Professional Development Master Plan

(1)

Professional

Development

Master

Plan

Milford

School

District

SAU

40

June

2012

The

mission

of

the

Milford

School

District

is

to

provide

a

(2)

The

Milford

School

District

wishes

to

recognize

and

thank

members

of

the

2011

‐

2012

Professional

Development

Committee

for

the

time

and

effort

invested

in

developing

this

new

Professional

Development

Plan.

Chantal

Alcox

Kathy

Melconian

Doreen

Danhof

Rose

O’Neill

‐

Verney

Paul

Dargie

Meg

Peterson

Jessica

Dobson

Beth

SanMartino

Diane

Doran

Diane

Scott

Marguerite

Ferrer

Jacqui

Theriaque

Laurie

Johnson

Kaylan

Thibodeau

John

Kasparek

Tammy

Vetack

Jill

Larro

Barbara

Waris

(3)

Table of Contents Page

Purpose of Professional Development 3

Professional Development Committee: Roles and Responsibilities 7

Data Driven Decision Making and Professional Development Planning 14

Individual Professional Development Plans and Goal Setting Processes 39

Strategies 55

Documentation of Professional Learning 66

Evidence of Professional Growth 86

Classified Staff: Paraeducator Certification 132

(4)

Purpose

of

Professional

Development

(5)

Purpose of Professional Development in the Milford School District

The purpose of professional development in the Milford School District is inherent in its mission – to

provide a quality education that encourages all students to succeed. Personalization of learning for

all of our students is our focus. To this end, professional learning is both a collaborative process and

an individual endeavor designed to ensure that curriculum and content are current, that assessment

and instructional practices are effective and grounded in current knowledge of learners and

learning, and that reflection and professional conversation guide educators in the professional

learning community. The logic is simple: effective teaching advances student learning; professional

learning enables effective teaching.

We believe that….

• High quality professional development results in increased student achievement.

• Effective professional development is job‐embedded and sustained; that is, its value is

evident in the classroom/workplace as educators apply new skills, knowledge and dispositions

to their teaching.

• Responsibility for professional learning rests with both the organization and the individual.

Educators develop and execute individual professional development plans supported by their

peers, their supervisors and the District.

• Responsibility for record keeping for professional development rests with the individual

educator.

• Internal expertise and leadership are valuable resources that sustain meaningful adult

learning.

• A healthy professional learning community supports the continuous improvement of

educators, schools and the District.

Relationship Between Professional Learning and Student Results

From: Learning Forward. (2011) Standards For Professional Learning. Oxford, OH: Author

1. Standards based professional learning 2. Changes in educator knowledge, skills and dispositions 4. Changes in student results 3. Changes in educator practice

(6)

This Professional Development Master Plan is a framework providing direction for the process of

planning and documenting professional learning as it supports student achievement.

The plan:

• guides educators through the process of setting professional development goals, executing

professional learning plans and documenting evidence of their learning, thus fulfilling the NH

State requirements to maintain their certification;

• explains a collaborative process by which professional development activities are planned,

executed and evaluated; and

• directly links professional learning initiatives to our curriculum development cycle and our

Local Education Improvement Plan – the documents which underpin long range and annual

goals at the school and District levels.

The Professional Development Master Plan is a guidebook for all who share in the collective

responsibility for professional learning and growth.

(7)

Our vision for professional growth …..

If a person visited the Milford School District in five (5) years, what evidence would they see of a

successful Professional Development Master Plan?

A learning community where…

Adequate resources support professional development.

• Educators collaborate to plan for effective instruction that increases student learning. • Sufficient time and resources are focused on collaborative learning and high priority goals. • The strengths of each educator contribute to the success of the collaborative learning

community.

• Skillful leadership is recognized, developed and valued for its role in ongoing collegial support.

Data is used for problem solving and decision making.

• Regular and systematic review of student achievement data and assessment information

focuses collaborative discussions and provides guidance for instructional decision making and

professional development planning.

• Electronic systems and databases streamline the collection, access and analysis of student

data.

Continuous improvement of curriculum and instruction increase student learning.

• Students meet Common Core standards and achieve measureable growth through a rich

curriculum, appropriate instruction and effective assessments.

• The achievement of high standards for academic growth for all students is documented

through Personalized Learning Profiles, ePortfolios, Flexible Intervention Plans, Individualized

Educations Plans and other common formats.

• Professional learning is ongoing, job‐embedded and supported by such practices as lesson

sharing, conversations about student work, peer observations and the development of unit

plans and common core assessments.

Educators benefit from participation in the professional learning community.

• Multiple strategies for professional learning are designed to meet the differentiated needs of

adult learners.

• A safe environment for professional learning encourages educators to challenge themselves

to learn and grow professionally.

• Mentoring and induction introduce all educators to our learning community.

• Educator evaluation systems measure the impact of professional learning on student learning,

as well as how well individuals, schools and the district achieve professional learning goals. • Technology is a viable tool for networking, communicating and extending learning.

