Act 48+ Meeting

1. Act 48+ Meeting September 15, 2010

2. 2010 – 2011 Act 48+ Committee • Beverly Arbore • Tommy Bedillion • Mark Bonus • Laurel Celani • Sheryl Fleck • Susan Flippin • Linda Fulton • Laura Jacob • Erica Kolat • Keith Kucherawy • Rita Ross • Heather Schmidt • Megan Van Fossan

3. Today will be a success if …

4. “Effective professional development enables educators to develop the knowledge and skills they need to address students’ learning challenges. To be effective, professional development requires thoughtful planning followed by careful implementation with feedback to ensure it responds to educators’ learning needs. Educators who participate in professional development then must put their new knowledge and skills to work. Professional development is not effective unless it causes teachers to improve their instruction or causes administrators to become better school leaders.” Hayes Mizell, Why Professional Development Matters

5. High Impact Professional Development • A focus on student learning • Link between student gains and specific teaching strategies • Rigorous measurement of adult decisions • Balance between student learning and adult practices • A focus on people and practices, not programs • Implementation, not program (What Works) • Doug Reeves, Transforming Professional Development into Student Results

6. “It is practices and people, not programs, that make the difference in student achievement.”

7. Law of Initiative Fatigue • Number of Initiatives increases • Time, resources, and energy stay same • Each new initiative receives fewer minutes, dollars, and ounces of emotional energy • Doug Reeves, Transforming Professional Development into Student Results

8. Act 48 Window • Testing Calendar 2010 – 2011 • Keystone Field Test & Operational Test • Classroom Diagnostic Tool • CARDMAN

9. Looking Back … • August 23, 2010 • Opening Day Activities • Health and Safety • Confidentiality • AYP • ESL • Technology Update • EdInsight, Edline, AlertNow • August 24, 2010 • Reading Apprenticeship • Windows 7 • Office 2007 • August 25, 2010 • Clerical

10. Today’s Focus • Strategic Plan Mid-Point Review • 2010 – 2011 Professional Development Needs and Planning

11. Academic Standards and Assessment Report (Chapter 4) • Three Goals • Mandated Professional Development • CPR, Gifted Education, ESL • Meet or exceed AYP thresholds in the area of mathematics • Incorporate curriculum development cycle, use research-based instructional strategies, and implement specific procedures for teachers to utilize EdInsight to analyze student data • Meet or exceed AYP thresholds in the area of reading • Incorporate curriculum development cycle, use research-based instructional strategies, and implement specific procedures for teachers to utilize EdInsight to analyze student data

12. Mandated Professional Development • CPR Certification and Recertification • One session, seven hours (Certification) • One session, three hours (Recertification) • Gifted Education Training • One session, two hours • ESL • Two sessions, two hours each

13. Mathematics • Incorporate the Curriculum Development Cycle • Align district curriculum with PA Academic Standards, Assessment Anchors, and/or Common Core Standards (Six sessions, two hours each) • Use Research-Based Instructional Strategies • Design lessons including the effective elements of instruction in mathematics (two sessions, two hours each) • Incorporate differentiated instructional strategies in mathematics (four sessions, one hour each)

14. Reading • Incorporate the Curriculum Development Cycle • Align district curriculum with PA Academic Standards, Assessment Anchors, and/or Common Core Standards (Six sessions, two hours each) • Use Research-Based Instructional Strategies • Design lessons including the effective elements of instruction in reading (two sessions, two hours each) • Incorporate differentiated instructional strategies in reading (four sessions, one hour each) • DIBELS Training (one session, one hour) • Expo (was reading, 2010-2011 Writing) • John Collins Writing Process (two sessions, three hours each) • Wilson Reading Program (one session, six hours)

15. Additional Updates • Curriculum Development Cycle • Six-year cycle • Includes additional year of monitoring • Student data • Methods of assessment • Full-Day Kindergarten • Inclusive practices

16. Professional Education Report • Student Academic Performance Data • Professional Development Needs Assessment Information

17. Act 48 Reporting Categories • Teaching and Learning Professional Development • Teaching Techniques and Strategies, School and Community Collaboration, OPEN Education (LSI Online), Interdisciplinary, Individualized Instruction, Behavioral Objectives/Discipline • Standards Area Curriculum and Assessment • Curriculum Development, Classroom Assessment, Data Analysis, Instructional Decision Making, Evaluation • Academic Content Areas • Art Education, Business, Civics and Government, Communication, Safety/Driver Education, Early Childhood, Economics, Elementary Education, English, Family and Consumer Scienc, eForeign Language, Geography, Health and Physical Education, History, Library Science, Mathematics, Music Education, Reading Specialist, Science, Special Education, Vocational Instructional Certification • Technology • Computer and Information Technology, Technology Education • Student Social and Health Issues • Drugs/Alcohol, CPR/First Aid, Guidance Counseling, School Nursing, Educational Specialist, Resiliency

18. 2009 – 2010 PD Needs Assessment

19. AYP Proficiency Targets

20. 2009 – 2010 AYP Summary

21. PSSA/TN Reading 2010 100% 91% 81% 72% 63%

22. Cohort Data Summary - Reading *The 12th grade proficiency level is determined by adding the number of students who met proficiency on the retest to their 11th grade cohort. The difference between 11th and 12th grades ranges from approximately three – ten percent. **Data in grades K, 1, 2, 9, and 10 is collected from the TerraNova assessment. Data in grades 3 – 8 and 11 is collected from the PSSA. The numbers on this chart were collected from EdInsight, which may vary from actual data archives due to the recent transfer of data in the software program.

23. PSSA/TN Math 2010 100% 89% 78% 67% 56%

24. Cohort Data Summary - Math *The 12th grade proficiency level is determined by adding the number of students who met proficiency on the retest to their 11th grade cohort. The difference between 11th and 12th grades ranges from approximately one – five percent. **Data in grades K, 1, 2, 9, and 10 is collected from the TerraNova assessment. Data in grades 3 – 8 and 11 is collected from the PSSA. The numbers on this chart were collected from EdInsight, which may vary from actual data archives due to the recent transfer of data in the software program.

25. PSSA Writing 2010

26. Cohort Data Summary - Writing *The 12th grade proficiency level is determined by adding the number of students who met proficiency on the retest to their 11th grade cohort.

27. PSSA Science 2010

28. Cohort Data Summary - Science *The 12th grade proficiency level is determined by adding the number of students who met proficiency on the retest to their 11th grade cohort.

29. 2010 – 2011 In-Service