LEAP-Goal-3-Highly-Qualified-Staff-October-6-4-14

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Performance Goal 3: By 2014-15, all students will be taught by highly qualified teachers.
Summary of Needs and Strengths for Professional Development
Based on a needs assessment of teacher data for your district, include a narrative that describes areas of needed professional
development and areas where adequate professional development opportunities exist.
[Description of activities under Title II, Part A, Subpart 1, Grants to LEA]
STRENGTHS
As of August, 2008, 100% of teachers in Title 1 schools were fully credentialed (highly
qualified)
-Long standing and recognized new teacher support program (BTSA).
-There are Literacy Coaches at all four Title 1 Schools, three Positive Behavioral
Interventions and Supports Coaches support all schools with implementing PBIS, and
eight to twelve English Language Teacher Partners (ELTP) supporting all schools with
designative ELD, and Sobrato Early Academic Literacy.
-There is a Closing the Achievement Plan (CTAG) that is monitored by a committee to
ensure English learners, Hispanic and African American students accelerate their academic
performance results in order to close the gap between them and the White and Asian
students.
-Extensive training in designative and integrated ELD strategies. (See ELD Section of the
LEA Plan.)
-There will be three teachers on special assignment who support teachers with integrating
technology into the classroom.
-Classified Staff Development Committee that plans training for (paraprofessionals)
Instructional Assistants and other classified staff in PBIS and other approaches with
students.
73
NEEDS
With implementation of Common Core
State Standards, teachers, principals,
and parents have indicated a need for
more professional development in four
areas:
English language arts strategies such as
SEAL and Project Based Learning.
Training on the new California ELD
Standards as they are integrated into all
content areas.
Mathematical Practices and using
curriculum such as Engage New York
and College Preparatory Math.
Preparing classroom instruction so that
students have access to 21st Century
skills using technology.
Performance Goal 3: By 2014-015, all students will be taught by highly qualified teachers.
1. How the activities will be based on a review of scientifically based research and an explanation of why the activities are expected to improve
a student academic achievement:
Planned Improvements for Professional Development (Title II)
(Summarize information from district-operated programs and approved school-level plans)
Persons Involved/
Related
Please provide a description of:
Timeline
Expenditures
1. How the professional development activities are aligned with
the State’s challenging academic content standards and
student academic achievement standards, State assessments,
and the curricula and programs tied to the standards:
As recommended through the LCAP process and Program
Principals,
Salary &
Improvement Plans
Coaches,
Benefits
The following professional development activities are designed to DLT/DMT and Key
help teachers implement Common Core State Standards,
Planners
research-based best practices, and assessment.
Committees,
a. Sobrato Early Academic Literacy (SEAL) Trainings TK-3 Assistant
b. Project Based Learning (PBL) Trainings grades 4-8
Superintendent of
c. Engage New York ELA and Mathematics Trainings TK-8
Curriculum,
d. Transitional Kindergarten training
Instruction & ESD
e. System 44 and Read 180 Trainings grades 4-8
Director and
f. Constructing Meaning Train grades 4-8
Coaches
g. Designated ELD grades TK-8
h. Constructing Meaning: 3 Full Days Training 2009-10 for
all teachers at CMS and SMS
i. School Plan Data System
j. Positive Behavioral Interventions and Supports (PBIS)
grades TK-8
k. Principal and site Leadership Team training in Cycle of
Inquiry, Instructional Rounds, and Professional Learning
Communities
74
Estimated Cost
Funding Source
Teachers are
paid a $120/day
stipend for
trainings
Title I
Title II
Title III LEP
LCFF
General Fund
$2500/Day
Consultant Fee
Release Day
Sub: $150/day
.6
Coordinator(s)
2 .3 PBIS
Coaches:
$71,816
TK training
$3,754
Please provide a description of:
Persons Involved/
Timeline
Related
Expenditures
Assistant
Superintendent of
Curriculum,
Instruction &
Assessment,
English Learner
Coaches,
Assessment
Coordinator
.6
Coordinator(s)
Estimated Cost
Funding Source
Salary &
Benefits
$79,672 each
Title II
2. How the activities will be based on a review of scientifically
based research and an explanation of why the activities are
expected to improve student academic achievement:
Professional Development Activities are based on the research:
 Laurie Olson: Sobrato Early Academic Literacy
 Buck Institute and New Tech: Project Based Learning
 Dr. Robert Horner: PBIS, University of Eugene Oregon
 Mike Schmoker: RESULTS Now!