Partnerships with families and the community support educator and student learning. • Families are able to access a variety of resources to assist students at home.

• Partnerships with the community build understanding of current and future workforce needs.

(8)

Professional

Development

Committee:

Roles

and

Responsibilities

(9)

Professional

Development

Committee

Membership,

Roles,

and

Responsibilities

Membership

 one SAU administrator

 three administrators (one from each level)

 four classroom support staff members (one from each building‐Jacques, Heron Pond, Milford Middle School and Milford High School)

 one classified staff member (e.g. secretary, food service, custodian)  one community member or parent

 one school board representative  eight professional staff members:

o one from Jacques o two from Heron Pond

o two from Milford Middle School o two from Milford High School o one from Sage

Selection criteria for service to the Professional Development Committee will include one of the

following:

1. selection of staff member by the entire respective staff at each building/level in an election. 2. recruitment and selection of a parent or community member by the Professional

Development Committee.

3. selection of the school board member by the school board and election of the administrators by the superintendent.

 All members will serve a three‐year term with membership rotating tri‐annually.  New members will join the committee in October.

 Open positions will be filled during an annual election in the fall.

 If a position becomes vacant at any other time during the school year, the position will be filled by committee appointment.

 A rotation in membership is encouraged, (but not required), every six years.

Roles and Responsibilities

Roles of District Professional Development Committee Co‐Chairs:  preside at meetings

 prepare agendas

 serve as spokespersons for the committee

 communicate professional development successes and needs to the administrative team  schedule appeals hearings and facilitate the appeals process

 record and disseminate meeting minutes

(10)

Roles of District Professional Development Committee Members:

 attend regular meetings and all other meetings set by the co‐chairs  communicate and solicit input from the constituency they represent  serve on Building Level Professional Development sub‐committees

 report progress toward professional development goals, for the group which they represent, to the district Professional Development Committee

 confirm/verify CEUs recorded on Professional Development Activity forms

 meet with any certified staff hired after the start of school to explain our Master Plan  orient staff to the new certification requirement from the State

 meet with new staff who want to transfer CEUs and work with them to review prior CEUs earned during recertification cycle, and complete appropriate paperwork

 develop the staff’s understanding and use of the following:

o Milford School District Professional Development Master Plan and Goals o CEU option, Portfolio option, combination plans

o reciprocity paperwork from other school districts that needs to be processed by Milford’s PDC within six months of hire date

o time lines, paperwork, and documentation that need to be turned in to the PDC o professional development forms and how to use them

o strategies – various types of documentation needed, as well as how to apply for initial certification/re‐certification

Functions of the District Professional Development Committee:

 confirm/verify questionable CEU requests for professional development activities

 endorse the Professional Development Master Plan and assist in its creation and annual review

 assist in promoting all in‐district professional development activities  hear and make decisions regarding appeals

 provide information and support to new staff members regarding requirements of the Professional Development Master Plan

 evaluate the effectiveness of the Master Plan annually and revise as needed  establish and communicate District Professional Learning priorities to all educators  promote the Standards for Professional Learning from Learning Forward

(11)

A Professional Development Planning Team is established at each building level. This team includes: the Teacher Representatives and the Support Staff Representatives to the District Professional Development Committee, the Building Principal, the Curriculum Coordinator, the Director of Academic Studies, Director of Technical Studies, and any others deemed necessary to represent the building population.

Roles of the Building Level Professional Development Representatives:

 regularly attend building level professional development committee meetings

 communicate and solicit input from the constituency they represent

 gather input and feedback on professional development activities

 assist in planning and promoting all in‐district and building level professional development activities

Functions of Building Level Professional Development Committee:

 develop annual building level professional development goals that align with the professional development priorities outlined in this master plan and with annual building and district goals and initiatives

 share and use survey results to determine professional development needs of building members

 meet on a regular basis to plan and promote building professional development activities including academies, workshop days, and delayed openings

 review student achievement data and use this for planning

 assign CEU values to District and building professional development activities

 coordinate Academy request and approval process

 advertise, communicate and promote the Academy workshops to all staff

 evaluate building level professional development activities and use this information for future planning

(12)

How

our

Professional

Development

Master

Plan

was

developed…

Early in the 2011‐12 school year, our Professional Development Committee began a self study process using the Learning Forward standards to evaluate our June 2007 plan. We followed this initial assessment by looking at data from three sources: information provided by stakeholders through the Local Education Improvement Planning process during the 2009‐10 school year, data from a technology professional learning survey conducted by the Technology Committee in February 2012, and information compiled from a professional learning survey in March 2012. Our needs assessment consisted of an analysis of all of this information and provided direction for this latest version of the Milford Professional Development Master Plan.

