1. PD Agenda Date: October 5, 2012Room: 113Facilitator: Kim Simmons Bullying Prevention (State mandated) Please take time to view this Powerpoint (preferably prior to Friday’s PD) on preventing bullying. It contains videos and a review at the end. Bullying Prevention – SIP (School Improvement Plan) – Sharing/Discussion of goals/data PLC District/School Administration Goals/Purposes

2. Planning, Data, Curriculum, ETC. ** 90 minutes each Tuesday and Thursday and/then 45 minutes twice a month on Fridays MondayTuesdayWednesdayThursdayFriday ITT Curriculum ITT Data Day Administration ITT Curriculum ITT Data Day ITT Curriculum ITT Data DayPD ITT Curriculum ITT Data Day ITT Grade Level Content DOE DATA Day Team Level Data DOE DATA Day Team Level Data 90 45 90 45

3. TIME ITT= 990 minutes per month (16 ½ hours) PLC/PD= 810 minutes per month (13 ½ hours) You get out of it what you put into it!

4. PLC Goals/Purpose Empower Teachers “KID” driven Change- Do what we do…. Why PLC- -SIP!

5. STRATEGIC PLANNING Mathematics Goal: Increase the percentage of students meeting and exceeding the standard on the Mathematics DCAS Assessment Breakdown: All Students: Increase by 8% (63%-- 71% ) Caucasian Students: Increase by 5% (75%-- 80% ) African American Students: Increase by 11% (46%--57% ) Economically Disadvantaged Students: Increase by 5% (58%-- 63%) Special Education Students: Increase by 24% (18%--42%) STRATEGIC PLANNING Literacy Goal: Increase the percentage of students meeting and exceeding the standard on the Reading DCAS Assessment Breakdown: All Students: Increase by 3% (67%--70% ) Caucasian Students: Increase by 5% (79%-- 84% ) African American Students: Increase by 9% (49%--58% ) Economically Disadvantaged Students: Increase by 5% (60%-- 65%) Special Education Students: Increase by 15% (27%--42%)

6. Superintendent’s Office Seaford School District FY 2013 Middle School Monitoring Protocol  How many students did not meet the grade-level benchmark?  How will you identify interventions for students who did not make benchmark?  How will staff and students monitor student progress?  What structures and processes are in place to differentiate instruction for students to accelerate and target needs?  What supports are in place for students who are struggling?  What formative data are being used to ensure all students who can be moved to more rigorous courses have been identified?  What strategies are being used to support student success in rigorous and advanced courses?  How do you evaluate the effectiveness of the supports and who is responsible for monitoring the effectiveness?

7. http://www.youtube.com/watch?v=C9xPy86xhSY DO you BELIEVE in me?

8. The need is here… THOUGHTS?