2013 IPDP Workshop “Developing and Implementing a Meaningful IPDP”

Presented byLora M. McCalister-Cruel, Literacy CoachJeannie Williams, Literacy CoachTracy Rogers, STS

2013 IPDP Workshop“Developing and Implementing

a Meaningful IPDP”

EQ: How can you develop a meaningful IPDP for increased student achievement and increased professional growth?

Lesson Purpose: To review ‘13-14’ IPDP Modifications,learn how to develop a meaningful IPDP and learn how IPDPs are scored.

EQ & Lesson Purpose

You will be able to:

• Explain the purpose of the IPDP Process• Explain the updates to 13-14 BDS IPDP

Evaluation• Explain the steps for developing an IPDP • Explain the use of the IPDP rubric in

scoring

Learning Targets

School Community Professional Development Act (FSS 1012.98)The individual professional development plan must:

a. Be related to specific performance data for the students to whom the teacher is assigned.

b. Define the in-service objectives and specific measurable improvements expected in student performance as a result of the in-service activity.

c. Include an evaluation component that determines the effectiveness of the professional development plan.

SB 1664

Identify student

weaknesses

HypothesisStrategy or practice to

impact weakness How much

impact

Learn about the strategy

Implement the strategy or

practice

Progress monitor the strategy or

practice

Reflect on the impact of the strategy or

practice

IPDP CYCLE

Where Do I Begin For My IPDP?School-wide Data

(School Improvement Plan)

Teacher Data (Self-Assessment, Courses/Impact Area, PD, etc. )Stud

ent Data

(Group &

Individual)

Step 1

Step 2

Step 3

All instructional personnel should review and understand the following for each content subject area addressed on their School Improvement Plan:

• Current school-wide data• Trend school-wide data• Goals (including strategies and barriers)• Professional development offerings• Identify the SIP goal that best aligns to your impact area (Math, Reading, Social Studies, Science, Writing)

Step 1: School-wide Data

Step 2:

All instructional personnel should review and understand classroom level data (including student and teacher data) by reviewing and understanding:

• Previous IPDP/Evaluations• Teacher Self-Assessment• Classroom or impact area trend data• Current student classroom or impact area data

Classroom Level Data (Student and

Teacher)

Step 3 Student Data (Group & Individual)

All instructional personnel should focus their professional growth plan efforts on a targeted group and the individuals within the targeted group by:

• Using essential questions to facilitate data analysis• Compiling multiple sources of student data related to IPDP focus• Identifying patterns, trends, strengths, weaknesses • Identifying an applicable instructional strategy or practice to

study

Step 3: The Power of Essential Questions

• Is there an achievement gap in reading, math or science among different groups of students? Is the gap growing larger, smaller or staying the same?

• Are male students performing better than female students? Why and how will we increase the performance of female students?

• What are the characteristics of my students who achieve proficiency and of those who do not?

• Are there more poor or minority students in special education classes than there are in advanced placement classes?

• To what extent have specific programs, interventions, and services improved outcomes?

Step 3: Compiling the Data

Compile data that is pertinent to the content area and impact group which directly relates to your IPDP focus. Data sources could be compiled in various ways:

• Student only• Combination of student, parents, teachers• Combination of student, teachers, administrators• Combination of student, program/intervention, teachers

The Self-Assessment must be included.

Teacher: K– 3 and Special Areas IPDP focus: Math, reading, science, or writingPossible Data Sources:

Multiple Data Source Examples

• SME• DEA AP1• Learning Styles• Observational Records• Publisher Pre/Post Tests• Fluency Records• Writing Samples• Technology Diagnostic

• Dibles Deep• DAR• Surveys/Interviews (parents/

students)• Anecdotal Records• Interest Inventories• IEPs• MTSS Intervention Plans

Teacher: 4th-5th and Special AreasIPDP focus: Math, reading, science or writingPossible Data Sources:


• SME• DEA AP1• FCAT 2.0• Learning Styles• Observational Records• Publisher Pre/Post Tests• Fluency Records• Writing Samples• Technology Diagnostic

• Dibles Deep• DAR• Surveys/Interviews (parents/

students)• Anecdotal Records• Interest Inventories• IEPs• Special Area Specific

Diagnostic• MTSS Intervention Plans

Teacher: 6th-8th and ElectivesIPDP focus: Math, reading, science, civics, writingPossible Data Sources:


• SME• DEA AP1• FCAT 2.0• Learning Styles• Observational Records• Publisher Pre/Post Tests• Fluency Records• Writing Samples

• EOCs• DIBELS Deep• DAR• Surveys/Interviews (parents/

students)• Technology Diagnostic• Interest Inventories• IEPs• MTSS Intervention Plans

Teacher: 9th-12th and ElectivesIPDP focus: Math, reading, science, social studies, writingPossible Data Sources:


• SME• DEA AP1• FCAT 2.0• Learning Styles• Observational Records• Publisher Pre/Post Tests• Fluency Records• Writing Samples