The results indicated that a healthy professional learning community has evolved in Milford, where professional learning is collaborative and job‐embedded, directly linked to student learning, the teacher evaluation system, curriculum cycle, and District, school and individual learning goals. We were proud of the progress indicated by the shift from individuals attending workshops to ongoing, continuous group learning with direct connections to classroom practices and genuine conversations about student data and classroom pedagogy. Three areas were indicated as priorities for growth: (1) the need for a differentiated system for development of technology skills, (2) the continued refinement of strategies for personalization and differentiation of instruction to meet the diverse learning needs of students, and (3) a focus on developing professional learning communities where educators collaborate to improve instructional practices, and where classrooms are engaging environments for students to learn.

A subcommittee with representation from all stakeholders on the Professional Development Committee was formed to revise our plan with guidance from the entire PD Committee. Major focus areas were: recreating our professional learning priorities; refining processes for goal setting and for providing evidence of professional growth; expanding and refining our work based on the new national Learning Forward standards to provide enough flexibility for the differentiated learning needs of educators, yet maintaining the core focus of improving student outcomes.

This Master Plan for professional learning will guide our improvement efforts over the next five years. Using the Learning Forward Standards, we will measure our progress toward this vision, and the overall success of our Professional Development Master Plan. The process for evaluating our master plan follows.

(13)

Evaluation

of

the

Professional

Development

Master

Plan

The Professional Development Committee is responsible for the ongoing evaluation of the Professional Development Master Plan in the spring of each year. The Committee will annually assess the plan to determine how well it meets the national standards from Learning Forward. The baseline data from the professional development needs assessment completed as part of the process of developing this Master Plan will provide a starting point for measuring improvements.

Additionally, student achievement data and teacher evaluation data will be examined to evaluate the success of our collaborative professional development activities and to set direction for future professional development planning. The following guiding questions and success indicators will provide focus to our discussions.

Guiding Questions for the Evaluation of the District’s Professional Development Plan

 How successful are we in meeting the Learning Forward Standards for Professional Learning?

 How do we know that our professional learning increased educator effectiveness and improved student achievement?

 What have educators learned? What evidence do we have that professional learning has increased teacher effectiveness?

 What evidence do we have that professional learning positively impacted student achievement?

 How well does our professional development Master Plan support collaboration and the development of an effective learning community?

 What evidence do we have to demonstrate that our Master Plan supports the development of skillful leaders (traditional/teacher/educator) through professional learning activities and practices?

 To what extent are we allocating resources to support professional learning priorities and the achievement of individual, building and District professional learning goals and priorities?

 How effectively do we use analysis of student achievement and other performance data to evaluate the success of professional learning activities and to plan for future professional learning?

 How well do our professional development strategies and activities meet the differentiated learning needs of educators?

 To what extent do our professional learning activities focus on standards for student learning, research based instruction and intervention, and strategies that motivate and engage today’s learners?

 How is time for professional learning embedded into the day‐to‐day work of educators?

The District Professional Development Committee will propose any substantive amendments to the School Board. The committee must reach consensus before any revision is presented to the School Board for final approval. Approved revisions will be shared with appropriate staff.

(14)

Success

Indicators

If the professional development plan is effective:

 Educators use student learning data and information from the teacher improvement plan to develop effective goals which ultimately improve student learning

 Educators support one another, learn collaboratively, and engage students in effective learning communities

If the professional development plan is functioning correctly, the following will be observed:

Students will…

 experience differentiated learning activities

 be active participants and fully engaged in their own learning

 demonstrate continuous progress through standardized and local assessments  graduate ready for 21st century college and careers

Educators will…

 increase collaboration and peer support to improve student learning  participate in job‐embedded professional development opportunities  reflect on their own teaching

 use their professional development experiences to improve their instructional practices  apply strategies for personalized learning and differentiated instruction that support

student learning strengths and needs  use technology for learning and teaching

Administrators will:

 assist staff members in writing individual professional growth goals and provide guidance and direction toward achieving goals

 advocate for resources (time and funding) necessary for meaningful professional development that supports District, school and individual goals

 facilitate opportunities for educators to collaborate, communicate, and visit other classrooms

 plan and implement effective professional learning activities and evaluate the impact on teacher effectiveness and student learning

(15)

Data

Driven

Decision

Making

and

Professional

Development

Planning

(16)

Data

‐

Driven

Decision

Making

The Milford School District uses a variety of data sources to make decisions about goals and priorities. Three major data sources are used for professional development planning in the Milford School District. These are student achievement data, educator improvement data and professional development data.

Student Achievement Data

The assessment matrix on the following pages delineates the schedule and accountability/ responsibility for collecting student achievement data. Conversations about tracking student achievement and the personalization of learning are regular activities in the Milford School District. This is a collaborative process: educator‐student, educator‐parent, and educator‐educator. Structured conversations are held during meetings and teacher workshop days. Aggregate student achievement data informs school and district goal setting and improvement planning and is used to measure success of programs, services and initiatives, many of which require the support of professional learning.

Educator Improvement Data

This information is collected through the Teacher Improvement Plans, our educator evaluation system. These results are used to guide a conversation between each educator and her/his administrator about the educator’s strengths and areas of growth, and to discuss progress toward goals. The data is compiled and aggregate teacher improvement data informs professional development planning in two ways: patterns of need suggest topics for professional learning activities and internal experts/leaders are identified to provide both formal and informal training for colleagues.

