The Prescriptive Plan for Assistance (PPA)2011-2012

HISD Executive Sponsors:Julie Baker, Chief Major Projects OfficerAnn Best, Chief Human Resources OfficerAlicia Thomas, Chief Academic Officer

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Objectives

By the end of today‘s session you will understand:

How to draft effective PPAs How to address common scenarios

When you see this icon, refer to Mr. South’s PPA.

When you see this icon, refer to the Activity Worksheet.

M When you see this icon, refer to the Sample Memoranda.

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Introduction to the PPA

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What is the PPA?

Formally known as “Intervention Plans” or “Growth Plans”: The PPA replaces the TINA and any other intervention/growth plan being used at individual school sites.

Appraiser driven: Appraiser determines placement on a PPA and drives its development.

A living document: Appraisers and teachers will check-in to review the teacher’s progress in the areas identified, and modify the plan accordingly.

Applies to all Instructional Practice and some Professional Expectations criteria: Appraisers may develop a PPA for all IP criteria and PR-2 and PR-7.

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When is a PPA developed?

The PPA is developed for:

• any individual for whom the appraiser feels as though his or her performance warrants prescriptive assistance

Note that if a teacher does not start the year on a PPA, yet their performance becomes a concern, a PPA should be developed no later than October 31, 2011, in order to allow time for meaningful support and development to occur. Of course, teachers can be placed on PPAs later in the year, but earlier placement is preferred.

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The PPA includes several elements, designed to provide targeted and timely support to teachers.

ELEMENTS OF THE PPA1. Focus Area

2. Professional Development Target

3. Expected Impact

4. Professional Development Activity

5. Action Steps

6. Monitoring Action Steps that include:• Supports to achieve action steps• Check-in date• Status of action step• Next steps

7. Evidence or lack of changes in teacher behavior/student outcomes

8. Outcome for Professional Development Activity and Rationale

7All names and corresponding information are fictitious and created for training purposes only.

Sample PPA Teacher: Mr. South, 5th grade teacher

Appraiser: Principal North, HISD Elementary

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Element 1: Focus Area Focus Area (Criterion)

Definition: Drawn directly from the Instructional Practice criteria or some of the Professional Expectations criteria (PR-2 and PR-7) that are appropriate.

Key Considerations

Before selecting a focus area, consider the teacher’s current instructional practice and professionalism by reviewing all available evidence (observations, walkthroughs, teacher-submitted evidence, etc.).

If a teacher has more than one focus area, make sure to identify and communicate all the focus areas for the PPA, even if the teacher will only workon one area at a time in a given time period.

See Sample PPA for Mr. South’s Focus Area.

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Element 2: Professional Development Target

Professional Development Target

Definition: Professional Development Targets are specific and measureable targets for changes in teacher or student performance and/or behavior that are aligned to the indicators in the Instructional Practice and Professional Expectations rubric.

What does an effective Professional Development Target include?

Specific and measureable Professional Development Targets may include: • Rationale: Sources of evidence used to identify an area for development

• Activity: Specific activity teacher engages in to reach objective/outcome

• Objective/Outcome: Broad instructional or professionalism objective/outcome targeted by the goal

See Sample PPA for Mr. South’s Professional Development Target.

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Element 3: Expected Impact

Expected Impact on Student Behavior/Performance or Community Environment

Definition: This section describes the expected change in the teacher’s performance and the impact on students as a result of achieving the Professional Development Target.

TIP: Appraisers may ask themselves, “What change do I expect to see in the teacher’s students?”

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Element 4: Professional Development Activity

Professional Development Activity

Definition: Professional development activities are those that the teacher will take to improve practice in the focus area. Focus should be placed on individualized and targeted professional activities as opposed to district-wide learning sessions.

What are some examples of good professional development activities?

Some examples of activities that may benefit teachers on a PPA may include:• Team teaching opportunities• Peer observations• Professional Learning Communities or Critical Friends Groups

Additional examples of professional development activities can also be found at:

Campus-Based Professional Development: A Principal’s Handbook

See Sample PPA to see Mr. South’s professional development activity.

