Professional Development Plan

							2009­2010 

Muscatine Community 
School District 




[PROFESSIONAL DEVELOPMENT PLAN] 
 
                         Muscatine Community Schools
                     DISTRICT Professional Development Plan
                             School Year 2009-2010

Leadership Team Members: Building Principals, Director of Special Programs,
Assistant Superintendent, and Superintendent of Schools

District Data:
   • The proficiency rate in reading achievement on ITBS/ITED assessments for
       grades 3-11 has shown inconsistent growth the past 7 years.
   • The proficiency rate in math achievement on ITBS/ITED assessments for grades
       3-11 has plateaued.
   • There is a significant discrepancy in the 5th grade ITBS science proficiency rates
       among the eight elementary buildings.
   • The proficiency rates in reading, math and science as measured by ITBS
       assessments for the subgroups of low SES, Hispanic, and special education
       students is lower than their peers.
   • The graduation rate is 82.8%, below the state average of 88.7%.

District Goals:
    A. We will increase the percentage of our students who are “proficient” in
       reading comprehension on the ITBS or ITED for grades 3-11.

    B. We will increase the percentage of our students who are “proficient” in
       mathematics on the ITBS or ITED for grades 3-11.

    C. We will increase the percentage of our students who are “proficient” in
       science on the ITBS or ITED for grades 5-11.

Professional Development Targets:
Student Achievement
   • Reading
     We will increase the number of our students who are “proficient” in reading
     comprehension on the ITBS or ITED for grades 3-5, grades 6-8, and grade 11.
           3rd Grade:      84%
           4th Grade:      89%
             th
           5 Grade:        88%
           3-5 Collapsed: 87%
           6th Grade       75%
             th
           7 Grade:        74%
           8th Grade:      74%
           6-8 Collapsed: 74.3%
           11th Grade:     80%




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    •    Mathematics
         We will increase the number of our students who are “proficient” in mathematics
         on the ITBS or ITED for grades 3-5, grades 6-8, and grade 11.
                3rd Grade:     90%
                 th
                4 Grade:       91%
                5th Grade:     90%
                3-5 Collapsed: 90.3%
                6th Grade:     85%
                7th Grade:     85%
                 th
                8 Grade:       85%
                6-8 Collapsed: 85%
                11th Grade:    83%
    •    Science
         We will increase the number of our students who are “proficient” in science on
         the ITBS or ITED for grade 5, grades 6-8 and grade 11.
                5th Grade:     89%
                6th Grade:     84%
                7th Grade:     84%
                8th Grade:     84%
                6-8 Collapsed: 84%
                11th Grade:    82%


Other Areas of Focus:
Culture of Respect in All Buildings
Buildings will support and train staff for implementation of the District’s Anti-
Bullying/Harassment policy as required by Iowa code.

Increase the Graduation Rate
Strategies to improve the graduation rate at Muscatine High School will be developed
and implemented. Muscatine High School will increase the graduation rate in 2009-
2010 to 88%.

Use technology to support proficiency in reading, mathematics, and science.
Each building will use technology to support reading, math, and science instruction.

District Mandates:
Ongoing district initiatives that are mandated include:
   • Essential Teaching Process, grades K-12
   • Five Block Literacy Model, grades K-5 including DIBELS and Guided Reading
   • 5x4 Math Model, grades K-5
   • Inquiry-based Science, grades K-8
   • Reading Renaissance, grades 1-5
   • Transition Initiatives, grades PK-12
   • Instructional Decision Making, grades K-5




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Content for Professional Development:
District
   • Iowa Core Curriculum

Rationale:
All districts will be required to implement the Iowa Core Curriculum (ICC) according to
state guidelines. The high school ICC team completed Year One of training and the
planning phase last year. They will participate in ICC Year Two training and begin the
roll-out process during the 2009-10 school year. The elementary and middle schools
will establish district teams to attend the Year One training in the Iowa Core Curriculum.

Elementary
   • Instructional Decision Making
   • Math - Problem-Based Instructional Tasks
   • Literacy – DIBELS and Guided Reading
   • Science - Inquiry-Based
   • Essential Teaching
   • Bullying and Harassment

Rationale:
District data indicates that between 10-15% of students are not successful in mastering
the core curriculum. To meet the needs of all students, buildings will begin the study
and implementation of the Instructional Decision Making model to support differentiated
instruction across all curricular areas.
Based on student achievement and the professional development survey data, the
district math committee recommended continued professional development supporting
problem-based instructional tasks directly linked to the district math curriculum.
After introducing numerous reading fluency strategies during the 2006-08 school years,
data indicated a need to assist teachers in using data to change instruction. All K-2
teachers were trained in the use of DIBELS and targeted instructional strategies. All
K-2 teachers will participate in a DIBELS refresher course. In addition, teachers in
grades 3-5 will be trained in the use of DIBELS and targeted instructional strategies.
Continuing initiatives will include guided reading and Reading Renaissance. Building
professional time will be used to collaborate in teams for the purpose of planning
lessons and monitoring interventions.
The district adopted an inquiry-based science curriculum. Professional development
will focus on continuing implementation of the curriculum with fidelity and scientific
journaling in all of the elementary buildings.
Essential Teaching lessons were revised. Professional development is needed to
support implementation of the revised curriculum.
All building staff will receive refresher training in bullying and harassment throughout the
school year.




