District Professional Development Plan
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DISTRICT PROFESSIONAL DEVELOPMENT PLAN FOR 2012-2013
SCHOOL DISTRICT OF RIVER VALE (#4430)
BERGEN COUNTY, NEW JERSEY
HOLDRUM MIDDLE SCHOOL ROBERGE ELEMENTARY SCHOOL WOODSIDE ELEMENTARY SCHOOL RIVER VALE SCHOOL DISTRICT (#4430) BERGEN COUNTY, NEW JERSEY DISTRICT PROFESSIONAL DEVELOPMENT PLAN – 2010-2012 CHECKLIST
Included Preface (page #s)
Title Page ( include district and county names) cover Local Professional Development Plan Checklist ii
Section: 1 District Profile
1-A District Profile and Sign Off Sheet 1
Section: 2 Building a District Professional Development Plan
2-A Reflection 2-4 2-B Needs Assessment 5-9 2-C Professional Development Goals for the District 10-13 2-D District Professional Development Opportunities 14-17 2-E Professional Development Resources 18-19 2-F Ongoing Assessment and Evaluation of the Professional 20-23 Development Plan
Section: 3 Plan Summary for the District Plan
District summary 23-24
Appendix Summaries of School Plans
HMS Summary Page 25
Roberge ES Summary Page 26
Woodside ES Summary Page 27
ii District Professional Development Committee Profile and Sign–Off Sheet Please write all of your responses for the district professional development plan on the template. You will want to refer to the guidance document for an explanation of each of the sections in the plan and for a list of helpful tools and resources in the Collaborative Professional Learning in School and Beyond tool kit. SECTION DISTRICT PROFILE Name of District: __River Vale Public School _District______District Code: _____4430______County Code: ______03______District Address: _____617 Westwood Avenue - River Vale, NJ_ County: Bergen______District Factor Group: ___I/J______Chief School Administrator: __Dr. Matthew Murphy______Date submitted: April 15, 2012__ Type of District (check one): ✿ K-5 ✿ K-6 ✿ K-12 ✿ 7-12 ✿ 9-12 ✿ Other (specify) ___K-8______
Please provide the following information: List the names of the school buildings, grades, current student enrollment and number of professional staff members (who hold instructional or educational services licenses):
NAME OF SCHOOL CODE GRADES STUDENT STAFF BUILDING ENROLLMENT MEMBERS Holdrum MS 050 6-8 477 46 Roberge ES 060 K-5 396 38 Woodside ES 070 K-5 450 50 1 Please provide the following information for the District Professional Development Committee: Chair: Marie Snow______Teacher___ __6/12__ [email protected] Chair Name (please print) Signature Position Term Expires Email Maureen Dowd______Teacher___ __6/12___ [email protected] Name (please print) Signature Position Term Expires Email Sara_ Hunter______Teacher___ __6/12___ [email protected] Name (please print) Signature Position Term Expires Email Maria Sommer ______Teacher___ __6/12__ [email protected] Name (please print) Signature Position Term Expires Email James J. Tis______Principal__ __6/12___ [email protected]_____ Name (please print) Signature Position Term Expires Email Jaynellen Jenkins______Principal__ __6/12____ [email protected] Name (please print) Signature Position Term Expires Email Gary Borges______Principal__ _6/12_____ [email protected] Name (please print) Signature Position Term Expires Email
1 1. Positive aspects to retain and replicate: ● On demand learning opportunities such as HOW-TO sessions ● Professional Development Days - with mini-sessions tailored to school and district goals/ PLC work ● Professional development days are more authentic and teacher created ● Professional Development activities align to school goals of language arts literacy ● Workshop ½ days with consultant in June 2012 ● Increased number of in-district Professional Development opportunities ● OTIS (online training in-service seminar) that meets individual time constraints seminars offered district wide in the areas of suicide prevention, illegal harassment & bullying, & child abuse and neglect ● Professional Development “focus topics” during Monday staff meeting connected to staff and student learning objectives and needs, such as: ○ implementing of creating Smart Goals ○ understanding assessment to drive student learning ○ understanding of new regulations for Intervention and Referral Services ● Professional Learning Community activities were continued in both formal and in-formal settings across grade levels and content areas topics included ○ LAL strategies and resources ○ student performance in reading and writing in the content areas ○ data collection from Aimsweb, NJASK scores, Fountas & Pinnell, RTI, Teachers College assessments and created rubrics ○ results from in-house timed writing assessments ○ Developing and incorporating balanced literacy strategies within classroom environments ○ Curriculum Mapping and revisions in social studies, SAGE/gifted & talented, visual arts, technology, world languages to review and align curriculum to new standards and provide articulation across grade levels
Challenges: ● Time element of HOW-TO sessions - middle school dismissal is earlier than elementary buildings ● Continued need for focused PD opportunities for special area teachers ● Continued need to encourage more staff to engage in presentations - build capacity as trainers presenting to peers and partaking in peer observations ● Technology limitations ● Reduction of professional development budget by 50% ● Documentation of professional development opportunities ● Time for team planning ● Scheduling and allocating time for professional dialogue within teams/grade levels/subject areas 2 ● More time for vertical articulation ● Differentiation strategies to enhance instruction
2. Previous evaluations of professional development program have shown improvement in teaching practices and student learning. Documentation of how professional development has improved student learning includes: ● PLC activity - Timed Writing ○ Grade level teachers engaged in professional dialogue - horizontal and vertical - to understand scoring of student writing, use of state rubric, and identification of student exemplars ○ NJ ASK Writing Primer was created to support teaching of writing across grade levels 2-5 - incorporating definitions of writing types, graphic organizers, sample writing prompts and state expectations ○ Students engaged in formal and informal timed writing activities, to simulate actual testing situations ○ Comparison data from each experience was collected and analyzed. It was used to inform both whole group and individual instruction. ● PLC activity - differentiated instruction to address needs of at-risk or distressed students ○ Findings on PLC studies were presented at staff meetings ○ Collection of strategies for reaching these at-risk or distressed students have been placed in Reference Binders ○ Teachers have referenced use of these strategies at team meetings, in lesson plans and at observation/evaluation conferences ○ Changes to HMS trimester exams - in terms of grading/weight, scheduling and length of exam have reduced overall stress level of students as noted in team meetings and guidance sessions ○ Report card scores are being tallied and evaluated in order to confirm overall improvement of student learning as identified by subject area grades ● PLC activity - Response to Intervention Models ○ Staff training in and implementation of Aimsweb, FLRT, and Lexia programs with K-3 students ○ Use of assessments and teacher input to form fluid RTI basic skills groups ○ Continued use of Staff training in and piloting of Fountas and Pinnell Assessment tool and Teachers College assessment tools ○ Analysis of data collected from above programs used by classroom and specialist teachers to inform instruction and improve student learning ○ Student test scores indicate overall improvement of student skills in areas of fluency and decoding in primary grades in writing and reading across the grade levels ● PLC activity - Intervention & Referral Service/Bullying and Harassment ○ Professional dialogue regarding NJ State requirements and regulations for I & R S and Bullying and Harassment processes ○ review of and realignment of forms to meet new state initiatives and regulations ○ Improved tracking and documentation of at-risk students and greater understanding of the I & RS process by staff members ○ Action Plans provide for greater notation of student learning improvements or needs ○ More frequent benchmarks are utilized and provide for more timely feedback regarding student progress ○ Administrator and teacher attendance at 2 IR&S Bullying and Harassment workshops ● PLC activity - Curriculum Mapping ○ Revisions of science and music mathematics, LAL, curriculum allow for faculty to asses whether students meet standards ○ Grade level and content area teams conducted mapping projects -