 Bob Marzano: Classroom Instruction That Works
 Susana Dutro: Systematic ELD and Constructing Meaning
 Rick Dufour: Professional Learning Teams
 Doug Fisher,Nancy Frey: Gradual Release of
Responsibility
 Silicon Valley Math Initiative: Mathematical Practices
Coaches
Consultant
Contracts
Registration
Fees
Books
$2500$3000/Day
$250-$400
$25-$50
3. How the activities will have a substantial, measurable, and
positive impact on student academic achievement and how the
activities will be used as part of a broader strategy to eliminate
the achievement gap that separates low-income and minority
students from other students:
The primary focus of district professional development will be
to sustain initial training that has been provided during previous
school years and to continue training linked to multiple
measures of assessment and CCSS Implementation.
a. Teachers will utilize School Plan to input Assessment Data
b. Schools will use RIgby Assessments to track and monitor
reading achievement levels
75
Director
Coordinators
Principals
Teachers
ELTPs and
Coaches
School Plan
Contract
$3.00/student
Rigby
Salary
Release Time
for
collaboration
LCFF
No cost
$150/day sub
fee
LCFF
Title I
c. Sites will develop an annual plan of intervention activities
based on assessment data.
d. PLC time will be regularly scheduled with clear
expectations for PLC meetings
e. Coaches and ELTPs will lead and collaborate with the
regular classroom teachers on using data to inform
instruction.
f. Elementary Teacher Tuesday Adjusted Days and
Wednesday ‘Late Start’ days at each middle school enable
collaborative grade level/department meetings.
g. The District “Best Practices” will be utilized for
observation, feedback and coaching.
Please provide a description of:
Late Start and
Early Release
General Fund
Cabinet
Persons
Involved/
Timeline
Relate
d
Expen
ditures
Estimate
d Cost
Funding
Source
4. How the LEA will coordinate professional development
activities authorized under Title II, Part A, Subpart 2 with
professional development activities provided through other
Federal, State, and local programs:
a.
b.
c.
d.
e.
76
Human
The District is a member of the Silicon Valley New
Resources,
Teacher Project Consortium that is framed around the
BTSA
California Standards for the Teaching Profession (CSTP)
Coordinator,
The District is a member of the Silicon Valley Math
Support
Initiative
Providers
All first and second year teachers receive weekly support in Principals
becoming highly qualified through the BTSA support
providers.
Alignment of district evaluation processes with BTSA
Formative Assessment Tools based on the CSTP
Utilizing the BTSA Tool, the Analysis of Student Work
tool with grade level data processes
a. none
b. SVMI
c. Stipend for
Support
Providers
d.-e. none
a. none
b. $5,000
c. $3,000
d.-e. none
a. none
b. Title II
c. LCFF
1.
5. The professional development activities that will be made
available to teachers and principals and how the LEA will
ensure that professional development (which may include
Assistant Supt.
teacher mentoring) needs of teachers and principals will be Instruction;
met:
ESD Directors,
Coordinator
Two-way communication with teachers takes place through Principals
our system of site committee representatives on monthly
Teacher
committees. (see annual description)
representation for
each school
Please provide a description of:
a. Coordinator(s), Coaches, English Language Teacher
Partners (ELTP), and Teachers released full time to
provide professional development in the areas of CCSS
ELA, math, English Learner support, and PBIS.
b. SEAL & PBL training for CCSS Implementation
c. Constructing Meaning: A framework for middle school
targeted at helping English Learners comprehend subject
matter and be able to use academic English to respond in
writing about the text.
d. BTSA support providers, Coordinator(s) who support new
teachers in learning the relationship between instructional
techniques and mastery of specific reading standards. (See
annual BTSA Plan)
77
a. Salaries,
Persons Involved/
Timeline
a. certificated
teachers
Related
Expenditures
a. Salaries
b. Directors and
Coordinators
b. Consultants
& sub release
time
c. Intermediate
School
Teachers
c. Materials,
subs,
coordinator
salary
d. Coordinator and
Support Providers
d. Materials,
salaries
LCFF
Estimated Cost
Funding Source
Sub release
from Title II
$56,428
Title I, II, III
LCFF
b. $150/per sub
c. $2,000 per
day for
consultants
b. LCFF, Title
III, Common
Core Money
c. Title II
c. $2,000,
$150/per sub
d. $5,000 mtls.
d. Title II,
LCFF
e. Using School Plan for Progress Monitoring
Please provide a description of:
As recommended in the LCAP process:
Coaches and ELTPs will support teachers and staff by providing
initial training and ongoing, embedded coaching to all teachers
across the district. This embedded coaching will be provided
using a collaborative coaching model.
e. Director,
Principals,
Teachers
Persons Involved/
Timeline
e. Salary and
Benefits
General Fund,
LCFF
Related
Expenditures
Estimated Cost
Funding Source
Asst. Supt. C&I
Coaches
Principals
Teachers
Coaches’
Salaries
$120,000/per
coach or ELTP
Multi funding
through LCFF,
Title I, Title III
Asst. Supt. C&I
Coaches
Consultant on
Coaching
$2,000/per day
Title II
A primary focus of the principal and coaches is to provide
evidence of the transfer of learning from the trainings to
implementation in the classroom.
School identified in the ConApp for receiving Title I Funds have
site-based Literacy Coaches. The Educational Services staff will
facilitate monthly professional development around coaching
strategies and best practices.