Professional Development Data

Professional development data is generated in three ways. First, educators are asked to provide feedback about professional learning activities, presenters and needs. This information is used to replicate successful activities, to preview/screen possibilities for future professional learning opportunities, to plan for follow‐up and for orientation activities for new employees, and to address individual educator needs and learning styles. Second, the Professional Development Committee completes a full self‐assessment of our Professional Development Master Plan using the Learning Forward Standards for Professional Learning. This information drives many of the changes and priorities included in this newly revised master plan and will provide baseline data for measuring the ongoing effects of our professional learning plan. Third, the Professional Development Committee looks at data from three sources: the Local Education Improvement Planning process, a technology professional learning survey conducted by the Technology Committee, and a professional development needs assessment conducted by the Professional Development Committee. Results from these data sources are analyzed and used to develop district‐wide professional learning priorities: technology, personalization / differentiation, and Learning Communities.

(17)

Professional

Development

Goal

Setting

and

Planning

Aggregate Individual

Individual Educator Goals Building Goals District Goals

Student Achievement Data

Professional Development Planning/School Improvement Planning Curriculum Cycle

School Board Goals

Teacher Improvement Plan

Learning Forward Standards Assessment

Educator Evaluation Data

Professional Development Priorities

Technology, Personalization/Differentiation,

Learning Community

Local PD Needs Assessment

Technology PD survey

Professional learning survey

Milford Local Education

Improvement Plan

• Civic & Community Engagement

• Curriculum & Instruction

(18)

Data Driven Decision Making, School and District Goals

And Professional Development Planning

Connection

between

student

achievement

and

personalization

of

learning

The Milford School District has developed an Assessment Plan that delineates the periodic review of

student progress. Our plan is to collect individual student data on student profiles and in ePortfolios

and to track student progress. This information is then analyzed by teachers to assess student

progress and to personalize instruction based on student strengths, needs and interests. Our

collective goal is that all students will achieve the standards and core competencies in the

curriculum.

Data

used

in

school

and

District

goal

setting

This student data is also used in its aggregate to establish long range and annual goals. Student

achievement data informed our Local Education Improvement Plan. This is the document that

guides the annual goal setting process at the School Board, District and school levels. Data is

revisited annually to check progress toward goals and establish next steps. Inherent in our

improvement plans are professional development goals and priorities.

Data

and

the

Curriculum

Cycle

The Milford School District has established a curriculum review cycle to ensure that the curriculum

used in our classrooms is aligned with the NH Curriculum Frameworks, grade level and grade span

expectations, and Common Core Standards, and to measure student progress toward meeting

standards/competencies. Aggregate student achievement data was considered in the development

of the curriculum cycle, and content areas most in need of improvement were placed first in the

cycle. In addition, student achievement data has informed the success of curriculum improvement

initiatives.

Data

and

professional

development

planning

Professional development planning in the Milford School District is directly related to school and

District goals and curriculum cycle initiatives, and thus to student achievement data. Planning

happens at both the District level in the spring of each year for the following year and at the building

level prior to workshop days and delayed openings. The use of student achievement data at the

classroom and individual student levels continue to be a focus of our professional learning activities.

We are working to develop and revise common core assessments, to examine grading practices and

to analyze student data from the NECAP, DIBELS and NWEA assessments and use this analysis to

develop instruction and interventions that meet student needs.

Professional

development

academies

Another venue for professional learning is the “Academy.” Academies are opportunities for

educators to plan and facilitate professional learning opportunities for peers in areas of common

need or interest. Planning for professional development academies is the responsibility of the

building professional development committee.

(19)

Technology

and

professional

development

planning

Technology is both a tool and a topic for professional learning in the Milford School District. Vast

resources for professional development are readily available on the Internet: webinars, podcasts,

websites, networking venues and online course options. Educators can access these resources to

update content knowledge, learn new pedagogy and collaborate with other educators. Educators

are responsible for making good choices about online professional learning sources and venues.

To quote our Internet policy, “Accessed through many types of electronic devices, the Internet is

readily available, providing a medium for 21st century communications and information gathered

through effective methods of searching, locating, evaluating and using information. Resources

available on the Internet vary in quality and appropriateness for school purposes. It is important

that all users make sure that Internet materials and information is school appropriate... The

responsibility for appropriateness rests with users.”

Technology‐based professional learning is easily differentiated to meet the needs and experience

levels of educators. Often a one time, one size fits all, professional workshop is insufficient –

participants have different learning styles, varying levels of background knowledge, and individual

needs for follow‐up. Educators are able to participate in online professional learning opportunities

at a pace and in a style that meets their learning needs and allows them to continue to receive

online information and coaching as they work to embed their professional learning in the

classroom/workplace. This just‐in‐time, ongoing, personalized professional learning environment

supports the learning needs of educators.