3 . to assess alignment of curriculum to standards . to maintain spiraling of instructional skills . to eliminate duplications ○ student learning in content areas spirals with logical progression ● PLC activity - Project ABLE ○ Middle School LAL teachers engage in professional dialogue regarding LAL curriculum and alignment to HS objectives ○ Analysis of student learning . Students engage in authentic learning experiences
3. Professional learning addresses student needs and alignment to district/school priorities, initiatives and programs as per the following: ● Training in assessment of student data and learning (to guide instruction) - ○ NJASK ○ Aimsweb ○ Fountas and Pinnell TC Assessments ○ Formative and summative practices ● Improved articulation and collaboration ○ Establishment Continuation of CIA - Curriculum, Instruction and Assessment Committee partnership with LPDC so that our goals are common, succinct and in support of the goals and objectives of district initiatives . Representatives from all buildings across content areas and grade levels . Articulation and collaboration between CIA and Professional Development Committee is changing the culture and expectations for staff participation in professional development . Provides platform for posting of surveys, and wiki for online professional dialogue, professional development plans, professional development opportunities and PLC work . Oversees curricular changes and alignment to standards . Revised staff observation/evaluation forms - provides staff with substantive feedback to inform and improve teaching practices ○ Teams and grade levels and subject areas have increased opportunities for both vertical and horizontal dialogue ○ Elementary classroom teachers collaborate with SAGE (gifted and talented) teacher to maximize student learning ○ Increased opportunities for communication between classroom teachers and support staff to monitor student learning ○ Collaboration and articulation with Pascack Valley HS English Department to facilitate student transition to high school LAL program . Articulation with HS LAL Supervisor . Collaboration on National Writing Project ● HOW-TO professional development opportunities based on indicated staff interests ● Turnkey sessions based on indicated staff goals and student data ○ 21st Century skills and technology training Smartboard - Thinkfinity - Net Trekker - smart responders - wikis - document camera - Schoolwires - Genesis Gradebook – learning.com, googledocs, ○ Documentation in teacher plan books demonstrates increased use of 21st Century skills and technology in lessons
4 1. Definition of student achievement Each student will work to the best of his/her ability; demonstrate understanding of curriculum content, to achieve proficiency at or above grade level. All students shall obtain, understand, analyze, communicate and apply knowledge and skills to achieve success in school and in life. It is our hope that students will become lifelong, independent learners and confident members of society.
● Commonalities ○ Learning as a lifelong habit, critical to becoming emotionally and physically healthy productive members of society ○ Meeting or exceeding proficiency standards and understanding content area curriculum ○ Success in and outside of school ○ Importance of assessment and accountability ● Student learning priorities ○ Students will exhibit emotional and physical health ○ Students will meet or exceed proficiency standards ○ Students will demonstrate understanding of content area curriculum ● LPDC will consider the following support ○ Focus on students’ emotional and physical well being - interaction with school nurses, guidance and child study teams, RTI program and I&RS ○ Focus on students’ meeting/exceeding proficiency standards -staff training in application of data from formative and summative assessments to inform instruction and to provide differentiated instruction ○ Focus on students’ understanding of curriculum - staff training and support in; acquisition of 21st century skills, advances in technology , realigned core curriculum standards, and engaging interdisciplinary instructional practices
2. Communication ● Student learning priorities communicated with schools through: ○ Creation of CIA (Curriculum Instruction and Assessment Committee – Intra-district representation of teachers and administrators) which facilitated wiki dialogue pertaining to student learning priorities, as well as teaching strategies
5 . Communicates District Professional Development Plan, as well as curricular initiatives on the School Wires website, and BOE meetings for all community stakeholders ○ Professional Development Day (September) provided teachers with training in writing SMART goals relative to student learning priorities outlined in school and district goals ○ Building and district Professional Development plans, and student learning goals were presented and discussed at staff meetings ● Input sought from stakeholders via: ○ District wide parent survey conducted by Superintendent of schools - summer 2010 ○ CIA meetings and staff meeting reports/dialogue - September 2010, October 2010, November 2010, January 2011 and planned meeting May 2011 October 2011, December 2011 and May 2012 (planned) ○ SBPDC (Building Professional Development teams) conducted meetings with team and grade level chairs to dialogue concerns, needs and interests - September 2010, November 2010, January 2011, and March 2011 September 2011, November 2011, January 2012, and March 2012 ○ Online staff survey - technology needs - October 2010 October 2011 ○ Informal staff survey - for HOW-TO instructional topics - October 2012 Staff technology skills assessment in November 2011 ○ All staff teams/grade levels completed PLC Mid-year Check up form - January 2012 ○ Online staff survey of October 20102011 and January 20112012 Professional Development Days ○ Online staff surveys about a standards based report cards and science curriculum changes ○ Online staff survey related to new practice - HOW-TO sessions to be conducted spring 2011 2012(planned at conclusion of all sessions) - results to be analyzed and considered relative to ongoing LPDC planning ○ Informal articulation during staff meetings and grade level/team meetings ● Summary of needs assessments to identify adult learning priorities related to closing student learning gaps: ○ District online survey summer 2010 Provided data on curricular needs and related training as outlined in following bulleted areas ○ Online teacher/staff survey - District Professional Development Days (Oct. and Jan.) Overall satisfaction with professional day activities/offerings/format Areas of interest include, but not limited to HOW-TO“ manage” and “set up” changes in teaching language arts literacy, Assistance with assessing reading, Experience with the revised K-2 mathematics standards, Future opportunities for dialogue within and between schools -vertical and horizontal ○ CIA meeting recommendations and resulted actions . Revised staff observation/evaluation forms to align with student learning, . science curriculum update and flow chart created and disseminated . Dialogue and