Professional Development Proposal by 1w871c

VIEWS: 26 PAGES: 8

									                                                                                 Date Received: __________


Check One:           Agency          Region/Discipline/Program
                               (If R/D/P, you will need to complete Question # 13)
  Complete this form and submit to Sherry Sines, GWAEA Professional Development Coordinator

                                Professional Development Proposal

PLEASE TYPE

1. Title of Professional Development Proposal: Training for the Assessment, Evaluation
and Programming Systems (AEPS) Part 2

2. Proposal Contact Person: Melanie Reese/Jeanie Wade-Nagle Date: 6-2-2010

3. Focus Area Selected:

           Reading               Math                Social/Emotional/Behavior       Assessment
           Writing               Science             Data Collection/Analysis
           Other: Early Childhood          Developmental areas



4. Briefly describe the Professional Development including intended GWAEA audience:
     Kristie Pretti-Frontczak provided two days of training on the AEPS on May 17 & 18.
     This training focused on how to use the AEPS as a way of assessing young children
     as they develop. There were 34 GWAEA staff members involved in the training.
     This proposal would provide continued training by one of the tool's authors, Kristie
     Prettie-Frontczak to assure that GWAEA staff using this tool continue to see how to
     move from assessment to intervention. Though there was some discussion of the
     intervention sections of the AEPS, the majority of the two days was spent on learning
     about the assessment system. The staff would like to continue the process of learning
     the AEPS and focus on research-based intervention and how to create higher quality
     IFSP and IEP outcomes and goals, goals that are measure, functional, and easier to
     sequence and embed in daily activities.


5. Describe how your proposal/professional development addresses the Agency’s goals.
         Increase the academic performance of all students
         Increase the percentage of students who perform at the proficient level.
     Research indicates that the earlier intervention begins with children in research based
     interventions the greater the chance of being successful and entering school ready to
     learn and achieve academic success.




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6. What does the data tell about student achievement?
              Describe and/or summarize Learning and Leadership Action Plan data
               relevant to this proposal.
              Describe Additional Internal Data relevant to this proposal. –
               (Region/Discipline Action Plan; AEA data – staff needs assessment).
              Describe External Data relevant to this proposal – (National Data; Research
               Base, etc.).
     In the October, 2009 special education count for GWAEA’s Part C children there
     were 463 children being served on IFSP’s (Individual Family Service Plans). The
     state is beginning to collect IFSP outcome data this year, however, we have no past
     outcome data. We are looking forward to this data to help inform our professional
     development and the use of the AEPS for assessment and intervention.
     At this time there is not a consistent curriculum or assessment being followed by
     GWAEA staff working with these children.
     The Early Childhood Action plan has a goal to provide PD for AEA staff members in
     the areas of curriculum, assessment and instruction. Data from the GWAEA staff
     needs survey from indicate that 65% of early childhood staff want more information
     and PD in the areas of assessment and research based intervention and strategies.
     The GWAEA Early Childhood Program Evaluation in May 2008 emphasized the
     need for the latest innovation in EC as well as more professional development on
     research based instruction.


     After the May 17 & 18 training staff members indicated that working on
     interventions, goal/outcome writing and working together with their team members
     using the AEPS were the primary needs for future work. An informal survey was
     completed and of the 28 statements, 18 were focused on interventions, goals and
     teaming. The rest were primarily focused on learning more about the AEPS and
     getting started. One person indicated “Kristie to come back in 6 months.”



7. Identify the Iowa Teacher Standard(s) supported by this professional development:

          Demonstrates ability to enhance academic performance and support for and implementation of the
          school district’s student achievement goals.
          Demonstrates competence in content knowledge appropriate to the teaching position.
          Demonstrates competence in planning and preparing for instruction.
          Uses strategies to deliver instruction that meets the multiple learning needs of students.
          Uses a variety of methods to monitor student learning.
          Demonstrates competence in classroom management.
          Engages in professional growth.
          Fulfills professional responsibilities established by the school district.