Leveraging technology‐based online learning, as well as face‐to‐face learning opportunities,

educators continue to learn how to use new and emerging technologies. The Milford School District

recognizes the need to provide for the differentiated needs of educators as new hardware and

software is introduced. Our students are digital natives, so new technologies and applications

motivate and challenge them. Ongoing professional learning in the use of technology devices and

relevant software applications supports the effective use of technology for curriculum, assessment,

and instruction, as well as for communications and administrative tasks necessary for the operation

(20)

Milford

School

District

Assessment

Plan

Secure assessments

Assess state and national standards Benchmark achievement

State and national norms

Accountability measures Program evaluation Placement

Examples: NECAP, NHALP, NWEA, DIBELS,

SAT/PSAT, Accuplacer, AP exams, Common

Core

Local assessments

Teacher developed Assess local curriculum Local norms Formative Assess progress Inform instruction Summative Used for grading

Core common assessments

Core Performances

Measure application of learning Targeted assessments

Measure achievement of specific content or skills Classroom assessments Pretests Quizzes Tests Projects Teacher observations Diagnostic assessments Response to Intervention

Identify strengths or needs

Target instruction

Examples: QPR, Six minute

solution, Accelerated Math

screener

Special Education assessments

Inform Special Education identification Used for IEP development

Lead to specialized instruction

Progress monitoring

Regular periodic progress checks Inform instructional decision‐making Often built‐into interventions

(21)

Milford School District

Professional Learning Needs Assessment

Compiled Results from Staff Survey

Strengths

of

our

plan

Areas

of

growth

 User friendly forms that document professional learning  Obvious link between professional learning and student achievement  Professional learning designed to keep staff current  Professional learning linked to improved teacher effectiveness  Collaboration encouraged  Promotes ongoing learning  Related to individual, school and District goals  Variety of strategies for professional learning to meet educator learning styles  Increased emphasis on looking at student work  Promoting professional learning academies  Promoting peer observations and other collaborative efforts  Clarification of expectations for evidence to demonstrate goal achievement and increased teacher effectiveness and improved student achievement  Providing positive feedback to teachers about their professional learning accomplishments  Need to avoid one‐time professional learning events; increased focus on ongoing, sustained professional development with actionable results  Continuing to look at time available for professional learning From the data review – the Professional Development Committee determined three professional learning priorities included in the 2012 Master Plan: 1. Technology – include learning new and emerging technologies as well as enhancing skills with existing hardware and software applications 2. Personalization/Differentiation – development of curriculum, instruction and assessment that effectively enables the success of all students

3.

Professional Learning Communities – increasing the quality and quantity of ongoing, sustained, collaborative learning and increasing student engagement to increase student achievement

(22)

Milford

School

District

Assessment

Matrix

Types of Assessments Characteristics Examples Collection

Who collects it? When?

Analysis

Who analyzes it? What is the process?

Decision Making

To whom is the data reported? For what purpose?

Standardized

Assessments

and

Data:

Secure Assessments State or national

norms Security in test administration Externally developed NECAP, NHALP,

NWEA, DIBELS, SAT,

PSAT

Guidance and

Administration

Collected one to three

times a year

Teachers/Guidance add

information to student

profile annually

Grade level, department

and staff meetings

review/disaggregate/

analyze

Personalized information

used to plan for

instruction in classrooms,

teams

Aggregate data reported to

School Board and to public

in District Report Card;

personalized data reported

to parents/students

Other Data Other information

related to student success Attendance, high school course completion data,

graduation rate and

drop out data

Administration and

Guidance

Administration, Guidance

Ongoing or annual review

Reported to school

administration, School

Board; or department of

Education; used to adjust

programming, for individual

students or accountability

Core

Common

Assessments:

Core Performances Developed locally Measure achievement

of standards/

competencies

Common to grade or

course

May take more than

one day to complete

PBLA’s (performance based learning assessments); Core competency assessments Classroom teachers in an ongoing review; often collected in portfolios/ePortfolios Classroom teachers

review and use to assess

student progress and plan

for re‐teaching as needed;

may be a topic for grade

level or department

meetings

Performance data and

progress reported to

students and parents via

report cards

Targeted Assessments Developed locally or a

component of core program Measure achievement of specific skill or concept Short, specific Common to grade or course Specific skill assessments;

quizzes and sections

of tests

Classroom teachers in

an ongoing review

Classroom teachers

review and use to plan for

re‐teaching and further

instruction, ensure all

students master core

standards/competencies

Performance data and

progress reported to

students and parents via

(23)

Milford

School

District

Assessment

Matrix

Types of Assessments Characteristics Examples Collection Who collects it? When?

Analysis

Who analyzes it? What is the process?

Decision Making

To whom is the data reported? For what purpose?