recommendations for World Languages elementary transition to middle school . Recommendation for standards based report cards . Recommendations for continued LAL curriculum revisions, committee, and direction from literacy consultants Dr. Walsh and Dr. Weinthal 6 . Updated curriculum for technology, music and ESL---LAL Math 3-5 and guidance science –common unit assessments . Curriculum mapping initiative for all content areas ○ SBPDC meetings recommendations and resulted actions . Suggested topics for HOW-TO sessions in technology, 21st Century skills and websites (NetTrekker, Thinkfinity), balanced literacy, running records data analysis ---- Google Academy, Edmodo, movie maker, Math consultant training and curriculum writing, reading writing workshops – New York Teachers College and Paramus Writing Institute and LAL consultant . Recommended and created Mid-year PLC Check-up forms ---continued ○ Online survey – technology – learning.com . Indicated need for smartboard technology training 55% of survey participants considered themselves novice 30% of survey participants considered themselves advanced 15% of survey participants indicated no prior training in smartboard technology . Indicated need for additional continued technology training in Advanced Smartboard skills and implementation Document camera Smart responders Wiki for classroom application Blogging for classroom application ○ Informal staff survey . Need for technology training (as above) . Need for training in application and alignment of new science materials to curriculum . Need understanding of Common Core Standards and realignment of math curriculum in grades K-5 . Need for training in use of data and running records to inform instruction . Need for understanding of Need Continued training in new Common Core LAL standards revisions –and balanced literacy . Continued training in Need for understanding of writing activities and data to improve instruction . Student-led conferences . Need for guided reading and balanced literacy training . Need for strategies to increase achievement of LD students - such as RTI . Need for common planning/working time . Need for more in-house training . Need for time support related to curriculum writing lal math3-5 guidance . Need to understand emotional and developmental needs of middle school students --- . Need to understand Common Core standards for non- LAL and math teachers . Need for increased PD budget . Need to develop skills in conducting writing workshop model and conducting reading and writing conferences . Need for training in brain gym . Need for training in differentiated learning and PBL . Need to connect BSI progress reports to standards based reports . Need to train in creation of math lessons to address new standard . Need greater staff input on staff development o Online staff survey - HOW-TO sessions (to be conducted late spring 2012)
7 . Anticipate recommendations related to enhancing and growing this practice 3. Key data for district plan PLC Mid-year Check-up (Jan) documented o Alignment of adult learning to district goals for student learning Implemented math centers including hands-on activities Developed math lessons and shared best practices to address new common core standards Training in math strategies and common core with math consultant Established independent reading time using leveled text Use of TC tests 3X during the year to assess students and to identify their reading levels TC reading and writing training with LAL consultant Developed skills-based reading mini lessons Created comprehensive assessment continuum to assess reading comprehension using CARS STARS AND TC Timed writing activities grades 2-5 three times during the year in order to analyze student writing and inform instruction Analyzed NJ ASK scores to modify instruction Individualized and differentiated instruction based on TC and Aimsweb assessments Targeted fluency, decoding and comprehension through the RTI model Increase writing in the content areas of Social Studies and Science Focused on non-fiction writing, introducing students to uniform across grade level graphic organizer – boxes and bullets Incorporated Orton Gillingham (PAF and OG) strategies focusing on decoding and fluency Participation in and turnkey training related to Paramus Writing Institute and TC Workshops Students are homogeneously grouped for Book Clubs Students use rubric to score their own writing as well as their peers and offer feedback on a regular basis Leveling of Classroom libraries Use of writing prompts – personal narratives and letters Use of exemplar writing as models for student Comprehension skill work feathered into TC format of independent reading, group reading, read-alouds Implementation of “Balanced Literacy Model” to build independent reading stamina Participation in River Vale HOW-TO sessions facilitated by colleagues in areas of TC and NJ Ask Writing
. Development of NJ ASK implementation plans – staff meeting training and ongoing analysis by teams . Review and rewrite of K-8 LAL curriculum (ongoing) . Workshop on literacy with literacy consultant Dr. Walsh - sharing of best practices . Analysis of the students’ writing based upon prompts . Writing workshop - “Launching the Writer’s Workshop” - grade level peers sharing of best practices
8 . Utilization of new science kits and flowcharts to provide more hands-on experiences for students, and incorporated additional reading and writing in the new science program . Application of Aimsweb as a tool in indentifying students’ fluency and comprehension in order to create a growth table for each student with assessments in fall and winter semesters . Use of reading response journal for student reflection for independent reading - grade 3 . Student exposure to numerous teacher and peer exemplars of good writing - NJ ASK Writing Primer . Study of student engagement in free response activities based upon the non fiction material in the new science kits . Students exposed to additional nonfiction material across the curriculum - Time Magazine for Children . Use of running records and progress monitoring to determine and monitor students’ reading levels, pre-reading skills, and response to intervention . Use of CARS 1, STARS, and CARS II to drive instructional decisions - grade 3 . Use of specific strategies to target trouble areas for students: Author’s Purpose, Drawing Conclusions, Making Inferences and Predictions, and Cause and Effect . Cross grade level pre/post test data analysis with the intent to maximize student learning and achievement in math and reading . Research regarding the shift from whole group to small group instruction through district wide articulation meetings . Practice in holistic scoring as well as conferencing with students to explain what makes a “good” piece of writing. Mini-lessons taught to target student weaknesses. . IEP direct training - making modifications and accommodations for identified students . Project ABLE - focus on cross-curricular and global-based lessons . Exploration of Study Island and Triand online test creator . articulation between River Vale and Pascack Valley School District related to National Writing Project . Content area teams’ and specialist teams’ study and development of series of generic rubrics for use by middle school teachers
4. District Priorities as per final analysis ○ Analysis of student data to drive instruction - instruction to match deficits seen in student work - benchmarks, formative assessments, summative assessments ○ Training in balanced literacy and alignment of LAL standards to curriculum - literacy consultants and summer academies ○ Realignment of mathematics curriculum to roll out revisions of mathematics standards ○ Need for continued support and training in PLC activities ○ Continuation of and expansion of in-house training, professional dialogue and HOW-TO sessions ○ PV Regional articulation meetings