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                                                                    Date Received: __________


8. Show how this addresses the following components of the Iowa Professional
   Development Model:
     Theory:
     Theory describes the rationale necessary for understanding the concepts behind a skill
     or strategy and how to apply it. Explain how theory is included in your proposal;
     examples may include discussions, reading and presentations.
     Kristie Pretti-Frontczak is one of the authors of the AEPS and thus understands the
     reasoning for each step of the curriculum and assessment tool. She understands the
     need to infuse the assessment piece into the curriculum and instructional strategies
     and can explain how the tool was designed to do this. The highly sensitive AEPS Test
     accurately measures children's progress in six key developmental areas: fine motor,
     gross motor, cognitive, adaptive, social-communication, and social. With AEPS Test
     results, providers can create higher quality IFSP/IEP goals—goals that are
     measurable, functional, and easier to sequence and embed in daily activities. The
     hundreds of targeted activities in the AEPS Curriculum are keyed directly to AEPS
     Test items and enable providers to zero in on the programming that will enable all
     children to make the most progress.



     Demonstration:
     Explain how proposal incorporates demonstration of skills and strategies.

         Kristie provided guided practice opportunities, video modeling, team discussion
          and consensus building and support materials specific to Assessment during the
          first two days of training. Staff would like to and need to continue working with
          Kristie focusing on Intervention and IFSP/IEP outcome/goal writing. The same
          type of demonstration activities will be used during this time. Staff will also
          benefit from checking in with Kristie via webinars or onling opportunities
          regarding how they are using the Assessment tool to ensure use with fidelity.
          Kristie will also provide AEA staff with online tools such as webinars and
          consultation to utilize following the on site training.


     Practice:
     State how multiple opportunities for practice of skills and strategies will be provided.

     During the training session staff members were able to practice using the assessment
     part of the AEPS using video’s, having time to consensus build with their team and
     discussions about the positives and negatives of using the tool. Due to time, staff
     were only able to focus on the assessment part of the AEPS. Additional training
     would allow staff opportunities to practice using the AEPS focusing on the research
     based intervention and how to sequence and embed daily interventions into the daily
     activities of families to ensure the most progress for the children. Staff will also
     have practice opportunities throughout the year with each other and the Link from
     EC/EA, as well as consultation with Kristie throughout the year via technology. AEA
     staff members will use the AEPS with the children they serve in Early ACCESS
     through ongoing home intervention or classroom intervention sessions. AEA staff
Cg: Professional Development Proposal Directions 6/25/09
                                                                                Date Received: __________


     that serve 3-5 would like to learn more about how to sequence developmental stages
     of learning into daily activities in the classroom to assist in interventions for 3-5 years
     olds.

     Collaboration:
     How will opportunities for collegial learning, discussion and support be provided?
     Jeanie Wade-Nagle EA/EC link, has been meeting monthly with AEA staff using the
     AEPS since late October and these monthly meetings will continue for the next year.
     In these meeting staff members bring their assessments to share and ask questions.
     We also view videotapes of children to compare with one another how we have
     scored the children based on the AEPS. Staff will have the opportunities to continue
     these meetings and will work on teaming and consensus building as part of how to
     use the AEPS assessment system. Staff will also have these opportunities in regards
     to inverventions and IFSP/IEP outcome/goal writing. Staff will have continued
     opportuites to collaborate with Kristie and some of her graduate students through
     distance learning.

     Implementation:
     How will the new learning be used and monitored? What data source(s) will be
     analyzed to determine continued use or modification of skills and strategies?
     As staff members use the AEPS for assessment and intervention and IFSP/IEP goal
     writing, they will also use the online assessment tool which will provide graphs of
     children's progress. Through the ongoing monthly meetings staff members will share
     information from their assessments and use of interverventions with each other and
     the EA/EC link. They will also have these opportunities to learn from each other and
     make adjustments to instruction as needed based on child data to achieve student
     achievement. We will also look at IFSPs and EERs to determine the extend of the
     implementation of the AEPS.

