2019.2020 PD Plan Final - Schenectady City School District

2019-2020

Our work is to ensure that Race, Economics and Disability

are never predictors of student achievement.

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SCHENECTADY CITY SCHOOL DISTRICT

PROFESSIONAL DEVELOPMENT PLAN 2019-2020

Effective professional development fosters a culture of continuous improvement for all engaged in the learning endeavor. Professional development activities are evaluated both for effectiveness and impact on student learning. Effective professional development is that which improves the learning of all students, including those with different educational needs, learning styles, and incremental abilities, and those from diverse cultural and linguistic backgrounds. Professional development is most effective when there are clear research‐based expectations for what teachers should know and be able to do to support student learning (New York State Professional Standards and Practices Board for Teaching 2009).

Professional development is most effective when there is collaborative leadership and shared responsibility for improving teaching and learning. Professional development is most effective when it is job embedded, directly relevant to classroom practice, provided over time, and when it provides opportunity for practice of new strategies, time to reflect on changes, and time to integrate new learning into the teaching practice.

New York State Education Department Regulations and Requirements

This Professional Development Plan meets the requirements of the 100.2(dd) Regulations of the State of New York. The purpose of this plan is to improve student learning by providing meaningful, focused, professional development opportunities that are aligned with the Common Core Learning Standards. This plan also describes how the district will support its teachers and teaching assistants with substantial professional development opportunities so that its professional certificate holders can maintain such certificates in good standing based upon successfully completing the required number of hours.

Professional Certification Requirements

Holders of NYS professional certification in the classroom or educational leadership service and holders of a Teaching Assistant III certification must complete 100 hours of Continuing Teachers and Leader Education during each five year TEACH registration period.

The Next Generation Learning Standards

The Next Generation Learning Standards for English Language Arts PK ‐ 12 are designed to develop lifelong practices for reading and writing. The Next Generation Learning Standards for Mathematics PK‐12 reflect revisions, additions, vertical movement, and clarifications to the current mathematics standards. Both sets of Standards revisions outline a rigorous bar for what our students need to know and be able to do in order to succeed in college and career. The district is beginning the revision process to implement these standards, fundamentally changing and improving instructional strategies that advance student learning.

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The Ten Standards for High Quality Professional Development

1. Designing Professional Development: Professional development design is based on data; is derived from the experience, expertise and needs of the recipients; reflects best practices in sustained job‐embedded learning; and incorporates knowledge of how adults learn.

2. Content Knowledge and Quality Teaching: Professional development expands educators’ content knowledge and the knowledge and skills necessary to provide developmentally appropriate instructional strategies and assess student progress.

3. Research‐based Professional Learning: Professional development is research‐based and provides educators with opportunities to analyze, apply and engage in research.

4. Collaboration: Professional development ensures that educators have the knowledge, skill and opportunity to collaborate in a respectful and trusting environment.

5. Diverse Learning: Professional development ensures that educators have the knowledge and skill to meet the diverse learning needs of all students.

6. Student Learning Environments: Professional development ensures that educators are able to create safe, secure, supportive, and equitable learning environments for all students.

7. Parent, Family and Community Engagement: Professional development ensures that educators have the knowledge, skill, and opportunity to engage and collaborate with parents, families, and other community members as active partners in children’s education.

8. Data‐driven Professional Practice: Professional development uses disaggregated student data and other evidence of student learning to determine professional development learning needs and priorities, to monitor student progress, and to help sustain continuous professional growth.

9. Technology: Professional development promotes technological literacy and facilitates the effective use of all appropriate technology.

10. Evaluation: Professional development is evaluated using multiple sources of information to assess its effectiveness in improving professional practice and student learning.

(New York State Professional Standards and Practices Board for Teaching 2009)

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Professional Development in the Schenectady City School District

Professional development (PD) in the district is based on data from staff surveys, student achievement data, recommendations from the New York University Steinhardt School of Culture, Education and Human Development, APPR data review, and data from the Behavior Worksheets on Disproportionality submitted to the Office of Civil Rights. It has been designed to reflect best practices in sustained job‐embedded learning. The PD provided is all based in the research surrounding the needs of students and the most effective teaching and leadership strategies. The goal of the PD provided to all staff, including administrators, is to secure supportive and equitable learning environments for all students.

For the 2019‐2020 school year professional development will focus on the goals of the District Comprehensive Improvement Plan, the School Comprehensive Educational Plans, the School Improvement Plans, and District Initiatives established through the District Leadership Team. Additionally, PD will address the priorities established in the District Strategic Plan for Academic Improvement.

As the vision of the district states, “Race, Poverty or Disability should not be a predictor of achievement.” The PD activities summarized in this document are aligned with this vision and information provided in these offerings includes the strands of race, poverty and disability as they focus on student achievement. In addition the focus of the PD is on the Common Core Shifts and the relationship of these shifts to student achievement. During the 2019‐2020 school year building and central office administrators will focus on developing a district culture in which race, poverty and disability are NOT predictors of achievement.

The professional development activities that will take place during the 2019‐2020 school year are consistent with the research on the impact of professional learning communities (PLC) on student achievement. The PD on literacy and curriculum extends far beyond the number of days of training in this plan. Follow‐up with job‐embedded mentoring, coaching, study groups, modeling and feedback has been built into each of the initiatives. Effective professional development is job‐embedded which makes it both relevant and authentic (Guskey, 1995). “In other words, job‐embedded professional development engages teachers in learning through their daily activities and responsibilities, and requires that they take time to consider possibilities, try out new ideas, and analyze the effectiveness of their actions” (Hunzicker, 2010).