9 1. Overview of school established learning goals and needs: Elementary Schools To re-align kindergarten – 5 mathematics instructional materials and pedagogy with the revised Mathematics Standards, as identified in Common Core State Standards Initiative, scheduled for implementation during the 2011- 2012 2012-2013 school year. o To provide support and training in: understanding revisions to mathematics standards implementation of new standards Establish unified lessons and assessments Continue to modify and refined mathematics curriculum in grades K-2
To narrow the achievement gap in Language Arts Literacy - K-5 To increase student achievement in Language arts Literacy through implementation of Balanced Literacy Units of Study utilizing Readers and Writers Workshop strategies in grades K-5
o Grades K-2 reading . To implement an assessment driven word study program into the K-2 Language Arts Literacy curriculum
o Grades 1-5 reading - To increase independent reading comprehension
. Student reading proficiency in grades 1-5 will be monitored and assessed via the Teacher’s College benchmark assessments to be administered 3 times per year
o Grades 2-5 writing – To increase fluency and stamina . Student proficiency in writing in grades 2-5 will be monitored and assessed via district timed writing assessments administered 3 times per year
10 ○ Grades K-2 reading . Specifically in the areas of decoding and fluency ○ Grades 3-5 reading . Reading comprehension for students . Measured through NJASK scores and a comprehensive universal screening assessment ○ Grades 3-5 writing . Specifically in non-fiction writing activities Middle School To realize writing across the curriculum at the middle school level ○ Implement authentic writing assignments across the curriculum ○ Develop grade-wide, cross-content area writing prompts ○ Establish scoring practices using the NJ Holistic Grading Rubric ○ Develop and establish use of common rubrics within subjects and across grade levels
To implement reading across the middle school curriculum through Reader’s Workshop ○ Develop Reader’s Workshop under direction of LAL teachers ○ Establish cross-curricular connections through the exploration of many genres of literature ○ Measure improvements through NJASK scores
District Student Learning Goals Mathematics – Students will be assessed on their level of understanding by demonstrating their skills towards mathematics mastery. Curriculum will be in alignment with rigorous instruction of revised NJ Common Core State Standards in Mathematics. Utilize the Pascack Valley Regional Task force as an ongoing resource Complete a regional mathematics curriculum Utilize a math consultant to train K-2 teachers in grades 3-5 Map the new Common Core State Standards in Mathematics to align to existing instructional materials in mathematics grades 3-5 Language Arts Literacy – Students will be assessed on their level of understanding by demonstrating their skills towards LAL mastery. Curriculum will be in alignment with rigorous instruction of new College and Career Readiness Standards in LAL. Establish a unified literacy assessment practice and protocol Provide early intervention strategies for K-2 readers Utilize a leveled library system in K-5 grade levels Implement comprehension strategies aligned to Teachers College assessment kits Continue to engage a literacy consultant to train teachers Implement balanced literacy Readers and Writers Workshop/TC Model Implement authentic writing assignments across the curriculum in grades 6-8 Develop grade-wide, cross content area writing prompts for grades 6-8
2. The Professional Development goals for the district are as follows: To align new math standards to teaching practices o Specific- plan units according to new standards- Create unified lessons and assignments Measurable- results of formative assessments Attainable- teachers and students learned process 11 Results based- NJASK score analysis Time bound- completed throughout the year To improve reading and writing across the curriculum in grades 6-8 Specific-establish authentic learning practices and reading/writing workshop guidelines Measurable-see results during conferences between grades Attainable-provide time within the framework of the school day Results-teacher made rubrics and checklists Time bound-completed each semester
To use a variety of reading assessments to drive instructional decisions, therefore improving reading skills– To implement an assessment driven word study program into the K-2 Language Arts Literacy curriculum
○ Assessments will include STARS, CARS, Open Court unit tests, Aimsweb, and NJASK Explore ○ Pre and post assessments as well as benchmarks will be given to measure growth ○ K-2 assessment results using words their way will drive instruction in the RTI model ○ Use the Fountas and Pinnell TC system to level all students as readers and level classroom libraries ○ Meet with district literacy consultant by grade level and individually ○ Training in balanced literacy, including strategies for guided reading and writing To improve non-fiction writing, students will be given weekly opportunities to engage in writing tasks To implement writers workshop model o Specific – grades 3-5 o Measurable – see results during conferencing (student-led, peer to peer, teacher to student…) o Attainable – teachers and students learned process o Results based – analysis of student learning using NJ ASK rubric o Time bound – completed each semester To understand and train utilize Aimsweb practices for reading fluency Specific – grades K-2 Measurable – results on test scores Attainable – teachers and students learned process Results based – analysis of student learning Time bound – completed throughout the year Multitude of comprehension strategies Specific- grades 3-5 Measurable- NJASK scores, reading assessments Attainable- teachers collaborate with support staff on a daily basis Results based - NJASK scores, reading level changes Time-bound – daily over the course of the year Creation and Continued development of Professional Learning Communities
12 Specific- PLC will be operating in September 2012 ongoing PLC in Sept 2012 Measurable-75% of teachers be engaged a specific learning community Attainable- teachers create an environment that is conducive to come together for a common goal Results based-seen in improved student performance, teachers will share their findings in May/June 2011 2012 and 2012 Time-bound- September 2011 until May 2012 and September 2012 through May 2013
Timed writing activities aligned with writing and vertical articulation and peer coaching Specific – plan units collaboratively to reduce redundancy in topics across all grade levels Measurable – see results during conferences between grades Attainable – provide time within the framework of the school day Results bound – teachers are more aware of objectives for each grade level Time bound – monthly grade level meetings over the course of the year 3. Alignment with district priorities goals and systemic goals in the district: SMART goal training held in September. Each teacher’s professional development plan stated as a SMART goal. Students also wrote individual SMART goals. Grade level teams wrote professional development goals that aligned to school goals in reading and writing. Improvement and unification of writing rubrics will improve student performance and writing across the curriculums during the 2010-2011 2011-2013 school years Implementation of Study Island study and assessment program will lead to improved NJASK scores during the 2010-2011 school year Curriculum mapping Curriculum map revisions across grade levels to align with Common Core Standards improve curriculum pacing and enhance student performance during the 2010-2011 2011-2013 school years Professional development goals align with the school goals through professional days that will be tailored to meet staff needs, which will include training in various areas, department level curriculum mapping and revision, and grade level scope and sequence
