Individual Professional Development Plan s2

Individual Professional Development Plan

Teacher Name Courtney K. Clausen Building Date

Pearson Ed. & in-district trained SIOP Participant MHS 11/23/2010

Name of Evaluator Deb Holsapple

Date plan was developed 11-23-10 Date of last performance review Currently being Reviewed 2010-11

Teacher’s Signature ______Date of Approval ______

Evaluator’s Signature ______Date of Approval ______

Goal(s) for Professional Growth (written in a manner that allows for progress to be noted)

“Higher implementation” of the SIOP® (Sheltered Instruction Observation Protocol) Model - an instrument for effective lesson planning and delivery of content knowledge and academic English language to promote growth in English learners’ academic achievement and English proficiency - as measured by:

KASAB Matrix – Impact for Teachers/Change  Full accountability for to at least 50% of the descriptors

Implementation:  Growth of two scale rating descriptors will be made for a minimum of 80% of the features (15/18) of the SIOP® Components of Comprehensible Input, Lesson Preparation, Building Background, and Review and Assessment.  On a minimum of 80% of the SIOP® Coaches visits, Content and Lesson Objectives will be marked as “posted” on the SIOP modeling/coaching template.  100% of the SIOP® modeling/coaching templates for the components of Comprehensible Input, Lesson Preparation, Building Background, and Review and Assessment will be completed.

Student Achievement:  80% of students will make expected annual growth or more than expected annual growth as measured by either: ITBS or MAP or other subject area assessment.

Name of other teachers collaborating on the same goal:

5/4/2018 R. Inks Rationale for the Plan

How is the goal related to: a) your individual needs?  Organization and focus in the classroom  Goals/Objectives that challenge all students where they are in their learning and taking each student to the next level of learning; providing students with an instructional environment where differentiated instruction is a key component  Providing curriculum and instruction that aligns with department goals, school/district curriculum, and the Iowa Core

b) your building goals? Be specific to your building staff development plan and goals.  Improving students access to differentiated instruction with an emphasis in reading development in the content area  Providing students the needed 21st century skills necessary for success post-graduation  Alignment of curriculum/content to the skills as outlines in the Iowa Core Curriculum in the Social and Behavioral Sciences

 c) the Iowa Teaching Standards/Criterion? 1--b & c 3--a & d 4--a, b, c, & d 7--b, c, & d 8—a & c

This goal is in alignment with all Iowa Teaching Standards

Check the Iowa Teaching Standards that are addressed in this plan: X 1. Enhance Student Achievement X 5. Monitoring Student Learning X 2. Content Knowledge X 6. Classroom Management X 3. Planning and Preparation X 7. Professional Growth X 4. Instructional Strategies X 8. Professional Responsibilities Rationale (continued)

What data do you have to indicate this goal is needed to increase student learning in your class/area? Include current student data; indicate the source of the data and the time period the data reflect. Interpret the data as it relates to your goal.

DISTRICT DATA Spring of 2009 I-ELDA (Iowa-English Language Development Assessment) scores indicated that 113 ELLs in grades 3-11 scored at a composite proficiency level of 6. Those results indicate the ELLs are demonstrating proficiency in the language domains of speaking, reading, writing, and listening. Nonetheless, MCSD is failing to demonstrate Annual Yearly Progress with its ELL subgroup.

5/4/2018 R. Inks Annual Yearly Progress for ELLs (2008-2009 ITBS DATA) grade Percentage of ELLs that Percentage of ELLs that made AYP in Math made AYP in Reading 3 35.2 36.3 4 42.0 50.6 5 32.0 38.7 6 37.1 19.1 7 41.8 22.8 8 31.4 23.5 9 25.4 15.9 10 24.0 22.0 11 34.6 32.7

In April of 2009, Kevin Fangman, Department of Education, stated “evidence shows that student at a composite level 6 on the I-ELDA have a 95% success rate on the ITBS [ITED].” MCSD does not have that same positive correlation with its ELLs. Of the 113 ELLs (grades 3-11) who scored proficient in English, as measured by I-ELDA, only half (57) demonstrated that same proficiency on ITBS/ITED – in all areas of reading, math and science. This would indicate that ELLs have the language abilities in place but do not comprehend the content/ academic language. Furthermore, the correlation between demonstrating English language proficiency and proficiency on ITBS continues to decrease over the grade bands: grades 3-4 = 85%, grades 5-6 = 59%, grades 7-8 = 36%, 9-11 = 33%.

How will you know you are successful? List the data that will be used to document progress toward the accomplishment of the goal(s). (Consider student knowledge, attitudes, skills, aspirations and behavior.) KASAB Matrix – Impact for Teachers/Change  Full accountability for to at least 50% of the descriptors

Implementation:  Growth of two scale rating descriptors will be made for a minimum of 80% of the features (15/18) of the SIOP® Components of Comprehensible Input, Lesson Preparation, Building Background, and Review and Assessment.  On a minimum of 80% of the SIOP® Coaches visits, Content and Lesson Objectives will be marked as “posted” on the SIOP modeling/coaching template.  100% of the SIOP® modeling/coaching templates for the components of Comprehensible Input, Lesson Preparation, Building Background, and Review and Assessment will be completed.

Student Achievement:  80% of students will make expected annual growth or more than expected annual growth as measured by either: ITBS or MAP or other subject area assessment.