If teachers are to successfully teach all

students to high standards, virtually

everyone who affects student learning

must be learning virtually all the time.

Tom Guskey, 1999

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Additionally, the professional development offered during the 2018‐2019 school year is aligned with a data analysis conducted throughout the 2017‐2018 school year. The data examined included:

Quarterly Academic Reports 2017/2018 APPR Ratings 2017/2018 Interim Data

Intensive Coaching Data 2018 STAR Data DCIP/SCEP Leading Indicators

DTSDE Reviews Student Attendance Student Discipline

SBST Data CSE Data Staff Surveys

Disproportionality Data Tripod Survey Intervention Teams Needs Assessment

Walk Through Data Learning Walk Data from the IFL Curriculum Unit Roll Out

Socio/Economic Status Data

The Professional Development Plan Steering Committee found deficits or gaps in the following areas:

Math – conceptual development/ math fluency Literacy – Writing/Discipline reading and writing

HLP’s – Questioning Scaffolding and APT Social/Emotional Learning and Health

Classroom Management Trauma Sensitive School

Cultural Responsiveness –TAC‐D Transitions

Building relationships with students Family Engagement

APPR Indicators 3.2B, 3.6A, 5.3A Lesson Planning

CCLS –ELA and Math Subgroups‐ Access and meeting their needs

ENL Instructional Leadership

Program Evaluation/Budget Attendance Improvement

Diagnostic and Prescriptive Process Content Knowledge

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Alignment to the District Comprehensive Improvement Plan

The creation and implementation of the 2019‐2020 Professional Development Plan is aligned to the SCSD District

Comprehensive Improvement Plan (DCIP) SMART goals and activities as well as the NYS Professional Development

Standards.

2019‐2020 DCIP SMART Goals

Tenet 1: The Schenectady City School District will create a comprehensive "Annual Score Card of Measures" for the

2019‐20 school year that will serve as a means for progress monitoring annual measures aligned to the long term goals

of each pillar of the 5‐year strategic plan. By June 2020, the district will publish its progress toward meeting each

established target as a part of the Annual Scorecard of Measures.

Tenet 2: Passionate People Priority: The Schenectady City School District works to engage and retain passionate,

dedicated people who continuously learn and improve as guardians of equity and advocates for our students' success by

developing and executing effective induction/onboarding processes for new employees and for existing employee

transitions to new buildings, levels and promotions. By June 2020, the district will ensure 100% of new employees

participate in an onboarding experience.

Tenet 3: Student and Graduate Success Priority: The teachers of Schenectady City School District serve so that all students, regardless of race, economics, and disability, graduate ready to achieve their college, career, and life aspirations through equitable access to programs, resources, and high-quality instruction. The district will know it is on track for student success by meeting or exceeding our ESSA measures of interim progress for ELA and Math in Grade 3 across all ESSA subgroups as determined by NYSED. By June 2020, STAR 360 results for 3rd grade will show an instructional reading level for the all students subgroup, and ESSA subgroups of at least 3.2 for Reading and GRE of 3.6 for Math. (This goal is subject to change based upon the work of the Guiding Coalition, Pillar Guardians and the Pillar Engagement Team as referenced in Tenet 1)

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Tenet 4: Student and Graduate Success Priority: The teachers of Schenectady City School District serve so that all students, regardless of race, economics, and disability, graduate ready to achieve their college, career, and life aspirations through equitable access to programs, resources, and high-quality instruction. The district will know it is on track for student success by meeting or exceeding the measure of interim progress for the 4-year graduation rate across all ESSA subgroups. By June 2020, STAR 360 Reading results for 10th grade students will show average instructional reading levels for the all students subgroups and ESSA subgroups of at least 9.00. (This goal is subject to change based upon the work of the Guiding Coalition, Pillar Guardians and the Pillar Engagement Team as referenced in Tenet 1)

Tenet 5: Student and Graduate Success Priority: The teachers of Schenectady City School District nurture the whole child and listen to student voices so that students and graduates have a sense of pride and belonging. The district will know it is on track by meeting or exceeding the measure of interim progress for students who are chronically absent across all subgroups by June 2020 by decreasing the percentage of chroncially absent students by 8% (from 44.58% to 36.58%). We will do so by implementing Trauma-Sensitive Schools that include universal and specific approaches to ensure that students feel safe physically, socially, and emotionally so that they can attend to learning. (This goal is subject to change based upon the work of the Guiding Coalition, Pillar Guardians and the Pillar Engagement Team as referenced in Tenet 1)

Tenet 6: Partnerships with Families and Community Priority: Communication at Schenectady City School District is inclusive, accessible, goes two ways, and is always based on high expecations within a supportive environment. The district will know that it is on track for meeting this goal by increasing participation in parent survey to 30% of parents of the Black, Hispanic and Students with Disabilities Subgroups by June 2020 by engaging with families to understand the most meaningful methods for 2-way communication with familes. (This goal is subject to change based upon the work of the Guiding Coalition, Pillar Guardians and the Pillar Engagement Team as referenced in Tenet 1)

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Support for the School Comprehensive Education Plans

The creation and implementation of the 2019‐2020 Professional Development Plan is designed to support the School

Comprehensive Education Plan (SCEP) SMART goals and activities for each identified Focus and Priority School.

2019‐2020 Identified TSI and Receivership Schools’ Annual Goals

School ELA Goal Math Goal Survey Goal ELP or School Selected

CA or School Selected

Van Corlaer Elementary School

By June 2020, Van Corlaer Elementary School will meet or exceed the state provided Measure of Interim Progress of 108.9 on the NYS ELA Assessment for all students in ELA by goal setting with students and adjusting tier 1 instruction to address skill gaps.