• EOCs• AP/DE• DAR• Surveys/Interviews (parents/

students)• Technology Diagnostic• Interest Inventories• IEPs• MTSS Intervention Plans

Instructional Personnel: Literacy Coach, Staff Training SpecialistsIPDP focus: Math, reading, science, civics, writingImpact Area: Job-Embedded Professional DevelopmentPossible Data Sources:


Student Data• DEA AP1 • FCAT 2.0• Writing Diagnostic• Fluency Records• Observational Records• Publisher Pre/Post Tests• Surveys/Interviews (parents/

students)• Technology Diagnostic

Personnel Data• Teacher PD Survey • Admin PD Survey• Observational Records

(classroom, meeting facilitation)

• IEPs audits• MTSS Intervention

Plans

Instructional Personnel: Social/Mental Health IPDP focus: Math, reading, science, civics, writingImpact Area: MTSS Intervention ProgramPossible Data Sources:


Student Data• DEA AP1• FCAT 2.0• Writing Samples• Fluency Records• Observational Records• Publisher Pre/Post Tests• Surveys/Interviews (parents/




• IEPs audits• MTSS Intervention

Plans

Instructional Personnel: ESE Resource TeacherIPDP focus: Math, reading, science, civics, writingImpact Area: IEP ImplementationPossible Data Sources:


Student Data• DEA AP1• FCAT 2.0• Writing Samples• Fluency Records• Observational Records• Publisher Pre/Post Tests• Surveys/Interviews (parents/




• IEPs • MTSS Intervention

Plans

Elementary Data Compilation

Middle School Data Compilation

High School Data Compilation

Impact area Data Compilation

Disaggregating Data

Gender Socio-economic status (AYP Subgroup) Race and ethnicity (AYP Subgroup) Special education and disability (AYP Subgroup) English as a Second Language (ESL) (AYP Subgroup) Proficiency Levels (Achievement Levels) Teachers (as subgroup) *Mobility (students moving in and out of the districts at any

given time) Enrollment patterns in courses like physics or algebra Successful completion of specific course such as advanced placement

Disaggregating - Analyzing data by specific subgroups of students.

Triangulation

Triangulation - Use 3 sources of data to illuminate, confirm, or dispute what you learned from an initial analysis of one piece of data.

Self Portrait Sept. 15, 2006

Self Portrait Sept. 22, 2006

FCAT Readi

ng

DEA Readin

g

FOCUS:

Reading

Lowest

25% Maze

Classroom Teacher Triangulation Example

FCAT Readi

ng

DEA Readi

ng

FOCUS: Readin

g Lowest

25%

Maze

9 of the 22 (41%) students are below proficiency on2012 FCAT 2.0 Reading

7 of the 9 (78%) students are below proficiency on DEA AP1 Reading

7 of the 9 (78%) students are disfluent on Maze

FCAT Readi

ng

DEA Readi

ng

FOCUS: Readin

g Lowest

25%

Maze

Instructional Personnel Triangulation Example

DEA Mat

h

Teacher

Interviews

FOCUS: Math –

6th grade MTSS

Intervention Plans

12 of the 20 (60%) Tier II students (9 teachers) are level 1 onDEA AP1 Math

4 out of the 9 (44%) teachers report “some confidence” in providing interventions for their students

8 of the 12 (67%) students below proficiency on DEA AP1 Math were receiving interventions that their current schools do not have access to (6 teachers out of 9 67%)

Data Analysis Supporting Documentation - Write a summary that includes all the steps that led you to your findings. *This will be uploaded in AIMS.

Baseline Data Statement – Statement which identifies the disaggregation for the targeted group, the triangulation of data, and individuals within the group as well as their specific weakness.

School

TeacherStudents

+ Data Source #1

Data Source #3

FOCUS

Data Source #2

=

Baseline Data

Needs-based question – A question of inquiry on a specific instructional/professional strategy or practice that drives the action research process and visibly relates to student needs (data) offering a point for reflection for professional growth.

Needs-Based Question for Classroom Teachers

ExampleWill using Webb’s Depth of Knowledge formatted questioning during instruction, discussion, and assessments increase my students’ achievement in moderate complexity questions in the reading application category? (STRATEGY)

ExampleWill using CRISS strategy of selective highlighting increase students’ achievement in identifying causes and effects? (STRATEGY)

Needs-based question – A question of inquiry on a specific instructional/professional strategy or practice that drives the action research process and visibly relates to student needs (data) offering a point for reflection for professional growth.

Needs-Based Question for Other Instructional Personnel

ExampleWill modeling weekly lessons on using graphic organizers for complex text increase teachers’ use of graphic organizers during instruction with students for informational text? (PRACTICE)

ExampleWill conducting professional development on observational/anecdotal records increase data collection of teachers providing MTSS interventions and improving student behavior? (PRACTICE)

Expected Student Achievement Goal – A specific, measurable, attainable, reasonable, and timely statement that indicates expected growth of students based on the relationship between the implemented instructional strategy or practice.