9. Plan of Action. (timeline, person(s) responsible, method of evaluation)
 Action Steps to be                    Person(s)                                        Method of
      Taken                           Responsible                Timeline               Evaluation
Two days of intensive           Jeanie Wade-Nagle          Before December,        Completion of the
instruction on the use                                     2010                    training
of the AEPS focused
on research based                                                                  PD evaluation
interventions and
IFSP/IEP outcome
and goals provided by
Kristie Pretti-
Frontczak

Webinar/skype                   Jeanie Wade-Nagle          to be determined        Completion of the
follow-up with Kristie                                                             training
                                                                                   Evidence of
                                                                                   implementation with
                                                                                   at least two children.
Monthly meetings                Jeanie Wade-nagle          June, 2010 - June,      Agendas from mtgs.
with AEA staff                                             2011                    Looking at child
Cg: Professional Development Proposal Directions 6/25/09
                                                                          Date Received: __________


                                                                               specific data – graphs,
                                                                               etc and making
                                                                               adjustments as needed
 Use of the online               Jeanie Wade-Nagle            June 2011        Analyze the
 AEPSi tool                                                                    alignment of
                                                                               assessments and
                                                                               outcomes


10. Outcomes/Intended Results
          What are the participant outcomes/intended results of the professional
           development (include relevant data).
          Describe how you will measure your outcomes.
          How will this impact student achievement?
      Participants will have a thorough understanding of how to implement the AEPS with
      the children they serve in Early ACCESS.
      This will be measured by the documentation of using the AEPS on the
      evaluation/assessment and outcome pages of the IFSPs.
      Student acheivement will grow as the result of consistent, ongoing research based
      intervention and assessment and will be evidenced by the graphs which are created on
      the AEPSi (the online assessment tool).


11. Identify budget and other resources for professional development.


                                                            Budget

      EXPENSES COVERED THROUGH TEACHER QUALITY FUNDS

      Names of Participants:


      Number of hours per participant:
      Identify which action steps (see above) and participant these hours will support.
      Total staff hours x $35/hour:                                        $
      Materials/books: 3 sets of books for participants who do not         $
      have them
      Registration fees:                                                   $
      Other: Training fee for two days                                     $ 6000.00
      Three synchronous/virtual                                            $ 750.00
      Three asynchronous on demand TA                                      $ 225.00
                                         TOTAL TEACHER QUALITY FUNDS       $ 6,975.00


 Cg: Professional Development Proposal Directions 6/25/09
                                                                 Date Received: __________




     SECONDARY EXPENSES:

     Identify item, cost and source of funding
     Item:                                                 $   Source:

                                   Total Other Funding $




Cg: Professional Development Proposal Directions 6/25/09
                                                                    Date Received: __________




12. Are there existing agency resources available to meet this need? If so, please identify.
      There are not existing agency resources available for this training. Grant Wood is
      supporting this project by having staff members use their calendar days for the
      training as part of their position. GWAEA has provided AEPS materials to staff
      members through ARRA funds.




 Cg: Professional Development Proposal Directions 6/25/09
                                                                        Date Received: __________


                                      Do not complete for Agency proposals


13. If this proposal is for discipline/region/program professional development, please
    provide evidence of need identified by staff.
In theOctober, 2009 special education count for GWAEA's Part C children there were 463
      children being served on IFSPs (Individual Family Service Plans). There is no
      consistent curriculum/assessment being followed by GWAEA staff working with
      these children.
The Early Childhood Action Plan has as a goal to provide PD for AEA staff members in
     the area of assessment, curriculum and instruction.
Data from the GWAEA staff needs survey included needs for assessment and research
     based interventions and strategies.
      The GWAEA Early Childhood Program Evaluation in May, 2008 emphasized the
      need for the latestinnovations in EC as well as professional development.
 Data from the GWAEA staff needs survey from indicate that 65% of early childhood
 staff want more information and PD in the areas of assessment and research based
 intervention and strategies.


 Proposal contact person: Melanie Reese


 Shared with RA/link on: 6/2/10                        (date)




 Cg: Professional Development Proposal Directions 6/25/09

								
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