By June 2020, Van Corlaer Elementary School will meet or exceed the state provided Measure of Interim Progress of 54.2 on the NYS Math Assessment for multiracial students in math by goal setting with students and adjusting tier 1 instruction to address skill gaps.

By June 2020, we will increase the percentage of teachers who feel confident planning culturally responsive lessons to 75%, so that units/lessons will include intentionally designed activities that connect to students' background, interests, and heritage or local topics, resources, or issues.

By June 2020, Van Corlaer Elem. School will know it's on track for decreasing the number of behavior referrals and suspensions by 25 incidents as measured by the behavior summary report on Infinite Campus.

By June 2020, Van Corlaer Elementary School will know that it is on track for meeting or exceeding the state provided Measure of Interim Progress of 32 for all students based on monitoring student attendance quarterly for a 2% in students per grade that have greater than 90% attendance.

Paige Elementary School

By June 2020, Paige Elementary will meet or exceed the higher state provided Measure of Interim Progress (MIP) of 84.6 on the NYS ELA Assessment for the all students subgroup by adjusting tier 1 instruction to address skill gaps.

By June 2020, Paige Elementary will meet or exceed the higher state provided Measure of Interim Progress of 72 on the NYS Math Assessment for all students by adjusting tier 1 instruction to address skill gaps.

By June 2020, based on student survey, 89% of grade 3‐5 students will respond that they agree with the statement "I am safe in school."

By June 2020, 70% of ELLs who took the NYSESLAT at least twice will move at least one level of proficiency.

By June 2020, we will be able to reduce the percentage of students who have 18 or more absences by 7% (32% to 25%).

King Elementary School

By June 2020, King Elementary School will meet or exceed the state provided Measure of Interim Progress of 63.3 for all students in ELA.

By June 2020, King Elementary School will meet or exceed the state provided Measure of Interim Progress of 50.6 on the NYS Math Assessment for all students in math by targeting initial instructional practices through professional development for teachers in regards to STEM, critical thinking, problem solving, and accountable talk so that tier 1 instruction is addressed.

By June 2020, King Elementary School will know that it has met its goal of 25% family engagement based on an end‐of‐year Family Engagement Survey and participation in school events (Literacy Night, International Night, Orchestra/Band/Chorus Concert, workshops etc.)

By June 2020, 70% of ENL students (25%) will attend school more than 90% of the time as a result of increased family involvement in programs/events at school.

By June 2020, King Elementary School will decrease the number of students that are chronically absent to 40% (approximately 100 students will move from being chronically absent to attending school more regularly)

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2019‐2020 Identified TSI and Receivership Schools’ Annual Goals

School ELA Goal Math Goal Survey Goal ELP or School Selected

CA or School Selected

Lincoln Elementary School

By January 2020, the "All Students Subgroup" will meet the NYSED provided MIP of 71.. for ELA

By January 2020, the "All Students Subgroup" will meet the NYSED established Math MIP of 61.6 via a focus on number sense foundations.

By January 2020, 80% of parent’s completing a school developed survey will indicate that they are satisfied by the quality of their children’s math instruction.

By January 2020, the ENL Subgroup will meet the NYSED provided MIP for ELA (71.1)

By January 2020, the "All Students Subgroup" will meet the NYSED established CA MIP of 61.6

Pleasant Valley Elementary School

By June 2020, Pleasant Valley Elementary school will meet or exceed the state provided MIP of 62.9 for all students on the NYS ELA assessment by adjusting Tier 1 instruction in grades k‐5 so that skill gaps decrease

y June 2020, Pleasant Valley Elementary School will meet or exceed the state provided Measure of Interim Progress of 52.1 on the NYS Math Assessment for all students in math by implementing daily fact fluency practice so that students will be able to access grade level mathematics.

By June 2020, 75% of parents will sign up for ClassDojo so that school leadership will be assured that the information is being received by parents.

By June, 2020, 100% of staff (lunch monitors, paraprofessionals) will be trained so that student referrals will decrease by 10%.

By June 2020, Pleasant Valley Elementary School will meet or exceed the state provided Measure of Interim Progress of 25.5 so that more students are present for tier 1 instruction.

Yates Elementary School

By June 2020, Yates Elementary School will meet or exceed the state‐provided Measure of Interim Progress of 84.3 on the New York State ELA Assessment for the All Students Subgroup

By June 2020, Yates Elementary School will meet or exceed the state‐provided Measure of Interim Progress of 51.6 on the New York State Math Assessment for the All Students Subgroup

By January 2020, 60% of staff will report a decrease in bullying occurrences using the Yates School Survey (Created by PBIS Team).

By June 2020, Yates Elementary School will decrease the percentage of chronically absent ELP students by 50% (6 students) or greater.

The goal for 2019‐2020 is to meet or exceed the MIP of 67.4.

Keane Elementary School

By June 2020, William C. Keane Elementary School will meet its Performance Index of 79.1 for 3‐8 ELA All Students Core Subject.

By June 2020, the gap percentage between 3‐8 Math ED level 2 and above and non‐ED students will decrease to meet the Progress Target of 26% on the NYS math exams

By the end of the 2019‐2020 school year 75% of parents will agree or strongly agree with the targeted statement.

By June 2020, Keane Elementary School will meet or exceed the state provided measure of New York State Elem. Level Science Tests of 173.2 for Grade 4 Science All Students Core Subject Performance Index.