Classroom Assessments Developed by

individual classroom teachers Designed to assign grades as well as monitor progress Quizzes, tests, projects, etc. Classroom teachers in a ongoing review Classroom teachers

review and use to plan for

instruction, ensure all

students master core

standards/competencies,

determine progress,

assign grades

Performance data reported

to students and parents via

report cards

Personalized

Assessments:

Universal or secure assessments Standardized Used to periodically check progress DIBELS, NWEA – often same as secure assessments Guidance and Administration

Collected two to three

times a year

Administration or

teachers in data meetings

or student study team

meetings

Data used by teachers and

Administration to

determine needs for further

diagnostic assessment

and/or instructional

support

Informs intervention

planning and instructional

groupings

Diagnostic Assessments Determines specific

strengths and weaknesses Quick phonics screener Accelerated math placement assessment Classroom teacher or special education teacher As needed basis Administration or

teachers in data meetings

or student study team

meetings

Progress Monitoring Regular progress

checks

Most often built into

interventions

DIBELS, Earobics,

Wilson/Fundations,

Six Minute solution

(Fluency)

Number worlds

Accelerated Math

Classroom teacher,

special education

teacher, tutor providing

supported instruction

Ongoing process

Classroom teacher,

special education

teacher, tutor

Part of discussion in data

meetings or student

study team meetings

Special Education Assessments Used to determine special education placement IEP planning Guide specialized instruction WISC, Woodcock Johnson School Psychologists as

needed in the IEP

process

IEP teams

Reports and discussions

at IEP team meetings

IEP teams; Director of

Special Education; used to

address needs of students

with disabilities

(24)

Milford

School

District

Technology

Professional

Development

Survey

Results

All staff in the Milford School District were asked to complete a survey about their technology proficiency during the fall of 2011. The purpose of the survey was to assess the professional learning needs of staff and to inform the technology requirement of the Professional Development Master Plan. Approximately 300 responses were collected (70%return rate). The following strengths and challenges were determined:

Strengths Challenges

Using word processing functions Formatting documents

Importing images, graphs, charts

E‐mail Other online communication venues

Calendar

Creating a spreadsheet Using a spreadsheet to sort, graph, etc Saving documents Creating and navigating a folder system Using a DVD player and digital camera Using other devices

Creating classroom documents Evaluating software Classroom presentations Multimedia applications

Using School Dude Efficient online search strategies Printing/print preview

The world of technology is thought to enhance real world applications in the classroom, and the use of digital tools is seen as a critical requirement for the workforce of today and tomorrow. Our Local Education Improvement Plan reinforces the District’s commitment to modernizing technology infrastructure and increasing the effective use of digital tools in the classroom. Professional learning for staff that is relevant and timely will move the technology goal forward.

The survey also indicated that staff prefer to learn technology from colleagues and from workshops. The Technology Committee continues to advocate for technology mentorship and ongoing support for staff, for increased just‐in‐time help functions and for differentiated technology professional development to address the multiple needs and levels of technology use by staff.

The Technology Committee and the Professional Development Committee agree that technology continues to be a professional learning priority for the District. They recommend a two‐tiered approach to technology learning. Tier 1 is for basic skills attainment, and Tier 2 is for advanced technology users.

(25)

Milford

School

District

Technology

Professional

Learning

Priority

–

a

two

‐

tiered

approach

Tier 1 is for basic skills attainment. Staff will self assess their proficiency on the basic skills checklist, and

technology training at each building will provide ample opportunities for educators to receive training and

support to learn these skills and apply them in the classroom or job responsibilities. Educators may count CEU’s

for technology training, or integrate the checklist and this basic technology requirement into their Professional

Portfolio. They will provide three pieces of evidence to demonstrate proficiency in the basic technology skills

during the three‐year recertification cycle.

Tier 2 is for advanced technology users. Staff who self assess and feel they are proficient in the basic skills on

the checklist may choose an advanced technology option to meet the District’s requirement for technology

learning in one (or more) of the following ways:

 Development and maintenance of a teacher or team webpage

 Creation of a professional electronic portfolio

 Teaching a class in a totally online environment

 Technology mentorship and training for colleagues in assistive and adaptive technologies

 Other innovative, technology‐related projects that increase educator effectiveness and/or

increase student achievement as approved by the educator’s supervisor and/or Administration.

This Tier 2 option will be in lieu of the 15 hour CEU requirement or will be integrated into the professional

portfolio for educators who demonstrate professional learning using the Portfolio option. Educators in Tier 2

will provide evidence of their advanced technology skill by showcasing/demonstrating their advanced

technology learning with a group of colleagues.

