2013 IPDP Workshop
“Developing and Implementing a
Meaningful IPDP”
Presented by
Lora M. McCalister-Cruel, Literacy Coach
Jeannie Williams, Literacy Coach
Tracy Rogers, STS
EQ & Lesson Purpose
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.
Learning Targets
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
SB 1664
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.
IPDP CYCLE
Identify student
weaknesses
Hypothesis
Reflect on the
impact of the
strategy or
practice
Strategy or practice
to impact weakness
Progress monitor
the strategy or
practice
Learn about the
strategy
How much impact
Implement the
strategy or
practice
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:
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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)
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
All instructional personnel should focus their professional growth
plan efforts on a targeted group and the individuals within the
targeted group by:
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•
•
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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
• 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?
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:
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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 writing
Possible Data Sources:
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•
•
•
•
•
•
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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 Areas
IPDP focus: Math, reading, science or writing
Possible 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 Electives
IPDP focus: Math, reading, science, civics, writing
Possible 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 Electives
IPDP focus: Math, reading, science, social studies, writing
Possible 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 Specialists
IPDP focus: Math, reading, science, civics, writing
Impact Area: Job-Embedded Professional Development
Possible 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, writing
Impact Area: MTSS Intervention Program
Possible Data Sources:
Student Data
• DEA AP1
• FCAT 2.0
• Writing Samples
• 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: ESE Resource Teacher
IPDP focus: Math, reading, science, civics, writing
Impact Area: IEP Implementation
Possible Data Sources:
Student Data
• DEA AP1
• FCAT 2.0
• Writing Samples
• 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
• MTSS Intervention Plans
Disaggregating - Analyzing data by specific subgroups of
students.
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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
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
9 of the 22 (41%) students
are below proficiency on
2012 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
12 of the 20 (60%) Tier II
students (9 teachers) are
level 1 on
DEA 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.
Needs-Based Question
for Classroom Teachers
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.
Example
Will 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)
Example
Will using CRISS strategy of selective
highlighting increase students’ achievement
in identifying causes and effects?
(STRATEGY)
Needs-Based Question
for Other Instructional Personnel
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.
Example
Will modeling weekly lessons on using
graphic organizers for complex text increase
teachers’ use of graphic organizers during
instruction with students for informational
text? (PRACTICE)
Example
Will conducting professional development
on observational/anecdotal records
increase data collection of teachers
providing MTSS interventions and
improving student behavior? (PRACTICE)
Expected Student Achievement Goal for
Classroom Teachers
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.
Example
5 out of 10 (50% )of my targeted students
will earn 100% on the moderate complexity
questions in all reporting categories on DEA
Reading AP3.
Example
4 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 for
Other Instructional Personnel
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.
Example
10 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.
Example
8 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
for Classroom Teachers
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.
Example
Based 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
for Other Instructional Personnel
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.
Example
Based 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.
Objectives:
I will review Educational Impact video to enhance my
knowledge of Webb’s DOK (Notes and Calendar).
• Webb’s DOK
• Think-Aloud for
complex text
• Essential Questions
for daily lessons
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).
Related Professional Development
Activities for Other Instructional Personnel
Related Professional Training and Learning Activities –
Diverse formats of research-based professional development and
participation.
Objectives:
• Facilitating Adult
Learning
• Technology for
Presentations
• Observational
Record Keeping
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)
Classroom Implementation
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.
Develop IPDP Implementation Calendar to include the following:
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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
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
Developing a Meaningful IPDP Activity
• Use the mock data you are assigned
• You will only need to write the following:
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Baseline Data Statement
Needs-based Question
Expected Student Achievement Goal
Related Professional Development Objectives
Related Professional Development Training and Activities
Classroom Implementation
IPDP Scoring 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
Contact Us
Dawn Capes,
Coordinator of Teacher and Administrator Appraisal Systems
capesda@bay.k12.fl.us
@DawnCapes1
Lora M. McCalister-Cruel, Literacy Coach
mccallm@bay.k12.fl.us
@McCalisterCruel
Jeannie P. Williams, Literacy Coach
willijp@bay.k12.fl.us