By the end of the 2019‐2020 school year our 3‐8 Chronic Absenteeism percentage will decrease to 16%

Mont Pleasant Middle School

By June 2020, MPMS will meet or exceed the state‐provided Measure of Interim Progress of 62.7 for Black subgroup students and 64.8 for Hispanic subgroup students

By June 2020, MPMS will meet or exceed the state‐provided Measure of Interim Progress of 45.5 for Black Subgroup students and 64.8 for Hispanic subgroup students

By June 2020, MPMS will decrease the % of Strongly Disagree or Disagree from 47% to 25% on the 2019‐2020 DTSDE Survey for Parents : "Teachers regularly inform me about how my child is doing academically."

By April 2020, 50% of ELP students will score at or above the 50th percentile on the NYS ELA exam

MPMS will seek to reduce the percent of chronically absent students by 15% (51) by the end of the 2019‐2020 school year.

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Professional Development Requests We recognize that throughout the school year, there may emerge previously unidentified needs for professional growth and learning in topics not planned for. In order to assure professional development offered in Schenectady City School District aligns with our goals and vision, we have developed a process for proposing new professional learning opportunities. Professional development approved through this process will be considered part of this plan for the 2019‐2020 school year. For CTLE credit for internal professional development, proposed outside of this PD Plan the professional development offering must be approved through the Office of Curriculum and Instruction as follows:

1. The provider of the professional development must complete a SCSD Professional Development Proposal form. (Appendix A)

2. The SCSD Professional Development Proposal form will then be submitted to the appropriate content area Coordinator, Assistant Director, Principal or Supervisor who will also sign off approval. This approval signifies that the Professional Development being offered is aligned with the PD Plan for the 2018‐2019 school year.

3. The appropriate Coordinator, Assistant Director, Principal or Supervisor will then submit the SCSD Professional Development Proposal form to the District Director of Curriculum and Instruction, who will review that all appropriate approvals have been reviewed.

4. After the District Director of Curriculum and Instruction has signed off on the proposal, the Professional Growth and Practice (PGAP) committee will review and a PGAP representative will sign off that the process has been followed with fidelity.

5. After the process has been reviewed by PGAP, the approved PD will be sent to the District Director of Planning and Accountability for entrance of the PD and acquired PD or CTLE Hours into Staff Trac.

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•Teacher wants to offer PD on a topic.

•Is it in the PD Plan? If yes, teacher offers the PD

through the usual building process.

If the PD is not in the PD Plan

•Teacher completes SCSD PD Proposal form and turns it in

to her administrator.

•Administrator verifies that the PD aligns with the PD Plan, if yes, Principal signs the form.

•If it doesn't align, the PD is not approved and cannot count toward PD hours or CTLE

Hours.

Approved Forms go to OCI

•District Director of OCI will review that the approriate signatures were received and place on the

next PGAP agenda.

•PGAP reviews that the process was followed.

•District Director of OCI sends the form to District Director of Planning and Accountability

PD can then be entered into Staff Trac

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Evaluation of Professional Development

Evaluating professional development requires that the assessment includes an analysis of five critical levels, including

the participants’ reactions, their learning, the organization’s support of the learning; participants’ use of knowledge and

skills and student learning outcomes (Guskey, 2000). The District will be using the rubric of five critical levels developed

by Tom Guskey, a nationally recognized professional development researcher. A copy of the Five Critical Levels of

Professional Development Evaluation rubric is available in Appendix B. The assessment of the professional development

will include the following:

● Evidence of the knowledge and skills in classroom walk‐throughs by administrators;

● Data on student achievement, attendance drop‐outs and behavior; and

● Surveys conducted post‐professional development sessions regarding the value of the PD.

Kick‐Up, an outside agency, will examine and evaluate the effectiveness of our Professional Development and make

recommendations for improvement and continual growth of the plan.

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Schenectady City School District Professional Development Plan 2019-2020

TOPIC: Leadership Dates of Training Audience Trainers

Leadership Development

12 days Administrative Council District staff, IFL Trainers, Studer Education

Leadership in Mathematics

2 days K-12 Administrators District staff, IFL Trainers

Science Standards for Administrators 1 day K-12 Administrators District staff, IFL Trainers

Leading for English Language Learners in your building 1 day K-12 Administrators District staff, IFL Trainers

Literacy Leadership Institute 5 days K-12 Administrators Teachers College Consultants

Intensive Instructional Coaching 6 week cycle K-12 Administrators Instructional Coach Coordinator Center for Educational Leadership, University of Washington

Instructional Leadership 10 days Instructional Supervisors District Director of Curriculum and Instruction; Coordinators

Leadership Development 10 days Instructional Supervisors/Assistant Principals

Superintendent, Assistant to the Superintendent

TOPIC: Improvement Science Dates of Training Audience Trainers

Getting Better at Betting Better (Improvement Science) 15 days

District Leadership Team, Administrative Council

Studer Education

Data Driven Decision Making 20 days

District Leadership Team, Administrative Council

Studer Education

Guiding Coalition 15 days

Key District and Building Leaders driving the work of school improvement

Studer Education

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TOPIC: Classroom/Student Behavior Management Dates of Training Audience Trainers

Using the Student Risk Screening Scale‐Internalizing &

Externalizing (SRSS‐IE) Results to Inform Multi‐Tiered,

Best Practice Social Emotional Learning and Behavioral

Practices

3x a year Participating Behavior Screener

Schools (2 elementary, 1 MS) &

Teams

District Behavioral Specialists

Preventative Strategies for School Truancy & Absenteeism 1 hour Teachers and Staff District Behavioral Specialists