(26)

Milford

School

District

Basic

Technology

Skills

Checklist:

Tier

1

Self

‐

Assessment

I

am

able

to….



save

files

to

a

folder

and

develop

and

navigate

a

system

of

folders.



use

a

word

processing

program

(MS

Word)

to

create

and

format

worksheets,

letters

and

other

written

documents.



insert

charts,

graphs,

tables,

pictures

and

other

objects

into

documents

and

presentations.



develop

and

utilize

spreadsheets

(MS

Excel)

to

organize,

sort,

manipulate

and

graph

data.



create

presentations

to

communicate

information

with

hyperlinks

or

multimedia

features

as

applicable

for

the

content

and

purpose.



use

MS

Outlook

e

‐

mail

and

calendar

functions.



add

a

network

printer.



choose

and

use

appropriate

software

and

online

applications

for

my

classroom/job.



efficiently

search

and

use

the

Internet

utilizing

electronic

search

strategies

and

bookmarks.



use

Performance

Pathways,

PowerSchool

and

other

relevant

software

applications

to

locate

and/or

manage

student

data.

use

the

following

digital

tools:



digital

camera



tablet/slate

(eReader,

iPad

or

other

tablet,

etc.)



LCD

projector



other

district

‐

provided

device

______________

An

educator

is

deemed

proficient

in

these

areas

by

self

assessing

using

the

above

skills

checklist

and

providing

3

pieces

of

evidence

to

demonstrate

how

s/he

is

able

to

effectively

use

the

technologies

and

technological

applications

in

the

classroom

or

job

responsibilities.

This

evidence

will

be

shared

at

a

goal

review

meeting

with

the

supervising

administrator.

(27)

District Goals

School

Board

Goals

The Milford School Board establishes goals annually in the spring. The previous year’s goals are reviewed and the School Board determines if the goals have been met. Suggestions for new goals are discussed, formalized and adopted at a public School Board meeting.

Local

Education

Improvement

Plan

Long–range District goals are established through the LEIP process. Representatives from various constituencies in the community worked together to develop a five to seven‐year strategic plan for the District during the 2009‐2010 school year.

District

and

Building

Goals

Annual District and building goals are established to forward the work of the School Board, to implement the Local Education Improvement Plan and to enable our mission: the success of all students.

District

and

Building

Initiatives

These are the ongoing improvement efforts of the District. They are determined through the analysis of student achievement data, may be an extension of the curriculum development process or the teacher improvement plan, or may address other mandates and requirements.

Professional

Development

Priorities

The District Professional Development Committee conducted a needs assessment to examine the effectiveness of our current Professional Development Master Plan using the Learning Forward standards. They also considered information from three sources: data that informed the Local Education Improvement Planning process, data from a Technology Professional Learning Survey and data from a Professional Development Survey. Professional development priorities reflect the findings from that professional learning needs assessment process.

Professional

Development

Goals

Building Professional Development Committees establish building professional development goals annually. These goals are based on data and feedback, and support District and building goals and initiatives.

SINI/DINI

plans

School in Need of Improvement (SINI) and District in Need of Improvement (DINI) plans have been developed to guide school and District efforts to meet the accountability measures of the federal No Child Left Behind legislation. As with any improvement planning process, professional learning is an essential component of these efforts to increase student achievement.

(28)

Milford School District

Goal

Setting

for

Professional

Development

Professional

Development

Goals

Example

Updated

Responsibility

Individual Improvement Goals

To implement strategies for

personalizing instruction based on

information from research in

neurodevelopment and learning

Annually

All teachers, administrators,

professional staff and

paraeducators

School Board Goals

To develop a process for the Board to

synthesize student assessment data Annually School Board Local Education Improvement Plan

To build a safe and inclusive school

culture Every five‐ seven years

School Board and

Superintendent

District and Building Goals

To use the new website for teacher

and/or team page communication

Annually Superintendent and Principals

District and Building Initiatives

‐‐ High School Accreditation ‐‐ Curriculum Development Cycle Varies Administrative Team District Professional Development Priorities Technology Personalization/Differentiation Learning Communities

Set every five

years, reviewed annually District Professional Development Committee Building Professional Development Goals

To use new technologies effectively in

the classroom Annually Building Professional Development Committees SINI/DINI Plans

To strengthen and refine

improvement strategies by aligning

professional development, student

data collection and supervision of

effective instruction Annually as directed by accountability requirements

SINI and DINI Committees

(29)

MILFORD SCHOOL DISTRICT

Local Education

Improvement Plan

Our Mission

To provide a quality education that challenges all

students to succeed

(30)

Our Vision

Our Ideal for the Future

Schools, community, families and students are engaged in a

dynamic educational system that produces successful students.

Our Beliefs

What We Believe Is True



Education is a shared responsibility of

the individual, family, school and

community.



Education should be appropriate to the

cognitive, social and emotional needs of

students.



High expectations challenge people to

higher levels of performance.



Teachers and others who support a

child’s education are valuable assets.



All people are expected to act with

reason, respect and responsibility.



District resources must be used as

efficiently and effectively as possible.



It is essential to appreciate diversity and

value the contributions of others.

(31)

Improvement Goals and Strategies

Curriculum and Instruction

The Milford School District provides opportunities for each student to develop his

or her full potential for 21

st

century challenges. This can be accomplished by

achieving the following goals:

Providing each student with the knowledge, skills, and tools needed to

succeed in a rapidly changing global environment. Strategies for

achieving this goal may include the following:



Cyclical and structured review of current practices and curricula to keep

pace with changing trends.