13 1. Structures, processes and contexts used: ● Professional development offered through outside resources, webinars, turn key training, and district HOW-TOs ● Out of district - formal workshops – inter-district partnerships ○ Ramapo College ○ Northern Valley Demarest School District ○ Pascack Valley School District – PVR Academy ○ Madison Institute ○ River Vale Education Fund ○ NJECC (NJ Education Computing Consortium) ● Consistent training among all staff across grade levels and subject areas and including reading specialists, basic skills teachers, and special education teachers in the areas of comprehension, balanced literacy, writing, RTI, and Fountas and Pinnell ● Three two scheduled professional development days per year in October and January ● Daily grade level team meeting time for middle school teachers ● Teachers visit neighboring districts to observe specific programs ● Support from experts including the district literacy consultant and science program representatives experts in targeted areas ● Intra-district grade level meetings to assess student work ● Professional development during staff meetings on educational focus topics related to school and district goals
14 ● District CIA (Curriculum, Instruction, and Assessment) committee members serve in a leadership role and communicate information related to these three areas to staff members ● RV Summer Academies in LAL, technology, Science guidance and Math
2. Key NJCCCS and Professional Development Standards for intensive learning Standards for Grades K-8 ○ Language Arts/Literacy – Common Core State Standards Initiative/ College and Career Readiness ○ Science – 5.1-5.4 ○ Technology/Literacy – 8.1-8.3 ○ Mathematics – Common Core State Standards Initiative Professional Development Standards o Content – Quality Teaching (11) – consortia and university partnerships o Content – Equity (10) – data-driven instruction and use of formative assessments o Process – Data Driven (4) – increased training and use of varied formative assessments o Context – Learning Communities(1) – staff engaged in PLC activities o Context – Shared Leadership (2) – HOW-TO sessions, PLCs District initiatives targeted o Curriculum mapping and realignment of LAL and Mathematics curriculum to new state standards o Further development of Refining of HOW-TO sessions o Transition between grade levels o Trillium Project – global communication and outreach aligned to 21st Century Skills o Digital Citizenship o Collaborative technology
3. Alignment among district schools 2 elementary schools o Elementary schools have full alignment of goals with focus on language arts literacy and mathematics 1 middle school o Middle school initiatives parallel those in the elementary schools on language arts literacy o Mathematics is not a priority area aligned to elementary schools, since rollout of new State of NJ Standards in mathematics does not apply to these grade levels District support is facilitated because: o All district schools have a common focus on Language Arts Literacy o All district schools have common focus on use of formative assessments and data-driven instruction o All district schools will conduct ongoing vertical and horizontal articulation to support transitions between grade levels o PLCs have district support and are formed to address both commonalities and differences
15 4. Addressing of learning gaps not addressed in schools: Emphasis on 21st Century essential skills via revised teacher observation and evaluation forms “Common Professional Language Set” through NJ ASK Primers in Mathematics and Language Arts Writing Trillium Learning Grant – regional opportunity for teachers and students to make global connections River Vale Education Fund (RVEF) sponsors teacher training and supports teacher grants for innovative practices and technology advances Grant resource programs from varied resources support specific needs of teachers and teacher groups Outside consultants provide training and support for mathematics and literacy initiatives Community outreach groups provide structures for fundraising and additional materials for programs Teacher led HOW-TO sessions extended and expanded to include neighboring districts are unified through district support
5. Support for team structures/protocols focused on results for students: Membership in NSDC and various organizations for professional learning CIA (Curriculum, Instruction, Assessment) committee facilitates communication among LPDC, SBPDCs, teachers, community and the district Superintendent Assimilation of Nurturing of PLC practice within the district culture Facilitates gathering of Gathers student data for analysis by principals and teacher teams Lending library of books available for educators and supported by BOE Superintendent and Business Administrator support Professional Development aligned to student achievement
6. Communication formats: Postings on district website under CIA (Curriculum Instruction Assessment) and Professional Development Initiative tabs Constant Contact and School Wires website updates PV Regional articulation meetings Presentations and turnkey training at staff meetings in each school Follow up emails and activities related to the goals E-mail blasts to community stake holders BOE meetings Genesis Parent Portal Community-at- large events such as: o Family Literacy Night o Family Math Night o Presentations to parents/families by consultants o Parent workshops led by teachers and Administrators o Back to School Night presentations o Community Forums o Curriculum Showcase Nights
16 o Second Cup of Coffee and Principals’ Advisory Committees
7. Connection between student learning and PD goals: ● September – teachers modeled Smart goals for students and students wrote personal smart goals ● Teachers’ PD plans written with Smart goals aligned to school and district goals ● New IR& S goals will be stated as Smart goals ● NJ ASK action plans used to generate host of teaching strategies ● Students’ timed writing exemplars were posted to school website ● NJ ASK writing discs distributed to teachers grades 3-5 for review and collaborative reflection ● Series of balanced literacy strategies for improvement in LAL ● Cold reading passages for students in the area of non-fiction ● Journal entries and in class timed writing activities build student writing stamina ● Increase of “free-write” time – in school and at home (20 min.) ● Implementing common grade level writing rubrics
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1. Teachers will utilize and benefit from the following time allocation, policies and resources: October and January Professional days will focus on the areas of curriculum development mapping and revision, grade level scope and sequence, and language arts and mathematics curricula and standards to comply with revised state standards initiative o Intra-district networking and articulation both vertical and horizontal o Inter-district networking and articulation meetings Grade level teams meet daily and will utilize at least one meeting per week regularly to focus on professional development topics and study of data to improve student learning o Intra-district networking and articulation both vertical and horizontal Specific staff will offer turnkey training in “How To” format throughout the year. This addresses on-demand learning needs of staff. o Intra-district, inter-district and cross grade levels networking School website and posting of plans, exemplars, NJASK Primer, CIA wiki Summer River Vale PD Academies Institutes and expertise to support professional learning priorities Summer Writing Workshop (Paramus School District)-grade level representation to be turn-keyed 18 Summer Reading and Writing Institute – Teachers College Dr. Walsh-Literacy consultant for grades K-5 Dr. Weinthal - Literacy Advisor for grades 6-8 District partnerships and connections with: o Ramapo College o Northern Valley Demarest School District o Pascack Valley School District - PVR Academy o Madison Institute o River Vale Education Fund o NJEC (NJ Education Consortium) o Project ABLE