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Middle School
   • Guaranteed and Viable Curriculum
         o Common Unit Development
         o Vocabulary Instruction
         o Reading in the Content Area
   • Every Student Counts
   • Positive Behavior Supports
   • Read Alouds
   • Silent Sustained Reading

Rationale:
The process of identifying a guaranteed and viable curriculum was started during the
2006-07 school year as a joint initiative in the two middle schools. This work will
continue with an emphasis on completing common units, developing common
assessments, and incorporating strategies to increase student reading skills across the
content area.
All building staff will receive refresher training in bullying and harassment throughout the
year.

In addition
    • West Middle School will :
       o continue the implementation of the Positive Behavior Supports Program. This
           research based program clearly defines behavior expectations and provides a
           structure to teach positive behavior to all students. As a result, academic
           achievement also improves.
    • Central Middle School will:
       o continue the implementation of a Silent Sustained Reading Program for all
           students. Research indicates that an additional 15 minutes of time students
           spend reading significantly increases achievement in all content areas.
       o implement the pyramid of intervention during home room to provide more
           intense instruction in mathematics and reading to students who demonstrate
           a need.
       o begin the study and implementation of the Positive Behavior Supports
           Program.

High School
   • CORR (Collaborating On-line for Rigor and Relevance)

Rationale:
MHS was selected to participate in the Iowa High School Project. The building
leadership team will be trained in the CORR initiative and will utilize the train-the-trainer
model. All staff will be expected to complete the CORR course, develop Quadrant D
lessons, teach a Quadrant D lesson, and post on the electronic discussion board.
All building staff will receive refresher training in bullying and harassment throughout the
year.




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Professional Development Design:
The MCSD Professional Development Plan will be aligned with the Iowa Professional
Development Plan. Teachers will work in collaborative teams during the four
professional development days, weekly early dismissals, and throughout the school
day. Training will include demonstrations in addition to theory and opportunities for
practice. Teachers will develop lessons, analyze data, and solve problems related to
implementing new strategies. Embedded into all of the professional development
content areas will be differentiated instructional strategies to prepare teachers to work
with diverse learners. The differentiated strategies will include multi-cultural and gender
fair approaches to instruction.

Four early dismissals (approximately 2 hours in length) are scheduled each month with
activities designated as follows:
    • One meeting-district grade level or department
    • One meeting-district special programs
    • Two meetings-building school improvement


A district wide calendar will be developed in Summer 2009.

Elementary

Monday          Building
Early                  Faculty Meetings
Dismissal              Collaboration time
Monday          Building
Early                  Collaboration time
Dismissal
Monday    Building
Early             Collaboration time
Dismissal District Meetings for Special Education, Counselors,
          Specials, ESL & ELP
Monday    Grade Level Meetings
Early             Math PBIT/Investigations
Dismissal         Sharing/discussing student work
                  Essential Teachings


Full Day Inservices
August 19     8:15-3:45         DIBELS-Grades K-5 - Half Day sessions
September     8:15-3:45         DIBELS-Grades K-5 - Half Day sessions
28                              IDM/Building Collaboration Time
October 26    8:15-3:45         IDM/Building Collaboration Time
January 18    8:15-3:45         IDM/Building Collaboration Time
March 12      8:15-3:45         Data Analysis - Half Day sessions
                                Bullying/Harassment Training - Half Day sessions




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Middle School

Monday               Building
Early                        Faculty Meetings
Dismissal                    West-PBS & Aloud Training
                             Central-SSR and Pyramid of Intervention
Monday               Building
Early                        All Faculty-Bullying/Harassment
Dismissal                    BLT Planning Time
Monday               Building
Early                        Collaboration time
Dismissal            District Meetings for Special Education, Counselors,
                     Specials, ESL & ELP
Monday               Building
Early                        Collaboration time
Dismissal            Joint Building Meeting
                             Guaranteed Viable Curriculum
                             Reading Across the Content Area

Full Day Inservices
September 28 8:00-3:30              Building Collaboration Time
October 26     8:00-3:30            Building Collaboration Time – A.M.
                                    GVC Joint Collaboration Session – P.M.
January 18            8:00-3:30     Building Collaboration Time – A.M.
                                    GVC Collaboration Session – P.M.
March 12              8:00-12:00    GVC Collaboration Session - Half Day sessions
                      1:00-3:30     Bullying/Harassment Training - Half Day sessions