Extended learning opportunities and virtual learning environments.



Integration of core skills and knowledge through collaboration, problem-

solving, and critical thinking.



Opportunities that build self-confidence, motivation, and initiative

through independent as well as group work.



Application of relevant and current technologies in all content areas.



Opportunities to develop understanding and appreciation of the world’s

diverse cultures.



Learning strategies and curricula that are rigorous and relevant.

Personalizing each student’s education through appropriate and engaging

instruction and co-curricular opportunities, guided by meaningful feedback

and assessment. Strategies for achieving this goal may include the

following:



Opportunities for each student to be challenged in areas of strength and

interest.



Support for students who are struggling academically, socially and/or

emotionally.



Opportunities for students to develop self-knowledge, self-advocacy, and

ownership/engagement in learning.



Co-curricular activities that complement student strengths, interests, and

learning.



Involvement of parents, students and teachers in the personalization of the

learning process.



Student-to-student mentoring and support.



Use of data, assessment information and student feedback to plan

curriculum and instruction based on student strengths and needs.

(32)

Civic and Community Engagement

The Milford School District builds a sense of community among all stakeholders

so that students develop academically and socially and become responsible

citizens. This can be accomplished by achieving the following goals:

Building a safe and inclusive school culture. Strategies for achieving this

goal may include the following:



Cultivating an inclusive school environment that is respectful of each and

every member.



Fostering relationships so that each student is socially connected in school.



Increasing the range of opportunities for parent and family involvement.



Providing time and training for educators to conduct meaningful

collaboration in support of students.



Teaching and reinforcing the interpersonal skills students need to be

positive and productive members of the school community.

Engaging in meaningful two-way communication. Strategies for achieving

this goal may include the following:



Cultivation of school, parent, and student partnerships throughout the

school year.



Review of communication practices and development of strategies for

successful interactions with different stakeholders.



Effective use of e-communication.



Regular, timely and consistent school communication with students,

families and staff.

Encouraging meaningful connections and interactions between the schools

and the greater community. Strategies for achieving this goal may include

the following:



Civic participation.



Community service opportunities.



Partnerships with businesses.



Connections with various constituencies in the community.



Purposeful community outreach, including solicitation of ideas, opinions

and perspectives.



Facilitation of partnerships with community service providers and families

to support students’ health, wellness

and readiness for school.

(33)

Use of Resources

The Milford School District utilizes its financial, technological, human and capital

resources efficiently and effectively. This can be accomplished by achieving the

following goals:

Cultivating the optimal use of human resources. Strategies for achieving

this goal may include the following:



Providing professional development to maximize the effective use of

curriculum, equipment, and technology.



Providing multiple avenues for community involvement in schools.



Creating a culture of collaboration and camaraderie among staff.

Maintaining and modernizing technology. Strategies for achieving this

goal may include the following:



Updating software, infrastructure and equipment on a regular and

scheduled basis.



Providing adequate space, materials, equipment and supplies for

classrooms and work needs.

Using fiscal diligence and balance in decision making. Strategies for

achieving this goal may include the following:



Making information about District resources clear and accessible.



Seeking alternative funding sources.



Maintaining appropriate class sizes and staffing levels necessary to

provide a quality education.

Maintaining and utilizing the physical plant of the District efficiently.

Strategies for achieving this goal may include the following:



Operating a safe and appropriate school environment.



Making school facilities available to the community.

Studying the allocation of time for in-school student learning. Strategies

for achieving this goal may include:



Examining student learning time, such as class scheduling, length of

school day, length of school year and/or other structured learning time

such as summer school.

(34)

Members of the LEIP Committee

Anderson, Erik

Croteau, Catherine Johnson, Laurie

Rizzo, Pamela

Becker, Bert

Erdody, Stephen

Joyce, Jillian

Sareault, Kelly

Bentley, Amanda

Fitzgerald, Eileen

Locicero Shankle, Jean

Suprenant, Bob

Bragdon, Peter

Foss, John

Magnus, Teresa

White, Betsey

Chambers, Katherine Gillis, Stephanie

Magri Halstead, Carolyn Wright, Ann

Ciccone, Shelley

Horning, Laura

Pelletier, Theresa

Young, Becci

Ciccone, Jonathan

Johnson, Johanna

Pitsas, Lori

Berk, Becky, Facilitator

Milford School District

School Board

Peter Bragdon, Chairperson Robert Suprenant

Paul Dargie, Vice Chairperson Superintendent of Schools

Carolyn Magri Halstead (603) 673-2202

Len Mannino www.milfordschools.net

Robert Willette

(35)

Curriculum

Development

Process

Curriculum Development is an ongoing process in the Milford School District. Our purpose is to continually improve curriculum and instruction. This process involves three steps: (1) aligning curriculum to the New Hampshire Curriculum Frameworks, the Grade Level Expectations (GLE’s) and the Common Core standards for each content area; (2) budgeting for texts and materials, and (3) implementing new curriculum and professional development. We have developed two (