2. Existing Resource Structures PD embedded into Faculty Meetings Flexible scheduling times utilizing assembly times, special area teachers/support staff Dedicated PD days in September, October, and January for intra-district articulation meetings PV Regional articulation meetings Inter-district partnerships and consortia o Northern Valley Regional and Pascack Valley School Districts and PVR Academy o Madison Institute o Project ABLE Peer Coaching Team and grade level meetings Turn-key training After school HOW-TO sessions RV Education Fund grants PTA teacher grants Literacy /Subject area consultants
3. Leadership engages all stakeholders by making time available and assigning teachers to attend PD and turnkey workshops to other staff members. More time is being allowed to articulate with inter-district teachers and sharing resources. More communication between leadership has involved all stakeholders. Grade level horizontal and vertical articulation about curriculum and CCCS Scheduling of common planning time has been provided for grade level and content area teams Direct relationship between CIA (Curriculum, Instruction, Assessment) committee and Professional Development committees so that curricular needs are presented through professional development initiatives District seeks ways to provide teachers with opportunities to take on leadership roles in various capacities as trainers, committee members and chairpersons Partnership with higher education for pre-service teachers, i.e.: Ramapo College and Montclair State University Regional professional development offerings in Pascack Valley PVR Academy and Northern Valley districts turn-keyed at such venues as staff meetings or HOW-TO sessions River Vale Summer Academies and curriculum work
19 1. Staff skills and behaviors ● Skills in determining students’ independent reading levels and aligning reading materials to meet students’ needs – evidenced by new practices and improved reading by students ● Skills in assessing students’ writing using rubrics and aligning instruction to meet students’ needs – evidenced by new practices and improved writing by students ● Skills in implementing of Delta science kits – evidenced by more rigorous and engaging science lessons ● Skills in creating and using new assessments aligned to science curriculum ● Skills in using data and improving grouping practices to meet students’ levels and growth – evidenced by changes in classroom structure and student grades ● Understanding of curriculum mapping, revisions and realignment to NJ Standards Initiative – evidence through lesson plans and CCCS alignment ● Understanding of the Common Core Standards as evidenced by teaching practices and curriculum revisions ● Developing uniform rubrics to assess student work as evidenced by students’ use of rubrics to improve their work through end of year resource binder collections ● Assessment of student performance data – as evidence by focus groups and PLC activities
20 ● Observation of “Reading and Writing Workshop” and launching of components, as modeled by literacy consultant, Dr. Walsh – evidenced by teachers incorporating new practices in classroom activities ● Use of new technology resources such as document cameras, smartboards, iPods, smart responders and flip cameras – evidenced by increased use of technology in classroom activities and lesson plans
2. Student data-evidence ● Improved reading scores-student assessment schedule K-3 Aimsweb and running records grades 4-5 K-5 ● Improved writing scores-timed writing scores for longitudinal data collection ● Common data sheets and rubrics for assessments and longitudinal data collection ● Improved science grades-classroom assessments ● Writing samples across the curriculum in grades 3 2-8 ● NJASK scores ● Assessment through scope and sequence of student progress from grade level to grade level through trimester exams in the middle school ● Benchmark assessments in 2, 5, 7 in mathematics
3. PD program evaluation data ● Additional surveys in Toolkit – formal and informal ● Team Reflections Forms – submitted to LPDC ● Mid-year PLC Check-up forms completed by all staff ● Mid-year and year-end Professional Development Reflection Forms – submitted to LPDC ● Teacher observations – revised forms, options for clinical model observations, and walk- thru model observations
4. How plan encourages job-embedded collaboration-evidence ● Team Meetings ● Monthly Staff Meetings ● Set up wiki discussions ● Grade level articulation meetings (vertical and horizontal) ● District-wide professional development days ● Use of Google docs, Edmodo, and email, and online calendars for collaboration on shared teacher/administrator publications and projects
5. How is evidence and data related to teacher practice/growth collected? (Data from each group will provide formative assessment of programs and initiatives, enabling LPDC and District to review and meet needs of all stakeholders) ● District wide focus groups ○ Community Forum updates and parent workshops will inform community and gather stakeholder feedback ○ Administration and LPDC will conduct School Wires surveys- all stakeholders will offer feedback on programs and activities ○ Board Meetings will include Administration presentations about initiatives, progress and programs ○ Professional Development Initiative Page on School Wires District Web site – to inform by posting of Professional Development Plans and to conduct surveys ● School level ○ Team meetings, departmental meetings, faculty meetings which will facilitate informal surveys and professional dialogue ○ Plan books and teacher observations to show application of new practices ○ Walk-thru observation model by building principals in order to determine implementation of initiatives
21 ○ Grade level teacher focus groups and professional learning community activities which are ongoing ○ In-class observations by literacy consultants for follow-up on new practices ○ Teachers’ PD plan documentation on mid-year PLC checkup forms ○ Teachers observing model lessons – will allow for teacher visits to peers’ and consultants’ model lessons ○ Formative assessments will provide student data and feedback ● Individual forms ○ LPDC will distribute and collect Mid-Year PLC check up forms - for feedback on mid-year Professional Development activities ○ Feedback forms and surveys will be conducted after specific Professional Development days and offerings such as HOW-TO sessions or workshops ■ Forms and surveys available through Professional Development Initiative page on School Wires District Website
22 SEE FOLLOWING PAGE 20 24– SUMMARY CHART
23 PROFESSIONAL DEVELOPMENT PLAN SUMMARY PROFESSIONALHOLDRUM DEVELOPMENT MIDDLE SCHOOL PLAN SUMMARY – 2012-13 PUBLIC2012-2013 SCHOOL DISTRICT OF RIVER VALE – 4430 1. 