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High School

Monday               Building
Early                       Faculty Meetings
Dismissal                   Department Meetings
Monday               Building
Early                       CORR Training
Dismissal
Monday               Building
Early                       Building Collaboration time
Dismissal                   District Meetings for Special Education,
                            Counselors, Specials, ESL & ELP
Monday               Building
Early                       CORR Training
Dismissal

Full Day Inservices
September 28 8:00-3:30                  CORR Training
October 26     8:00-3:30                CORR Training
January 18     8:00-3:30                CORR Training
March 12       8:00-12:00               CORR Training - Half Day sessions
                                        Bullying/Harassment Training - Half Day sessions

All buildings will utilize the AEA staff as technical advisors on an as needed basis.

Participation Expectations:
All K-12 teachers will be engaged in training. The principals and central office staff will
also be actively involved.

Alignment with Iowa Teaching Standards:
The professional development initiatives must align with the following Iowa Teaching
Standards:
   • Standard 2 – Demonstrates competence in content knowledge.
   • Standard 3 – Demonstrates competence in planning and preparation for
      instruction.
   • Standard 4 – Uses strategies to deliver instruction that meets the multiple
      learning needs of students.
   • Standard 7 – Professional Development.

Implementation Plan:
The district Professional Development committee will meet during the 2009 summer to
develop a district calendar of professional development activities.

During the summer of 2009, building level leadership teams will meet to develop an
aligned building CSIP plan. Each building will complete the district mandated template
and submit the plan for review to the Board Office by September 15, 2009.



(Revised 07.10.09)                                8
Monitoring the Implementation:
  • Each building will submit a CSIP plan by September 15, 2009 that is aligned with
      the district plan. In February, each building principal will verbally report on
      implementation progress of the professional development plans at a district
      administration meeting.
  • A final report that includes professional development implementation data will be
      submitted to the Board Office by June 15, 2010.

Professional Development Evaluation
   • At the completion of each full-day of professional development, teachers will
      complete the district PD evaluation form. This data will be compiled and shared
      with the teacher leadership teams, administration and Board of Education and
      will be used by the leadership team to plan the next professional development
      session.
   • Building principals will schedule and have teachers complete building meeting
      evaluations throughout the year as designated in the building CSIP/PD Plan.
      This information will be used by the building leadership team to plan the next
      series of building professional development sessions.
   • A summative evaluation, using the district PD summative evaluation form, will be
      completed by all staff in May 2010. This will measure the impact of professional
      development on student achievement and on instructional practices within the
      classroom. The data will be summarized by the three grade level groupings of
      elementary, middle school, and high school. The summarized results will be
      shared with all staff, teacher leadership teams, administration, and the Board of
      Education. This information will be used by the leadership team to plan the next
      year’s professional development.

Collaborative Teams:
Administrators will participate as team members on assigned district teams and building
teams.
     • District professional development team
              This team will develop a district professional development plan.
     • District math committee
              This team will facilitate the training focused on mathematics. Members will be
              the trainers in the train-the-trainer model.
     • District science committee
              This team will facilitate the training focused on science. Members will be the
              trainers in the train-the-trainer model.
     • District literacy teams
              This team will facilitate the training focused on literacy. Members will facilitate
              the collaborative process.
     • District at-risk committee
              This team will contribute and oversee components of the district plan that
              address strategies to improve student transitioning between buildings.
     • District Culture of Respect committee
              This team will develop and implement anti-bullying/harassment training for
              staff at the building level.
     • Building leadership teams
              This team will guide the development and implementation of the building
              school improvement plan.
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    •    Building cadres
            Cadres will plan, develop and implement building initiatives as determined by
            the SIP.

All district teams will be collaborative in nature. Expectations are that
meetings/workshops include the following:
    • Stated objectives/goals
    • Agenda
    • Review of implementation and student data (periodically)
    • Theory and demonstrations
    • Lesson development and implementation
    • Peer coaching and feedback
    • Lesson revision
    • Evaluation

Formative Data Collection and Analysis:
   • Student Surveys
   • Parent Surveys
   • Teacher implementation logs
   • Personal Reflections
   • Student work samples
   • Teacher lesson plans/logs
   • Essential Teaching assessments
   • Course units and common assessments samples
   • DIBELS

Summative Data Collection and Analysis:
  • Teacher implementation logs
  • Student work samples
  • Teacher lesson plans/logs
  • Essential Teaching assessments
  • Course units and common assessments
  • ITBS and ITED results
  • STAR Reading ( grades 3-11) and Math ( grades 3-8) results
  • CBM
  • DIBELS, grades K-5
  • District science assessments
  • District technology assessments
  • District office referrals, suspensions, and expulsion rate
  • District graduation rate
  • District attendance rate




(Revised 07.10.09)                           10