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Element 5: Action Steps Action Steps

Definition: This section describes all actions required to show application of learning and new strategies, after the professional development activity is identified.

What are characteristics of effective action steps?

• Clear: Each action step should provide a clear road map for successful implementation of the professional development activity.

• Encourage Appraiser-Teacher Collaboration: It is recommended that appraisers work side-by-side with the teacher to promote success with each action step.

• Promote Feedback: As the teacher works through each action step, appraisers may provide continuous feedback regarding progress toward the expected change.

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Element 5: Action Steps

ACTIVITY

Imagine you are Principal North and must determine Mr. South’s action steps.

What should Mr. South’s action steps be?

Using the Activity Worksheet, draft the action steps for Mr. South considering the following question:

What is the step-by-step process that needs to occur after identifying the professional development activity

to make sure that Mr. South incorporates lessons learned from the activity into his practice?

See Sample PPA for the action steps Principal North drafted.

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Element 6: Monitoring Action Steps Monitoring the Action Steps

To effectively monitor the completion of an action step, the appraiser completes the following:• Supports to Achieve Action Steps: Section describes any support necessary for

the teacher to complete the action step. Examples of supports may include:• Scheduling a peer or off-site observation• Planning to cover classes• Registering and paying for off-site training• Scheduling an announced observation to provide formative feedback (not

to be included in the teacher’s appraisal)

• Check-in Dates: Section establishes a projected date for completion of each action step and a check-in with the appraiser.

• Status of Action Steps: Section indicates whether an action step was MET/ON TRACK/NOT MET.

• Next Steps: Appraiser completes only if teacher did not meet an action step, and describes concrete follow-up action.

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Element 6: Monitoring Action Steps (continued) Monitoring the Action Steps (continued): Documentation

Appraisers must document each action step that a teacher has not completed through a memorandum that includes the following:

• Description of the action step• Timeline that teacher had to complete the action step (start and end date)• Reason(s) why the teacher did not meet the action step• Any follow-up directive from the appraiser

Teachers are required to acknowledge receipt of all performance information related to their appraisal, including memoranda.

• A teacher acknowledges receipt by signing and dating the memorandum. Acknowledgement does not imply agreement.

• If the action step was met, the teacher initials and dates beside the Notes column. The appraiser gives a copy of the changes to the teacher and keeps the original for later use.

If a teacher refuses to acknowledge receipt of the memorandum:• Ask a witness to sign and verify that the teacher received a copy of the

memorandum, but refused to sign for it

M See Sample Memoranda.

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Activity

ACTIVITY

How will Principal North monitor Mr. South’s action steps, considering each question below?

• Supports to Achieve Action Step: What types of supports can I provide Mr. South to support him in accomplishing the action step?

• Check-in Date: Is this a reasonable amount of time for Mr. South to complete the action step? Did I determine a date and time to check-in with Mr. South on progress made? Is this date/time on my calendar?

• Status of Action Step: Do I have evidence to support the status I assigned?

• Next Steps: If Mr. South didn’t meet the action step, what adjustments can we make to support him in doing so?

See Sample PPA for how Principal North chose to monitor each action step.

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Element 7: Evidence

Evidence or Lack of Changes in Teacher Behavior/Student Outcome

Definition: In this section, the appraiser includes evidence indicating the extent to which the teacher’s implementation of the professional development activity showed a change in teacher behavior and student behavior/outcomes.

Key Considerations

Appraisers may consider the following question when completing this sectionof the PPA:

• Does the evidence gathered during the walkthrough/observation describe a change in teacher behavior/student performance?

NOTE: Appraisers may remove a teacher from a PPA only if the appraiser deems the teacher has shown sufficient improvements based on evidence gathered.

See Sample PPA for evidence Principal North gathered.

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Element 8: Outcome for Professional Development Activity and Rationale

Definition: In this section, appraiser indicates whether expected outcomes were met or not met, and explains the rationale for why the teacher met or did not meet the expected outcomes of the professional development activity.