2-A Key elementsTo be leveraged: of previous professional development that will be leveraged in this plan include subject area REFLECTION departmental meetings,HOW-TO Techand teacher Tuesday led learningmeetings sessions with the Tech department, workshops geared toward specific Reflection PLC work and authentic teacher created Professional Development Days subjects and grade levels, and How To sessions led by faculty. Data-driven instruction – running records analysis Articulation opportunities – CIA, Project ABLE, inter-district consortia 2-B High scores onMonday standardized staff meetings tests are with an “learningimportant topic” part focusof the school’s definition of student achievement, because Needs assessment it is the standard to which we are held publicly on local, state and national levels. They are not, and should not, be 2. the onlyEach criteria student usedwill work to define to the studentbest of his/her achievement. ability; demonstrate In addition understanding to academic of achievement, curriculum content, middle to schoolachieve students proficiency at or NEEDS ASSESSMENT above grade level. All students shall obtain, understand, analyze, communicate and apply knowledge and skills to achieve success are alsoin school acquiring and in social life. It skills is our thathope will that enablestudents them will become to lead lifelong,healthy, independent productive learners and emotionally and confident stable members lives of society. throughoutKey findings HS, college include andneed into for and adulthood. interest in: This is an important and often overlooked aspect of education, particularly relevantAnalysis to ofmiddle student school. data to Keydrive needs instruction identified include an increase to the Professional Development budget, particularly Training so thatin balanced teachers literacy can attend and alignment conferences of LAL and standards workshops to curriculum outside the district at the level of frequency that Realignmentwas common of priormathematics to the largecurriculum cut in to the revisions professional of mathematics development standards budget. Non-LAL teachers need increased trainingSupport in addressing and continued NJASK training strategies in technology and skills, and PLC and activities finally, workshops on middle school philosophy and helping to Continuationmeet the emotional and expansion and developmental of in-house training needs and of professional middle school dialogue students are needed, especially for 3. staff Goalswho are connected new to to the student middle learning: school level. PD GOALS Students will meet the rigors of new Common Core State Standards in Mathematics 2-C Holdrum School GoalsUtilize for Pascack 2012-2013 Valley include: Regional Task Force as ongoing resource Professional 1. The Holdrum facultyComplete will continue a regional to mathematics implement curriculum writing across the curriculum for the purpose of increasing “pencil Utilize math consultant to train K-2 teachers Development Goals to paper” time. The intended result is for students to experience many authentic writing assignments and to increase NJASK scores. ThisMap goal the will new be Common monitored Core through State Standards grade-wide in Mathematics writing prompts to align andto existing using instructionalthe NJ Holistic materials Grading Students will meet the rigors of new College and Career Readiness standards in LAL Rubric. Common rubrics will be devised within subject areas and across grade levels. Establish unified literacy assessment practice and protocol The Holdrum faculty, which includes members of all content areas, will implement reading across the curriculum. Provide early intervention strategies for K-2 readers Students will explore Utilize many a genresleveled oflibrary reading system through in grades cross-curricular K-5 connections. The result of this goal will be measured in NJASK Implement scores. comprehension strategies aligned to Teachers College assessment kits 2.Encore Team: TheEngage Art, SAGEliteracy andconsultant Health to curricula train teachers will be revised to address new standards, increase rigor and st address 21Implement Century authentic Skills. writing assignments across the curriculum grades 6-8 Math: Research newDevelop curriculum grade-wide, materials cross content to prepare area writingfor the prompts upcoming grades curriculum 6-8 revision in conjunction with the Pascack Valley Math Articulation 4. LanguageProcesses Arts Literacy: and structures Continue include: with creation of an updated curriculum in conjunction with consultant from the PD Pascack ValleyFormal HS workshops district andto ensure inter-district smooth partnerships transition and from articulation, elementary peer level, observations through middle school and into In-house training – HOW-TOs, webinars, turn-key, support from consultants, PLCs OPPORTUNITIES high school. Attend Columbia Teacher’s College Summer Institute and turnkey in district. Dedicated Professional Development Days Science: Monitor LPDCnew curriculum and CIA Committee for necessary (Curriculum, revisions Assessment or additional and Instruction) materials collaborationbased on implementation of curriculum Shared and materials planning time over the past year. Social Studies: Write/reviseConsistent training curriculum across based grade onlevels newly for all released teachers standards. World Language: Align UBDs to each grade level. Implement fully in the classroom. 5. ImplementationResources of and writing structures: rubrics developed in 2010-2011 and revised grading protocols will improve student PD RESOURCES performance Professional and writing Development across the embedded curriculums into faculty during meetings the 2011-2012 school year. Continue curriculum School mapping Wires Districtto improve Website pacing and postingand enhance of plans, student student performance exemplars, NJ during ASK Primers, the 2011-2012 CIA wiki school year. District partnerships and connections with universities, regional school districts, and 3.Professional development educational goals consortia align with(Madison the schoolInstitute, goals NJEC…) through professional days that will be tailored to meet River Vale Education Fund , PTA and outside organization grants staff needs, which will include curriculum revisions and alignment of rubrics and grading protocols. 6. Goals for evaluation – data from each group will provide formative assessment of programs and initiatives, enabling LPDC and EVALUATION District to review and meet needs of all stakeholders: 2-D The processes andDistrict-wide structure focus the schoolgroups andwill surveys use to provide professional learning opportunities include inter and Professional intra-district PDo days,Community faculty Forum meetings, updates team for meetings, all stakeholders, How-Tos, BOE meetings,local conferences PTA meetings and andworkshops parent workshops and outside Constant Contact and administrator e-mail blasts and surveys Development consultants. o o Post District Professional Day surveys Opportunities o HOW-TO mid and year end surveys (online) 2-E Resources that willo CIA ensure and Professionalthat the professional Development learning Initiative is ongoingupdates, wiki include – School time Wiresallotted District for team Website meetings and Professional faculty meetings, School time level in the evaluations calendar for district professional development days, a district-wide budget for Development professional development,o Team meetings internal reflections staff that feedback conducts forms workshops (online) and trainings, and a consultant from the high Resources school that is mentoringo Building LAL surveys teachers by SBPDC to facilitate (formal implementation and informal) of the new LAL curriculum o Updated teacher observation and evaluation forms and walk-thru model 2-F Goals for evaluating Individual plan evaluations include an improvement in NJASK scores and an increase in the frequency and quality Evaluation of students’ readingo Mid-year and writing PLC check-up experience forms across (online) the curriculum. o Forms and surveys available online with electronic analysis o Post-Professional Development activity feedback forms completed for each activity attended
24 25 PROFESSIONAL DEVELOPMENT PLAN SUMMARY ROBERGE ELEMENTARY SCHOOL 2012-2013 1. The district will continue working to address the needs of all students through changes in both the REFLECTION language arts and math curricula. Professional development will reflect these areas. Developing a school culture of collaboration and reflection will continue to be a focus. 2. Definition of Student Achievement: Each student will work to the best of his/her ability, NEEDS demonstrate understanding of curriculum content, and achieve proficiency at or above grade level. Students will obtain and apply knowledge and skills needed to be successful in school and in life. It ASSESSMENT is our hope that students will become lifelong, independent learners.