Expected Student Achievement Goal for Classroom Teachers

Example5 out of 10 (50% )of my targeted students will earn 100% on the moderate complexity questions in all reporting categories on DEA Reading AP3.

Example4 out of 5 (90%) of my students will meet proficiency (level 3) on DEA AP2 Science in the Nature of Science reporting category.

Expected Student Achievement Goal – A specific, measurable, attainable, reasonable, and timely statement that indicates expected growth of students based on the relationship between the implemented instructional strategy or practice.

Expected Student Achievement Goal for Other Instructional Personnel

Example10 out of 10 (100% )of my targeted teachers will participate in 3 out of 3 (100%) lesson study cycles focusing on using graphic organizers with complex text by March 2014.

Example8 out of 12 (67%) targeted teachers will increase their knowledge of documentation by participating in at least 3 out of 5 (60%) professional development trainings for observational/anecdotal records by February 2014.

Related Professional Development Objectives – A series of research-based professional development activities aligned to the expected student achievement goal and instructional personnel self-assessment that is needed to enhance or develop instructional strategies and practices.

Related Professional Development Objectives for Classroom Teachers

ExampleBased on my self-assessment to develop my skills in planning and delivering coherent instruction and my targeted groups’ weakness in moderate complexity questions:

• I will need to enhance my knowledge of Webb’s DOK• I will need to develop my skill in developing Essential Questions for daily lessons• I will need to enhance my skills in planning for Think-Aloud strategy using complex text

Related Professional Development Objectives – A series of research-based professional development activities aligned to the expected student achievement goal and instructional personnel self-assessment that is needed to enhance or develop instructional strategies and practices.

Related Professional Development Objectives for Other Instructional Personnel

ExampleBased on my self-assessment to develop my skills in providing professional development to adult learners:

• I will need to develop my knowledge of facilitating vs presenting• I will need to enhance my skills in using technology for presentations• I will need to develop my skill in collecting observational data

Related Professional Development Activities

Related Professional Training and Learning Activities –Diverse formats of research-based professional development and participation.

I will review Educational Impact video to enhance my knowledge of Webb’s DOK (Notes and Calendar).

I will observe Literacy Coach model think-aloud strategy using complex text (Video and Reflection).

I will participate in Lesson Study activities for my subject area focusing on developing Essential Questions for lessons and units (Lesson Plans and Reflection Statements).

Objectives:

• Webb’s DOK

• Think-Aloud for complex text

• Essential Questions for daily lessons

Related Professional Development Activities for Other Instructional Personnel

Related Professional Training and Learning Activities –Diverse formats of research-based professional development and participation.

I will attend Florida Reading Association Conference to enhance my knowledge of Facilitating for Adult Learning (Notes, Agendas).

I will observe Technology TOSA model lesson on technology for presentations. (AIMS and eflection statements).

I will review Clinical Educator Training on the collection methods of verbatim and selective verbatim. (Data Collection Forms)

Objectives:

• Facilitating Adult Learning

• Technology for Presentations

• Observational Record Keeping

Classroom Implementation

Develop IPDP Implementation Calendar to include the following: IPDP Timeline Dates for Attending/Reviewing Professional Development Dates for Strategy/Practice Delivery (Lesson Plans) Dates to Collect Sample Sets Student Progress Monitoring (Needed for Mid-course Corrections) Dates of Benchmark Assessments Other Dates (Feedback sessions with Peers, admins, etc.)

Classroom Implementation – The application of the instructional strategy/practice in conjunction with comprehensive and significant documentation, including, but not limited to an accurate and perceptive reflection as an on-going process.

Classroom Implementation

Pre-implementation statements…

I will participate in Lesson Study Cycle for student-generated higher order questioning from August -October

Conduct lesson on WEBB’s DOK to students in September I will participate in Webinar from Educational Impact on Webb’s DOK – in

September I will observe Literacy Coach model a lesson on student-generated

questions in October I will collect sample sets in October and December I will administer benchmark assessment in December

Instructional

Practices

Student Data

Teacher

Prof. Dev.

• Use the mock data you are assigned• You will only need to write the following:• Baseline Data Statement• Needs-based Question• Expected Student Achievement Goal• Related Professional Development Objectives• Related Professional Development Training and

Activities• Classroom Implementation

Developing a Meaningful IPDP Activity

• Each group will be assigned an IPDP to review with the rubric

• Each group will score each section and then present to the group for feedback

IPDP Scoring Activity

Dawn Capes, Coordinator of Teacher and Administrator Appraisal [email protected] @DawnCapes1

Lora M. McCalister-Cruel, Literacy [email protected] @McCalisterCruelJeannie P. Williams, Literacy [email protected]

Contact Us

mailto:[email protected]



Documents

2013 IPDP Workshop “Developing and Implementing a Meaningful IPDP”