improved understanding of elements within the Observation teacher evaluation system. 3. District coaches will have an improved understanding of cognitive coaching and will implement coaching strategies with all first and second ‘year elementary teachers, Aligned with District Priorities: 1, Increase the integrity and consistency of definitions, observations and feedback to instructional staff by supervisors 2, Improve the specificity of feedback by providing explicit observation data and applicable examples of higher order instruction 3. Utilize a system to periodically review and evaluate the effectiveness of instruction and curriculum, 4. Utilize education effectiveness practices that integrate instruction, curriculum, technology, teacher quality, performance, and effectiveness, Strategies: 1. Training for all new teaching staff and principals in the iObservation system 2. Development of IGH Teacher Development and Evaluation Plan including an Individual Growth and Development Plan. Create customized forms within the Observation system. 4, Provide staff development and collaborative team meeting time for teachers to complete Individual Growth and Development Plans, 5. District coaches attend Cognitive Coaching seminars. ‘Durler Prejssonal Development Plan 2014-2015 Page 10,Focus Area 5: Digital Teaching and Learning ! “National and local research shows that working with digital resources allows for casily shared resources, allows more opportunities for differentiation, increases student engagement, and creates leaming opportunities that extend beyond the classroom walls and outside of the school day and improves student achievement.” Lynn Tenney, ISD 199 Digital Conversion Plan Goals for Digital Teaching and Learning 1. The number of staff participating in technology related professional development will increase from 75 in 2014 to 125 in 2015. 2. Staff will have the opportunity to share digital teaching and learning, strategies during staff development days. 3. Staff teaching grades 6 — 10 will have Naviance training. 4, Teachers participating in grade level iPad pilot programs will have additional training and support. Aligned with District Priorities: 1. The vision of technology use in District 199 is to integrate effective and efficient administrative and instructional applications of technology into the educational program and the districts operations. These applications are intended to promote and enhance the communication and collaboration necessary for meaningful lifelong learning, Utilize education effectiveness practices that integrate instruction, curriculum, technology, teacher quality, performance, and effectiveness. 3. Create a personalized learning system that provides opportunities to maximize the potential of all students based on their needs, abilities, and preferences. 44, Ensure that all students graduate and are college and career ready. 2. Strategies J. Staff attend TIES training as well as select TIES courses individually ‘throughout the year. 2. Grade level pilot programs and action research — Grade 5 Pine Bend, IGHMS Social Studies. 3. Grades 6 ~ 10 Naviance implementation 4, Elementary media specialists implement digital teaching and learning. units for all students, Dest Professional Development Plan 2014-2018 Page 11“Literacy is the comerstone of all learning. In each subject area, the ability to read and produce written material is of the highest importance, Supporting the development of capable readers at every level is our goal as educators, parents, and sa community. In order to ensure that all students are reading well by the end of third grade, curriculum, instruction, and assessment need to be aligned with current ‘research-based practices.” Minnesota Department of Education, Minnesota Blueprint for Literacy Goals for Literacy: 1, The District Literacy Plan will be shared with staff, 2. All staff will participate in ongoing professional development related to MN ELA standards, 3, Walkthrough data will be shared with staff and formative data collected will ‘be linked to ongoing professional development. 4, IGHMS will participate in literacy coaching and consultation as determined by the schoo! literacy team. Aligned with District Priorities: 1, Develop a written comprehensive literacy plan that clarifies the literacy ‘goals in the district consistent with MN State Statute 122.06, subdivision 4. 2. Develop and implement grade-level benchmarks to ensure consistency in ‘covering the standards and pacing instruction. 3. Achieve third grade literacy for all students. 4, Ensure that all students graduate and are college and career ready. Strategies: 1. Outline literacy efforts in the District Literacy Plan. 2, Provide professional development and structure for elementary literacy Intervention . Utilize the Early Learsing coach for improved EL instruction in preschools. 4. Utilize the Elementary Reading Coach for one-on-one coaching, collaborative team coaching, and district-wide professional development. Continue secondary ELA staff development. 6. IGHMS literacy consultation and coaching, Diaries Professional Development Plan20/4-2015 Page 12Focus Area 7: College and Career Readiness ‘Today's world demands that students pursue formal training after high school in order to secure career-track jobs that pay a living wage and offer opportunity for promotion. It is imperative that all students graduate with college and career readiness in five areas: academic readiness, admissions readiness, career readiness, financial readiness, and personal and social readiness. —Ramp-Up to Readiness Goals for College and Career Readiness: 1, The district graduation rate will continue to increase forall student groups. 2. Middle schoo! staff will have professional development and support from the University of Minnesota’s Ramp up to Readiness program. 3. After participating in AVID Summer Institute and Path training, AVID site: teams will share strategies with all secondary staff. 4, Parents participating in APP will have an improved understanding of strategies for ensuring student suocess and college end career readiness. Aligned with District Priorities: 1. Ensure that all students graduate and are college and career ready. 2. Create a personalized learning system that provides opportunities to ‘maximize the potential of all students based on their needs, abilities, and ‘preferences in AVID elective and other areas, 3. Establish college and career readiness outcomes that are incorporated into student personalized learning plans, Strategies: 1, Ramp Upto Readiness staff development based on district established College and Career Readiness benchmarks for Grades 6~ 10. 2. Secondary staff will have additional Naviance training as needed, 3. Secondary teachers will attend AVID Path training. 4, AVID Site Teams deliver WICOR strategy training to all secondary staff, 5. APP parent/teacher workshops for students in grades Pre-K through grade 1 and grade 6, Dicrlet Professional Development Ma 2014-2013 Page 13Glossary of Actonyms and Terms SE Survey: ACT? American Coleoe Test ‘AP: Advanced Placement APP: Academy of Powerful Parents AVID: Advancement Via Individual Determination AYID Path: AVID training for teachers to deepen knowledge of stratecies Blooms’s Taxonomy: Thinking skills organized from basic to complex CGR: Collece and Career Readiness, CFA: Assessments for leamina Cognitive Coaching: Reseatch-based coaching model Collaborative Inquiry: Bridge between data and results. District Literacy Plan: Distict’s quide to ensure all students are readina well by the end EL: English Learner Leet eae Targets: Vital sues now andes 7 Mss" Mul-Torad Sistem ofS ‘Multi-Tiered ae ‘of Supports pl Pea: pacts Educational Group PLC: Professional Learning Community PRESS: Pati to Reading Excellence in School Sites