Outcome for Professional Development Activity and Rationale

Key Considerations

Appraisers may consider the following questions when completing this sectionof the PPA:• What evidence do I have to support that the teacher’s behavior/performance

changed?

• If the teacher successfully met the requirements, are there other areas where the teacher is struggling and in need of a PPA?

See Sample PPA for the outcome and rationale in Mr. South’s PPA.

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Determining whether to close a PPA

Key Considerations

In order to determine whether a teacher has successfully completed the PPA, consider the following questions: • What evidence do I have to support that the teacher’s behavior changed in

all focus areas that the teacher required prescriptive assistance?

• What evidence do I have to support that student outcomes have changed in all of the teacher’s focus areas?

If you have sufficient evidence to show that a teacher has successfully demonstrated a change in his or her behavior and in student outcomes, draft a memorandum that closes the PPA, if there are no other areas of concern.

If you do not have specific evidence to show that a teacher has successfully demonstrated a change in behavior and in student outcomes, or if there are other areas the teacher needs to develop, draft a memorandum that extends the PPA.

See Sample Memoranda.M

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The PPA is an integral part of the documentation process and appraisal system and it should be maintained with confidentiality and professionalism in the teacher’s appraisal file at the campus.

A teacher’s PPA file should contain the following:1. All accompanying documents, such as memoranda, letters, etc.

2. Memoranda specific to the PPA should be attached.

Document Maintenance

Document Maintenance

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Common PPA Scenarios

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Common Scenario 1 Challenge

Principal North has gathered evidence that shows Mr. South has failed to meet an action step. What can Principal North do?

Answer

Adjust the action step: If a teacher is not meeting an action step you may consider the following:• Adjust the timeline: Was the timeline set for the teacher to complete the action step

reasonable? If not, what adjustments can be made?• Adjust the types of support: Does the teacher need different types of supports to

facilitate success? If so, what types of supports can you provide?• Adjust the professional development activity: Does the teacher need a different

professional development activity to facilitate success?

Document adjustments:• Write a memorandum: Document the action step not met, timeline missed, reason(s)

the teacher did not meet the action step, and any adjustments made.• Complete the “Next Steps” section: Include adjustments made to a teacher’s action

step and obtain the teacher’s signature and date of receipt on the form.

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Common Scenario 2 Challenge

Answer

1. Determine why teacher did not demonstrate change in practice: Principal North needs to refer to the action steps and determine why the process failed. (Inappropriate professional development or support; insufficient feedback and guidance; lack of teacher response)

2. Extend the PPA: Principal North should extend the PPA using the same Focus Area, but may consider drafting a different Professional Development Target or Professional Development Activity.

3. Document through a memorandum: Principal North should write a memorandum explaining why Mr. South did not demonstrate change in his practice, the focus area was not successfully completed, and that the PPA is being extended.

Mr. South has completed all action steps, but Principal North has gathered evidence that shows that Mr. South has not demonstrated the required change in his performance and student outcomes. As a result, Mr. South has not met his professional development target. What is Principal North to do?

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Common Scenario 3 Challenge

Principal North focused Mr. South’s PPA on “I-2: Checks for student understanding and responds to student misunderstanding” because he did not want to overwhelm Mr. South.

Mr. South has additional areas he is struggling in, including “I-4: Engages students in work that develops higher-level thinking skills.”

Principal North gathered information that Mr. South met his professional development target for I-2. Is Mr. South still on a PPA?

AnswerPrincipal North will extend the PPA for Mr. South with I-4 as a Focus Area.

Remember that Principal North chose one focus area to avoid overwhelming Mr.

South. Even though Mr. South is well on his way to improving his practice, there is evidence that he still needs the guidance of a PPA for continued success.

TIP: In your initial conversation with the teacher, clarify all the focus areas the teacher will work on but they will focus only on a few at one time.

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Thank you

This concludes the training for writing effective PPAs.

If you need further assistance, please email the Performance Management team at perfmgt@houstonisd.org or call (713) 556-6903.