5/4/2018 R. Inks Action Plan

Describe the action you plan to take in order to accomplish this goal. (This may be an attachment to this document)

 Participate in SIOP I training as delivered by Pearson Ed.  Involve myself with in-district study sessions to focus on four of the SIOP Model’s components (2, 1, 3 & 8) and its features - sessions delivered by in-district SIOP Coaches – bi-monthly ½ day sessions/ once per month early release.  Post and “play with” Content and Language objectives.

 Monitor self implementation of the SIOP model through: o Beginning-of-year and End- of-year measurements on Self-Rating Scale SIOP Protocol to gauge implementation of SIOP Model’s 8 components/30 features. o Initial, Mid-point and Ending measurement on Self-Rating Scale SIOP Protocol to gauge implementation of four of the SIOP Model’s components (2, 1, 3 & 8) and its features.

 Engage in deeper implementation of four of the SIOP Model’s components (2, 1, 3 & 8) and its features with an in-district SIOP Coach to participate in bimonthly: o Modeling cycles involving preconference, modeling (by SIOP Coach), and reflective conference. o Coaching cycles involving preconference, observation, and reflective conference.

Describe the professional development training and learning opportunities needed in order to accomplish the established goal(s). Ex. time, access to training, peer coaching opportunities, etc. (should we ask for them to indicate the expectation of TQ money for their plan?)

 SIOP I training as delivered by Pearson Ed.  Text: Making Content Comprehensible for Elementary/Secondary English Learners Evidence of Impact/Progress (end of year)

What is the summative evidence of completion of the goal(s) or documentation of progress toward the goal(s)? Consider: 1. How did the goal impact student learning?  Improving students access to differentiated instruction with an emphasis in reading development in the content area

5/4/2018 R. Inks o By doing my utmost to include learning strategies from the SIOP training I received, I made the following changes to my instruction in order to make content curriculum accessible to all students in my two 9th Grade/American History I classes. Posting daily Content and Language Objectives on the board, reading the objectives to the students, having the students write it in their notebooks, and then having the students repeat the objectives as a class. By doing this, students were able to become engaged at the beginning of class by writing, listening, and speaking. When creating handouts, I began to type and write all important vocabulary in ALL CAPS. This strategy allowed the students to quickly access VOCABULARY WORDS in daily notes and then find them in book-summary sheets or in their textbooks because they knew the words would be emphasized in some manner. Another strategy I applied to my classroom teaching was to have the students actively scan readings and/or highlight, underline, and identify information that was important to the content and/or assignments. Because of the different levels of reading abilities in my class, tests, readings, etc., were modified by myself or my translator –example: underline words, define words within readings in the margin). Another strategy that I applied to my teaching, which could also be classified as a reading strategy is defining words in “human definitions,” rather than copying down what the book says. As a class, we also define more difficult words by using a back-slash and supplying a synonym that most students understand. For example, if the word “migration” is used it will be written on the board as migration/moving from one place to another.

 Providing students the needed 21st century skills necessary for success post-graduation o Meeting this goal was a bit more difficult this year. With limited time in the computer labs due to MAPS, I Have a Plan, etc., I was unable to have my students use technology, web- literacy, and 21st Century Skills as much as I would’ve liked. However, by using my classroom website and the time that we did have in the lab I was able to introduce my students to a web-literacy technique called “REAL”. Read the URL, Examine the content, Ask about the author and publisher, and Look at the links. After the modeling process took place, the students began researching information for a project about the 13 Colonies. They also created Glogs (edu.glogster.com), to showcase the information that they found. To see student samples please let me know and I will send out links, as of now, the projects are in a password protected venue that only students in the class can access. o Students also interacted with components of SIOP on the class web page (http://clausenclassroom.pbworks.com/w/page/28837938/American-History-I), through the use of Bell Ringers, Content/Language Objectives, graphic organizers (an example can be found: in my teaching portfolio at: http://clausen-portfolio2011.wikispaces.com/Standard+7), etc.

 Alignment of curriculum/content to the skills as outlines in the Iowa Core Curriculum in the Social and Behavioral Sciences  An example of this goal can be seen depicted in the Contemporary Social Issues lesson plan-- Standard 8—Criteria d, of my teaching portfolio.

 What data was collected, both formative and summative?

5/4/2018 R. Inks  The data collected includes the examples shared above and the pre-/observation/post- paperwork and conferencing with Kristi Miranda (available upon request).

 What is the analysis of the information collected? o Although I have made great strides in incorporating components of SIOP into my American History I classes, I still have a LONG way to go before I fully understand how to make information and content in my classroom accessible to all students in my classes. I have also learned that I need a lot of work on writing Content and Language Objectives because no matter how much I try to create well thought out and correctly formatted objectives, I still struggle with writing these EVERY day.

 What was learned? 1. Please see the “How did the goal impact student learning?” section written above.

 What future modifications are being considered? o It would be helpful to have professional development opportunities that are not rushed through. Each Wednesday that I participated in a PD for SIOP, I always felt like I wasn’t sure what I was supposed to be doing. If part of SIOP is modeling and making content material accessible to all learners, perhaps slowing down, providing the learners with handouts of the PPT, and presenting learning activities in a clearer manner would help me better understand the different aspects and teaching styles that are possible when implementing SIOP into the classroom.

Update (If multiple year plan)

If the goal is continued to another year, describe the current status of the goal(s) including modifications, revisions, or additions to the Career Development Plan. (For multiple year plan, at the end of each year, revise your Career Development Plan.)

Signature indicates the evaluator and teacher have discussed the progress on the individual career development plan.

Evaluator’s Signature: Date:

5/4/2018 R. Inks Teacher’s Signature: Date:

5/4/2018 R. Inks