Areas of Need Based on Staff Survey: • Reading workshop model, balanced literacy, daily 5 • Writing workshop model • Conferencing with students • Brain gym • Differentiated learning • Basic skills report cards and entrance/exit criteria • Technology- websites, databases, Genesis gradebook • Developing lessons to address new math standards 3. Goal 1: To re-align grades 3, 4, and 5 mathematics instructional materials and pedagogy with the PD GOALS revised Mathematics Standards, as identified in Common Core State Standards Initiative Goal 2: To continue to modify mathematics instructional materials in order to best align pedagogy with the revised Mathematics Standards, as identified in Common Core State Standards Initiative for grades K-2 Goal 3: To increase student achievement in Language arts Literacy through implementation of Balanced Literacy Units of Study utilizing Readers and Writers Workshop strategies in grades K-5. Grades K-2 reading – To implement an assessment driven word study program into the K- 2 Language Arts Literacy curriculum Grades 1-5 reading – To increase independent reading comprehension o Student reading proficiency in grades 1-5 will be monitored and assessed via the Teacher’s College benchmark assessments to be administered 3 times per year Grades 2-5 writing – To increase fluency and stamina o Student proficiency in writing in grades 2-5 will be monitored and assessed via district timed writing assessments to be administered 3 times per year 4. • Professional development offered through outside resources, turn key training, and district PD “How To’s” • Consistent training across grade levels and including reading specialists, basic skills teachers, OPPORTUNITIES and special education teachers in the areas of reading and writing workshop and new math standards • Two scheduled professional development days per year in October and January • Support from the district literacy coach and math trainer • District Curriculum, Instruction, and Assessment committee members serve in a leadership role and communicate information related to these three areas to staff members 5. • Two scheduled professional development days in October and January PD RESOURCES • Specific workshops targeted to grade levels/teams 6. Data sources include, common assessments, rubrics, common data sheets and longitudinal studies EVALUATION as well as, programs such as Lexia, MAZE, Aimsweb, and TC reading assessments Expectations are for students’ improved Language Arts Literacy Skills K-5, MATHEMATICS teachers’ job-embedded collaboration/communication and use of 21st Century technology Scheduled times for job-embedded collaboration with creative use of special area teachers, BSI teachers to support these efforts Create PD focus group sessions – 3 times per year
26 PROFESSIONAL DEVELOPMENT PLAN SUMMARY WOODSIDE ELEMENTARY SCHOOL 2012-2013 1. The plan: 2-A Establishes a true unified focus into our professional development goals aligned to LAL and Reflection Mathematics Coordinates with Curriculum, Assessment and Instruction Committee Changes the culture and expectations for participation in professional development with more on- demand/homegrown professional development opportunities and greater focus on SMART goals and family/community involvement in best practices and learning strategies Allows for greater reflection on professional development and goals - PLC Mid-Year Check-up 2. WES’s definition of student achievement applies to all aspects of students’ lives 2-B Greater input from staff on professional development needs through surveys – LAL, 2xt Century skills Needs assessment and Science focus Greater emphasis on student data reflection through established writing analyses and maintenance of running records 3. Goal 1: 2-C To re-align grades 3, 4, and 5 mathematics instructional materials and pedagogy with the revised Mathematics Professional Standards, as identified in Common Core State Standards Initiative Development Goals Establish unified lessons and assessments within grade levels Refine curriculum and resources for Mathematics Common Core Standards grades 3-5 Goal 2: To continue to modify mathematics instructional materials in order to best align pedagogy with the revised Mathematics Standards, as identified in Common Core State Standards Initiative for grades K to 2 Goal 3: To increase student achievement in Language Arts Literacy through implementation of Balanced Literacy Units of Study utilizing Readers and Writers Workshop strategies in grades K-5 Grades K-2 reading – To implement an assessment driven word study program into the K-2 Language Arts Literacy curriculum Grades 1-5 reading – To increase independent reading comprehension o Student reading proficiency in grades 1-5 will be monitored and assessed via the Teacher’s College benchmark assessments to be administered 3 times per year Grades 2-5 writing – To increase fluency and stamina o Student proficiency in writing in grades 2-5 will be monitored and assessed via district timed writing assessments to be administered 3 times per year 4. Focus on: LAL Common Core Standards and Mathematics Common Core Standards 2-D Increased use of in-house resources and opportunities – HOW-TO, PLC, on-demand learning Professional Increased use of technology – wiki, blog, school wires for communication, Google docs, learning.com, Development webinars and online learning Opportunities 5. Grants from RV Education Fund & PTA teacher grants 2-E Dedicated PD days in September, October and January Professional How -To sessions, turnkey training, peer coaching, Literacy coach, Mathematics advisor Development Team planning and PLC collaboration Resources Staff participation in Professional Development Focus Groups Inter-district partnerships and consortiums PV Online and webinar resources 6. Data sources include, common assessments, rubrics, common data sheets and longitudinal studies as 2-F well as, programs such as Lexia, MAZE, Aimsweb, and Fountas & Pinnell, TC reading assessments Evaluation Expectations are for students’ improved Language Arts Literacy Skills K-5, MATHEMATICS teachers’ job-embedded collaboration/communication and use of 21st Century technology Scheduled times for job-embedded collaboration with creative use of special area teachers, BSI teachers to support these efforts Create PD focus group sessions – 3 times per year
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