A primary goal of coaching is to help teachers to meet the needs of
English Learners. This will include, but not be limited to coaching
around CCSS implementation, literacy, math, designated ELD,
Constructing Meaning, and using data from assessments to drive
targeted small-group instruction.
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Please provide a description of:
6. How the LEA will integrate funds under this subpart with
funds received under part D that are used for professional
development to train teachers to integrate technology into
curricula and instruction to improve teaching, learning, and
technology literacy:
We do not receive Title II, part D funds
7. How students and teachers will have increased access to
technology; and how ongoing sustained professional
development for teachers, administrators, and school library
media personnel will be provided in the effective use of
technology. (Note: A minimum of 25% of the Title II, Part D
Enhancing Education through Technology funding must be
spent on professional development.):
We do not receive Title II, Part D funds
79
Persons Involved/
Timeline
Related
Expenditures
Estimated Cost
Funding Source
Related
Expenditures
Estimated Cost
Funding Source
Principals,
1) School Site Councils (SSC) includes the site principal,
school
teachers, other school staff including paraprofessionals, and staff/teachers,
parents advise on the development of the Single School Plan parents,
and monitor implementation. Site include parents of
district staff
English learners as part of the SSC and Site English Learner
Advisory Committee (SELAC)
None
None
LCFF
2) District Advisory Council (DAC) includes one parent and/or Asst.
SSC representative from each site advise on the
Superintendent
development of the LCAP and LEA Plan and monitor
Assessment
implementation.
None
None
LCFF
None
None
LCFF
None
None
LCFF
Please provide a description of:
Persons Involved/
Timeline
8. How the LEA, teachers, paraprofessionals, principals, other
relevant school personnel, and parents have collaborated in
the planning of professional development activities and in the
preparation of the LEA Plan:
3) District English Learner Advisory Committee includes at
least one parent representative from each school site. They
advise on the R-30 and the District master Plan for English
Learners
Asst. Supt; English
Learner
Administrator on
Special Assignment
4) Paraprofessionals participate in school level and district
wide professional development activities.
Human Resources
Department
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Please provide a description of:
Persons Involved/
Timeline
Related
Expenditures
Estimated Cost
Funding Source
None
9. How the LEA will provide training to enable teachers to:
 Teach and address the needs of students with different
learning styles, particularly students with disabilities,
students with special learning needs (including students
who are gifted and talented), and students with limited
English proficiency;
 Improve student behavior in the classroom and identify
early and appropriate interventions to help all students
learn;
 Involve parents in their child’s education; and
 Understand and use data and assessments to improve
classroom practice and student learning.
a) “Best Practices” such as SEAL will continue to be implemented
across the District to improve English Learners’ reading and math
skills as well as English language development.
The Best practices will be used for observation, feedback and
coaching to ensure that effective strategies for English Learners
are in place.
a. Assistant
Superintendent,
Principals,
Teachers
None
None
b) Professional development in CCSS implementation, ELD and
Interventions, PBIS and classroom management, and
understanding the connection between the ELA and ELD
standards.
b. Assistant
Superintendent,
Principals,
Curriculum Coach;
Teachers
b.
Registration
b. $120/per sub
c) The District Administrator on Special Assignment and the
ELTPs function as district liaisons and resources to:
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c. English Learner
Coaches,
c. ELTPs
b. LCFF, Title
I, Title II, Title
III,
c. $120,000/per
ELTP
1)
2)
3)
4)
5)
Support ELD scheduling and teaming and implementation
Demonstrate designated ELD lessons in classrooms
Coach teachers on ELD, Constructing Meaning, SDAI and
Coordinate Language Review Team
Lead English Learner (Parent) Advisory Committee
Please provide a description of:
e) Data and assessments to improve classroom practice and
student learning will be support through the following data tools:
1) School Plan (TK-8)
2) RIgby
3) Engage New York formative assessments
Principals,
Assistant Supt.
Instruction
teachers
Persons Involved/
Timeline
Release time
as needed
c. LCFF/Title
III
Related
Expenditures
Estimated Cost
Funding Source
Asst. Supt C&I
Directors,
Coordinators
Principals
Tech Partners
Coaches
Contracts for
School Plan
Annually
$85,000
LCFF, General
fund
Teachers
None
None
None
To monitor progress and to provide the needed supports, we will
implement the following multiple measures:
Writing
Within each CCSS Unit
Running Record/Rigby
Ongoing through Guided Reading
District Benchmarks
2x/year Grades TK-2
District Benchmarks
1x/year Grades 3-8
System 44 and Read 180
Based on student needs
Smarter Balanced
1x/year Grades 3-8
10. How the LEA will use funds under this subpart to meet the
requirements of Section 1119:
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1) The Santa Clara County Office of Education provides
CLAD certification courses for teachers in the District.
2) The District teacher contract requires a commitment to
complete requirements to meet the federal definition of
“highly qualified.”
$6,000
Funds from Title II, Part A will also be set aside for Private
Schools based on their request and population.
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Title II
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