Best Practices in Preventing Behavioral Challenges: Low‐

Intensity Strategies

1 hour Teachers and Staff District Behavioral Specialists

Best Practices in Comprehensive Classroom Management

Planning: Using the CCMP Template

2 hours Teachers District Behavioral Specialists

Best Practice Class‐wide Interventions: The Good Behavior

Game (Plus Merit), Positive Peer Reporting & Group Self‐

Monitoring

1 hour Teachers and Staff District Behavioral Specialists

Best Practices in Teaming with Paraprofessionals 1 hour Teachers District Behavioral Specialists

Best Practices in Creating and Using Visual Schedules 1 hour Teachers District Behavioral Specialists

Best Practices in Co‐teach Models 2 hours Teachers District Behavioral Specialists

Best Practices in Active Supervision, Behavior Specific

Praise, Opportunities to Respond and Pre‐Correction

Strategies

1 hour Teachers District Behavioral Specialists

Smart but Scattered Book Study 6 hours Teachers District Behavioral Specialists

Best Practices in “Work For” Card Development 1 hour Teachers District Behavioral Specialists

Best Practices in Student Self-Monitoring (An Individual and/or Group Intervention) 1 hour PPS Staff and Teachers District Behavioral Specialists

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TOPIC: Classroom/Student Behavior Management continued

Dates of Training Audience Trainers

Executive Functioning: Helping students learn how to use coping skills to control temper and impulsive behavior 1 hour PPS Staff and Teachers District Behavioral Specialists

Best Practices in Check-In/Check-Out Systems 1 hour PPS teams and Teachers District Behavioral Specialists

Executive Functioning: Helping students improve Task Initiation and Sustained Attention 1 hour Teachers District Behavioral Specialists

Strategies to Increase Prosocial Behaviors through the use of Cooperative Learning/Play 1 hour Teachers and Paraprofessionals District Behavioral Specialists

Strategies for Preventing and Responding to Challenging Bus Riding Behavior & Improving School-Transportation Department Communication through use of the SCSD Bus P.A.S.S. 1 hour All Bus Staff District Behavioral Specialists

TOPIC: Trauma Sensitive Schools Dates of Training Audience Trainers

Restorative Practices in Classrooms 2 hours Admin, PPS Teams, Teachers District Behavioral Specialists

Trauma Sensitive Consequences 1 hour Admin, PPS Teams, Teachers


Trauma Informed Classroom Leadership 1 hour Teachers District Behavioral Specialists

Delivering Effective Praise, Commands, and Reprimands 1 hour Admin, PPS Teams, Teachers and Paraprofessionals District Behavioral Specialists

Trauma Sensitive Classroom Management Plans: Clip Chart System Alternatives 1 hour Admin, PPS Teams, Teachers District Behavioral Specialists

Trauma Informed Care Values and Implications for Interactions with Colleagues, Students, and Parents/Guardians 1 hour All Staff District Behavioral Specialists

Self-Care as an Ethical Mandate 1 hour All Staff District Behavior Specialists

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TOPIC: Trauma Sensitive Schools continued Dates of Training Audience Trainers

Summer Trauma Institute

July 30th-August 1st

Administrators, Building Level Trauma Teams, Building Staff

Core District Team, Charles Hunt, Steve Birchak, James Moffett, Michael Bonner , District Staff

Trauma Sensitive Schools All District Staff District Staff, Outside providers, District Behavior Specialists, PPS Staff

Bounce Back Training

1 ½ days Any Staff Clifford Beers

Restorative Practices 20 hours Secondary Administration Tom Cavanaugh

Restorative Practices Ongoing PPS Staff District Staff

TCIS As needed Any Staff District Staff, Outside providers, District Behavior Specialists, PPS Staff

TOPIC: Social-Emotional Learning Dates of Training

Audience Trainers

Promoting Prosocial/Social-Emotional-Learning Skills & Positive Behavior Support Strategies in the Classroom

2 hours Teachers District Behavioral Specialists

Social Emotional Learning domains and suggested tools for monitoring student growth

1 hour PPS teams District Behavioral Specialists

Social Emotional Learning Curriculum (PAX, PATHS, Lionsgate, RIP, MindUp, etc.)

1.5 hours bi-monthly

District and PPS Staff PPS Staff/District Behavior Specialists/ PPS Administrators

MindUp Curriculum Any Staff District staff, PPS staff

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TOPIC: General Education Continuum/Special Education

Dates of Training

Audience Trainers

Respite Program(s)/ Special Education Special Classes - Addressing Social Emotional Learning; Character Education

6 hours Respite Room Staff - General Education Teacher; Special Education Teacher; SW; Principal(s)

District Behavioral Specialists/ PPS Staff

Respite Program(s) Special Education Special Classes - Incorporating Restorative Practices into the Respite Classroom

TBD Respite Room Staff- Spec. Educ. Teacher; Common Branch/ CORE Teachers; SW; Paraprofessionals; Principals

Engagement Supervisor; Engagement Dean District District Behavioral Specialists / PPS Staff

Respite Program(s) Special Education Special Classes – Teaching Multiple Grade Levels in One Classroom

3 hours Respite Room Staff - General Education Teacher; Special Education Teacher; SW; Principal(s)

Instructional Coaches, PPS Staff

Supporting students in elem/middle/high school with executive function deficits

2 hours Respite Room Staff; GEC Targeted Support Teachers, GEC Elementary Gen Ed Co-teachers; Special Education teachers

District Behavioral Health Consultants; Instructional Coaches, PPS Staff

eDoctrina- RTI Tracker- Using eDoctrina to design student interventions and to support the SBST process

