KESHEQUA CENTRAL SCHOOL
DISTRICT PROFESSIONAL DEVELOPMENT PLAN
Purpose: The purpose of the Keshequa Central School District’s professional
development plan is to improve the quality of teaching and learning by ensuring that
teachers participate in substantial professional development in order to remain current
with their profession and meet the learning needs of their students. The district’s plan
will incorporate goals for the special education and regular education teachers.
Definition of Professional Development: For this plan, professional development is
defined as the sum total of formal and informal learning experiences which enhance
professional career growth throughout one career, from pre-service teacher education to
retirement. Such activities may include individual development and continuing education
as well as curriculum writing, peer collaboration, study groups and peer coaching or
mentoring.
Professional Development Plan Update: 2006-2007
Long Term Goal #1: To provide the knowledge base and teaching strategies for
teachers to better understand and integrate the NYS Learning Standards and assessments
into the K-12 curriculum.
Long Term Goal #3: To provide teachers with the opportunities to develop skills with
technology and to integrate its use into the curriculum to enhance student learning.
Long Term Goal #5: To provide staff with the knowledge base and appropriate skills to
address student behaviors which interfere with academic achievement.
Long Term Goal #6 (new): By June, 2009, Keshequa Central School will have trained
100% of staff and be ready to fully implement the best practices associated with
Response to Intervention in grades K-12.
Annual Goal: By June, 2007, the Leadership Team will be in place, Student Assistance
Program will be retro-fitted to work with the Response to Intervention (RTI) principles,
and 100% of the staff will receive training in the practice and preliminary processes of
RTI.
Objectives
• Teachers will learn about Response to Intervention methods.
• Teachers will learn about research-based intervention strategies for classroom and
RTI.
• Student Assistance Program will be reviewed and retro-fitted to work with RTI
principles by a team of teachers who will provide leadership and direction to
professional development in 2006-07.
• Academic Intervention Teachers will learn about AISM Direct data system and use
it to update student performance.
• Special education teachers will learn about IEP Direct data system and use it to
manage their students’ records.
Professional Development Activities 2006-2007*
Date
Professional Development Activity
Participating Staff
September 1,
2006
SCD
IEP Direct Training
AISM Direct Training
Special Education
Teachers K-12
All AIS Teachers K-12
September 5,
2006
SCD
An Introduction to Response to Intervention
and its Correlation to Reading First—Jackie
Czamanske and KCS Staff
Curriculum Planning: Math 9-12
Create calendar for curriculum alignment
K-12 Teachers,
Teaching Assistants,
Aides
HS Math Dept. and
Carol McCarville
October 18,
2006
K-12 PD
afternoon
Overview of Learning and Brain Functioning
The Brain-Compatible Classroom: Carol
McCarville, KCS Staff Developer
Reading First Staff Development
Reading Academy training
4-12 Teachers,
K-12 Teaching
Assistants/Aides
K-3 Teachers
New K-3 staff
October 24,
2006
8:30-3:00
Surfing for Strategies: Jackie Czamanske
(Special Ed. Teacher Resource Center
Coordinator), Genesee Valley BOCES
Open to Middle School
Teachers/RTI team
December 6,
2006
K-5 PD
afternoon
Reading First Staff Development
Reading Academy training
Data-driven writing interventions: Six Traits
Plus
K-3 teachers and assts.
New K-3 staff
4-5 teachers and
assistants
January 26,
2007
SCD
English Language Arts Test Scoring
Differentiation in the MS/HS Classroom—
Carol McCarville, KCS Staff Developer
Reading First Staff Development
Reading Academy training
Crisis Intervention Training—Deb Baxter,
Home School Liaison
Grades 3-5 teachers
All 6-12 teachers
K-2 teachers and assts.
New K-2 teachers
K-12 assistants and
aides
March 23,
2007
SCD
Reading Strategies that Work (K-5)
Reading Strategies that Work (6-12)
Both presented by Carol McCarville, KCS
Staff Developer
Crisis Intervention Training—Deb Baxter,
Home School Liaison
K-5 teachers
6-12 teachers
K-12 assistants and
aides
April 25,
2007
K-12 PD
afternoon
Strategies Without Worksheets: Focus on Review
Strategies—Carol McCarville, KCS Staff Developer
Reading First Staff Development
Reading Academy Training
4-12 Teachers and
Assistants
K-3 teachers and
assts.
New K-3 teachers
May 16,
2007
K-5 PD
afternoon
Reading Academy Training
Reading First Staff Development
New K-3 teachers
K-3 teachers and
assts.