3 hours Teachers, PPS Staff, Building Leaders, District Staff

Instructional Coach; PPS Staff; eDoctrina

SBST Redesign: Understanding Best Practices in District SBST

TBD Teachers, PPS Staff, Building Leaders, District Staff

Instructional Coach; PPS Staff

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TOPIC: Coaching for Instructional Improvement Dates of Training Audience Trainers

Mentor Training 0.5 days Mentors Tina H. Boogren or NYSUT, District Staff

Coaching Academy 2 days Instructional Coach Coordinator, 9 District-wide coaches, Instructional Supervisors, Building Coaches

Center for Educational Leadership, University of Washington

Coaching PLC Remote Support 10 hours Instructional Coach Coordinator, 9 District-wide coaches, Instructional Supervisors, Building Coaches


On site Coaching for the Coaches 6 days Instructional Coach Coordinator, 9 District-wide coaches, Instructional Supervisors, Building Coaches


Cognitive Coaching 4 days Teacher Leaders, Department Chairs, Instructional Coaches, Instructional Supervisors

Thinking Collaborative

Responding in Peaceful and Positive Ways (RIPP): Training for Trainers

3 Days District Behavioral Health Consultants RIPP - Child Trends

TOPIC: Instructional Technology Dates of Training Audience Trainers

Internet of Things (IOT) 3 days Teacher assistants, and paras involved in supervising students who are taking this self-guided course (6th graders)

Cisco Academy (available on-line at www.netacad.com

Lego EV3 Classroom Sets

1 day Technology Teachers at the 7th grade level

District Staff

Beginner Level Google Classroom Training

1 half day All teachers District Trainers

Google Sketch Up Training

1 half day All Technology Teachers District Staff/Model Schools

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TOPIC: English as a New Language Dates of Training Audience Trainers

Job Embedded Professional Learning for ENL Elementary PLC

2 Days Specific Elementary ENL Teachers Institute for Learning ENL Trainer

Job Embedded Professional Learning for ENL 6-8 PLC 2 Days Middle School ENL Teachers Institute for Learning ENL Trainer

Job Embedded Professional Learning for ENL High School PLC

2 Days High School ENL Teachers Institute for Learning ENL Trainer

Instructional Strategies to scaffold and support ELLs in the General education classroom

5 days Common Branch (elementary) and Content area teachers (Secondary)

ENL Teachers, Coordinators, R-Bern

TOPIC: Literacy Dates of Training Audience Trainers

K-3 Literacy Institute 5 days K-3 general education, special education and ENL teachers

Teachers College Consultants

4-6 Literacy Institute 5 days 4-6 general education, special education and ENL teachers

Teachers College Consultants

Literacy across the content areas 1 day General education teachers, special education teachers, secondary content area teachers

District staff, Instructional Coaches

Writing Pathways (Calkins): Opinion/Argument Writing

1 – 1 hour session

K-8 Teachers, per building request District Staff

Writing Pathways (Calkins): Information Writing



Writing Pathways (Calkins): Narrative Writing



Daily 5/ The Cafe- routines and procedures ½ day K-5 teachers Early Literacy Coordinator, Instructional Coaches

Reading Apprenticeship

Up to 15 days 6-12 West Ed Consultants

Independent Reading 1 day K-12 Reading Teachers Teacher’s College Consultants

Fundations Overview/Training Any teacher Instructional Coaches

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TOPIC: Culturally Responsiveness Dates of Training Audience Trainers

Increasing the Effectiveness of Home-School Partnerships through Culturally Responsive Strategies

1 Hour x 3 Days Teachers and Staff, Building Administrators


Best Practices for Promoting Supportive School Environments for Diverse Learners

1 Day Teachers and Staff District Behavioral Specialists

Exploring Bias, Privilege, and Implications for Equity

1 Hour x 6 Days (or 1 Day)

Teachers and Staff, Building Administrators


TAC-D Leadership Guardians of Equity

ALL Admins NYU TAC-D Staff and District Staff

TAC-D CRE Offerings

All SCSD Admins, faculty and staff

NYU TAC-D Staff and District Staff

TOPIC: Mathematics Dates of Training Audience Trainers

IFL Math

10 days 6-9 Classroom Teachers Institute for Learning Trainers

IFL Math Intervention 2 days Intervention Specialists Instructional coaches Curriculum/instructional coaches

Institute for Learning Trainers Math Solutions, Marilyn Burns’ Associates

Next Generation NYS Math Standards

1 day K-5 teachers, 6-12 math teachers Institute for Learning/ District Trainers

Math - Conceptual Development/Fluency 6 days PreK-5 Teachers Math Solutions, Marilyn Burns’ Associates

Math - Middle Level Instruction 6 days 6-8 math and special education teachers

Institute for Learning/ District Trainers

STAR Math Assessment PD

1 full day K-12 math teachers District Trainers/ BOCES

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TOPIC: Science/STEM Dates of Training Audience Trainers

New York State Science Learning Standards

2 full days 6-12 science teachers Institute for Learning/ District Staff

STEM Lab Training 3 full days Select 7-12 librarians, technology, social inquiry, and science teachers

Fab Lab Trainers, District Trainers

TOPIC: Social Studies Dates of Training Audience Trainers

Reading and Writing Like a Historian -Helping teachers with the instructional shifts needed to help students gain the disciplinary skills

2 days Social Studies, 5-12, Social Inquiry, ENL and Special Ed and some ELA by invite

Stanford History

Education Group

Creating Authentic Assessment in your Inquiry Based Classroom

2 days All Social Inquiry Teachers and Middle level librarians

District Staff

Argument Writing in the Social Studies Classroom

4 days Social Studies Teachers IFL and/or turnkey District trainers

TOPIC: World Language Dates of Training Audience Trainers

Models of Assessment & Grading .in your World Language Classroom

2 days World Language Teachers NYSUT / teacher center

Using Technology in your World Language Classroom

2 days World Language Teachers NYSUT/ teacher center

TOPIC: Fine Arts Dates of Training Audience Trainers

NYS Fine Arts Standards

1 full day Fine Arts staff District trainers/BOCES

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TOPIC: Data Driven Instruction Dates of Training Audience Trainers

STAR 360 12 days K-12 teachers, SuperSTAR Building Leaders (2 per building)

Renaissance STAR Trainer

Data Cycles for PLC’s By request Administrators, teachers, grade level leaders

District staff

Data for Coaches 1 day Coaches, instructional supervisors, administrators

District staff

Putting Faces on the Data; what great leaders do! Book Study

10 – 1 Hour sessions

Coaches, teacher leaders, administrators

District Staff

Data-Driven Decision Making/Differentiated Instruction 30 min scheduled PLC weekly

K-12 Teachers Building Administrator

Using the Student Risk Screening Scale - Internalizing & Externalizing (SRSS-IE) Results to Inform Tiered Responses

1.5 hours bimonthly

Participating Schools & Teams District Behavioral Specialists

TOPIC: SBST Dates of Training Audience Trainers

Efficient Use of SBST Meetings for Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP) Development

2 hours x 3 days

PPS Staff District Behavioral Specialists/PPS Administrators/Gen Ed Continuum Staff

RtI Data Management System Training/Support, eDoctrina Ongoing All staff PPS Administrators; Turn Key District Trainers; Frontline Trainers

SBST Redesign: Understanding best practices and implementation

Ongoing All staff PPS Administrators; Turn Key District Trainers; Frontline Trainers

Data Collection for ISP-B’s, FBAs, & BIPs Made User-Friendly 1 hour PPS Teams District Behavioral Specialists

Collecting and Interpreting Behavioral Progress Monitoring Data: Compliance with NYS Regulations 1 hour

Special Education Case Managers, PPS Staff District Behavioral Specialists

Embedded PD for Using the ALSUP as part of a Collaborative Problem-Solving Approach 1 hour Admin, PPS Teams, Teachers District Behavioral Specialists

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TOPIC: Curriculum Dates of Training Audience Trainers

Curriculum Writing Week 2019 5 days K-12 Teachers, K-12 Special Education Teachers, K-12 Instructional Coaches/PPS Staff

Office of Curriculum and Instruction Coordinators

Curriculum Unit Development – Off Cycle Documented Hours outside of Curriculum Writing Week

K-12 Teachers, K-12 Special Education Teachers, K-12 Instructional Coaches


eDoctrina: Assessment/Curriculum Ongoing Teachers PPS Administrators; Turn Key District Trainers; Frontline Trainers

TOPIC: New Staff Dates of Training Audience Trainers

New Professional Employee Orientation 3 days New hires with professional certifications

District staff

Mentee Seminars Quarterly 90 minute sessions – 6 hours total

Mentees and Mentors

Office of Curriculum and Instruction Coordinators & SCSD Teacher Center University of Albany Faculty

Embedded Coaching

20 days

New teachers Instructional Coaches

Best Practices in Comprehensive Classroom Management Planning

1 Day

New Teachers District Behavioral Specialists

Introduction to SCSD Behavioral Tools and Templates

1 Day

New PPS Staff District Behavioral Specialists

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TOPIC: General Instruction Dates of Training Audience Trainers

High Leverage Practices Multiple offeringsK-12 teachers, special education teachers, administrators


Embedded Coaching 6-week cycle per teacher per building

K-12 teachers Instructional Coaches

Authentic Assessments- Implementing them in your classroom

2 summer days-3 hours every month

Coaches, Administrators, K-12 teacher

District Staff

Formative Assessment & Feedback 1 day K-12 teachers District staff

Questioning 1 day K-12 teachers District staff

Standards Based Grading Sessions throughout the year

K-12 teachers Office of Curriculum and Instruction Coordinators

Assessment for Learning 30 min scheduled PLC weekly

K-12 Teachers Building Administrator

TOPIC: Attendance Dates of Training Audience Trainers

Preventative Strategies for School Truancy and

Absenteeism

2 hours Building SBSTs District Behavioral Specialists

Check & Connect: A Drop-Out Prevention Program

1 hour Admin, PPS Teams, Teachers District Behavioral Specialists

Building Level Attendance Team Training 2 hours Building Level Attendance Teams District Attendance Committee

Chronic Absenteeism Tiered Intervention Training Building Level Attendance Teams District Attendance Committee

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TOPIC: Transition Dates of Training Audience Trainers

Supporting Students transitioning from 5th to 6th grade 2 hours 5th & 6th grade teachers; SW; principals, guidance counselors

MS Guidance

Supporting Students transitioning from 8th to 9th grade 2 hours 8th & 9th grade teachers; SW; principals, guidance counselors

MS Guidance

TOPIC: Budget Dates of Training Audience Trainers

Budget Workshops several 2-3 hour workshops

All SCSD Employees Superintendent and the District Leadership Team

TOPIC: Athletics Dates of Training Audience Trainers

CPR

Any SCSD Employee SCSD Trainers, Mohawk EMT’s,

First Aid

Any SCSD Employee SCSD Trainers, Mohawk EMT’s,

Theories and Techniques (Coaching Course)

Any SCSD Employee

Principles, Philosophies, and Organization of HS Athletics (Coaching Course)

Any SCSD Employee

Sports Science (Need to find out the official name) (Coaching Course)

Any SCSD Employee

TOPIC: Library Management Dates of Training Audience Trainers

Library Management Software: Teachers will utilize the new library management software program to support all readers in their classrooms with resources provided by the district.