* as of September 1, 2006
8/20/2008
KESHEQUA CENTRAL SCHOOL
DISTRICT PROFESSIONAL DEVELOPMENT PLAN
Purpose:
The purpose of the Keshequa Central School District
’s professional development plan is to improve the
quality of teaching
and learning by ensuring that teachers participate
in substantial professional development in order to
remain current with their
profession and meet the learning needs of their stu
dents. The district’s plan will incorporate goals
for the special education and
regular education teachers.
Definition of Professional Development:
For this plan, professional development is defined
as the sum total of formal and informal
learning experiences which enhance professional car
eer growth throughout one career, from pre-service
teacher education to
retirement. Such activities may include individual
development and continuing education as well as cu
rriculum writing, peer
collaboration, study groups and peer coaching or me
ntoring.
Professional Development Plan Update: 2006-2007
Long Term Goal #1:
To provide the knowledge base and teaching strate
gies for teachers to better understand and integrat
e the NYS
Learning Standards and assessments into the K-12 cu
rriculum.
Long Term Goal #3:
To provide teachers with the opportunities to dev
elop skills with technology and to integrate its us
e into the
curriculum to enhance student learning.
Long Term Goal #5:
To provide staff with the knowledge base and appr
opriate skills to address student behaviors which i
nterfere
with academic achievement.
New Long Term Goal:
By June, 2009, Keshequa Central School will have
trained 100% of staff and be ready to fully impleme
nt the
best practices associated with Response to Interven
tion in grades K-12.
Annual Goal:
By June, 2007, the Leadership Team will be in plac
e, Student Assistance Program will be retro-fitted
to work with the
RTI principles, and 100% of the staff will receive
training in the practice and preliminary processes
of RTI as evidenced by scores on
the RTI survey.
8/20/2008
Objectives:
•
Teachers will learn about Response to Intervention
techniques and strategies.
•
Teachers will practice interventions and strategies
in a collegial environment.
•
Teachers will evaluate effectiveness of interventio
ns and strategies in a collegial environment.
Strategies
Activities
Who
Timeframe
Performance Measures/Data
Source
Learn about RTI,
strategies, and
techniques
Attend district trainings:
•
RTI Overview
•
Brain-Compatible Classrooms
•
Differentiation of Instruction
•
Reading Strategies
•
Classroom Strategies
Other Options:
Attend other trainings that focus on
classroom strategies for learning,
interventions, etc.
Do web-research on interventions for RTI
Book talks with colleagues
APPR projects focusing on strategic
interventions
Teachers
Assistants
Guidance
Administrators
2006-07
Attendance at trainings
Attendance and sharing of
information with colleagues
Completion of APPR project
Practice with
strategies in the
classroom
Teacher Study Groups
•
select one student for focus
•
analyze student’s learning problem
•
practice strategic intervention with
support of team members
•
evaluate effectiveness of
strategy/intervention
Teachers
Assistants
Guidance
Administrators
November, 2006- April,
2007
(after school or on
professional development
days)
Student Work Samples
Student scores
Anecdotal observations
Reflections on performance
Rubric measures
8/20/2008
Objectives:
•
Staff will form Response to Intervention Leadership
Team
•
Student Assistance Program will be reviewed and ret
ro-fitted to work with RTI principles
Strategies
Activities
Who
Timeframe
Performance
Measures/Data Source
Leadership Team meets monthly to
review and retro-fit current Student
Assistance Program
•
Examine current practice
•
Identify needs
•
Make changes within Student
Assistance Program to meet needs
Leadership Team
composed of
interested
Teachers
Assistants
Guidance
Administrators
2006-07
Attendance at meetings
Identification of strategies and
interventions to support colleagues as
they practice within their classrooms
•
Training on where most learning
breakdowns occur
•
Research on possible interventions
•
Sharing those with colleagues
Leadership Team
composed of
interested
Teachers
Assistants
Guidance
Administrators
2006-07
Attendance at trainings
and in teacher study
groups as support
8/20/2008
Objectives:
•
Academic Intervention Teachers will learn about AIS
M Direct data system and use it to update student p
erformance.
•
Special education teachers will learn about IEP Dir
ect data system and use it to manage their students
’ records.
Strategies
Activities
Who
Timeframe
Performance
Measures/Data Source
Learn about both data systems
AISM Direct and IEP D
irect training
AIS teachers
Special Education
teachers
Secretaries
Administrators
September,
2006
Attendance at trainings
Use AISM Direct
Manage data entry; initial export
of data
Create student accounts
Demographics
Enter AIS program information
Quarterly updates of student progress;
pull down data
Report and letter printing and
distribution
MS/HS Secretary
Director of Curr.
and Inst.
AIS teachers
MS/HS Secretary
2006-07
Accurate data records
Quarterly reports sent
home with report cards
AIS information letters
sent in a timely fashion
Use IEP Direct