1 day with follow up support on an as needed basis

K-12 Teachers, Reading Teachers Cap Region BOCES

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Topic: School Counselors Dates of Training

Audience Trainers

Ethics Ongoing All School Counselors American School Counselors Association (ASCA)

Data Systems Training: Infinite Campus IEP Direct Edoctrina

Ongoing All School Counselors OPA, Transition Coordinator, District Staff, PPS Staff

Naviance

Middle School Counselors District Staff

College Board Facilitators Workshop

1 day All School Counselors College Boards

SUNY Opinform

11/23/18 School Counselors SUNY Oneonta

TCIS training without restraint Ongoing School Counselors District Turn Key Trainers

IB Training Ongoing School Counselors Outside Trainer

Lesson Planning Ongoing School Counselors District Turn Key Trainers

Avid School Counselors Outside Trainer

Career Trends School Counselors Department of Labor

Data Collection Ongoing School Counselors District Staff

Topic: Mental Health Dates of Training

Audience Trainers

Suicide Prevention Ongoing PPS Staff PPS Staff, District Staff, SATRI, DSS, Community Providers

Crisis Intervention Ongoing PPS Staff PPS Staff, District Behavioral Specialists, District Leaders

Executive Functioning: Helping students learn how to manage anxiety related changes in plans or schedules

1 hour PPS Teams and Teachers District Behavioral Specialists

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Resources

Darling‐Hammond, L. (2017). Empowered educators: how high‐performing systems shape teaching quality around the world. Jossey-Bass

Dweck, Carol S.. (2008) Mindset :the new psychology of success New York : Ballantine Books

Guskey, T.R. (1999). Apply time with wisdom. Journal of Staff Development, 20(2), 10‐15.

Guskey, T.R. (1995). Professional development in education: In search of the optimal mix.

Guskey, T.R. and Huberman, M. (Eds.), Professional Development in Education: New Paradigms and Practices (pp. 114‐131) New York: Teachers College Press.

Hunzicker, J. (2010). Characteristics of Effective Professional Development: A Checklist, Bradley University

Leithwood, K., Harris, A., Strauss, T., (2010). Leading school turnaround: how successful leaders transform low‐performing schools. Jossey‐Bass.

Sharratt, L. and Fullan, M. (2012). Putting faces on the data: what great leaders do. Corwin Press

SCSD BLUEBOOK, 2019 edition

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Appendix A: SCSD Professional Development Proposal form

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Appendix B: Five Critical Levels of Professional Development Evaluation

Five Critical Levels of Professional Development Evaluation

Evaluation Level What Questions are Addressed? How will Information be

Gathered?

What is Measured or

Assessed?

How will Information be

Used?

Participants’ reactions To what extent did they like it?

To what extent was their time well

spent?

To what extent did the material

make sense?

To what extent was it useful?

To what extent was the mentor knowledgeable and helpful?

Questionnaires administered

at the end of the year

Interviews

Portfolios and Logs

Initial satisfaction with the

experience

To improve program delivery

and design

Participants’ learning To what extent did participants

acquire the intended knowledge and

skills?

Paper and pencil instruments

Portfolio celebration

Participant reflections (oral

and/or written)

Case study analysis

Principal perception

New knowledge and skills

of participants

To improve program content,

format, and organization

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Gathered?

What is Measured or

Assessed?


Used?

Organization support

and challenge

What was the impact on the

organization?

To what extent did it affect

organizational climate and

procedures?

To what extent was implementation

advocated, facilitated, and

supported?

Was the support public and overt?

To what extent were problems

addressed quickly and efficiently?

Were sufficient resources made

available?

Were successes recognized and

shared?

District and school records

(meeting schedules, minutes

etc…)

Minutes from follow‐up

meetings

Number of meetings with

mentor

Questionnaire

Structured interviews with

participants and school or

district administrators

Participant portfolios

Building memoranda

The organization’s

advocacy, support,

accommodation,

facilitation, and recognition

To document and improve

organizational support

To inform future change

efforts

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Gathered?

What is Measured or

Assessed?


Used?

Participants’ use of

knowledge and skills

To what extent did participants

effectively apply the new knowledge

and skills?

Questionnaires

Structured interviews with

participants and their

supervisors

Participant reflections (oral

and/or written)


Direct observations

Video or audiotapes

Teacher data – discipline

referrals, passing/failing rates,

Number of teachers in the

program who leave the

district

Degree and quality of

implementation

To document and improve

the implementation of

program content

By individual teachers for

reflection and refinement of

practice

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Gathered?

What is Measured or

Assessed?


Used?

Student learning

outcomes

What was the impact on students?

How did it effect student

performance or achievement?

To what extent did it influence

students’ physical or emotional

wellbeing?

To what extent are students more

confident as learners?

To what extent is student

attendance improving?

To what extent are dropouts

decreasing?

Student records – report

cards, attendance reports

etc…

School records


Student learning outcomes

cognitive (performance and

achievement)

Affective (Attitudes and

dispositions)

To focus and improve all

aspects of program design,

implementation, and follow‐

up

To demonstrate the overall

impact of professional

development

Adapted from Guskey, 2000

Documents

2019.2020 PD Plan Final - Schenectady City School District