1. Brevard Public Schools September/October 2012
PGP Tutorial
  Brevard Public Schools September/October 2012
(Parking Lots posted around the room for Questions and for Evaluation at end.)
No throwing paper this year – [paper wounds). Instead, a look back and reason for celebrating…
We began with operational beliefs…will share four that specifically tie in to appraisal system.

2. We must have a passionate commitment to high standards and student success.

3. We must have a professional teaching culture marked by shared purpose, collaboration, innovative spirit, and continual learning.

4. We must revere data that provide feedback to students, inform programmatic and instructional decisions, and support focused intervention efforts.
And finally…(next slide)

5. We must commit to a relentless pursuit of teaching methodologies that foster student engagement, critical thinking, self-efficacy, and content mastery.
I’d say we have the ‘relentless’ part down pat, wouldn’t you? Seriously, our operational beliefs define us; our new IPPAS provides us an opportunity to demonstrate our commitment to them.
Along with the Operational Beliefs was the continued development and delivery of B.E.S.T. - a systemic, up-to-date, model that provides a common language of effective instruction for teachers and administrators. You may recall the six modules and three goals of this model (next slide).

6. SSNP Inclusion RtI Differentiated Instruction
Differentiated Accountability Model
National and State Standards
Serving every student with excellence as the standard
Student Engagement
Student Achievement
Continuous Teaching Improvement
Our new IPPAS contains B.E.S.T. strategies covered in six modules (click to show each module) and serves as a vehicle for promoting our three goals (click for three goals and remainder of slide).
Meanwhile, Dr. Binggeli involved in developing a new evaluation system..
Then came RTTT and Senate Bill 736 which put in statute what RTTT was asking for.
Learning Spark
Learning Cycle
Learning Environ-ment
Learning Measure-ment
Learning
Strategies
Learning Plan for
All
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6

7. Agenda Desired Outcomes Agreements Updates PGP Rubric
Pre-Writing Checklist
Develop PGP Plan
Questions
Go over Agenda

8. DESIRED OUTCOMES
Improve understanding of the Professional Growth Plan rubric
Tips for writing PGPs
Use PGP Writing Checklist to develop a plan
Go over Agenda

9. AGREEMENTS
Stay focused
Participate
Use technology politely
Be kind

10. Updates Please…2-4 pages Evidence of every indicator
No longer anonymous
Teacher collaboration
1 – Not required, but please…targeted effort…not tonza goals…
2 – Note revised handout with numbered bullets
3 – Makes it easier to identify a ‘stretch.’
4 – Tchrs. can collaborate but individual differences should be observable in the specific strategies outlined and the data elements for goal development and anticipated outcome indicators, training needs, etc. based on the individualized backgrounds and levels of experience and unique nature of students.

11. Updates May continue a PGP goal into second year Pinpoint
1 – CONTINUOUS professional growth in effective practice AND student learning.
2 – Thanks to Joy Salamone, Matt Frey, Russell Aliare for their tireless efforts to make this work…Show handout of Pinpoint template. (Management Learning System). Cut and Paste: no spell check; may time out; little boxes….

12. Handouts Rubric Completed Pre-Writing Instrument
Blank Pre-Writing Instrument
Sample PGP
Work Plan Strategies
PGP Development Checklist

13. ELEMENT I: Development of PGP Goal Distinguished or Proficient?
1. Three or more data sources
2., 3., 4. And not Or
5., 6. Same as proficient
7. STRETCH
Look at handout – revised. Explain Elements, indicators (numbered).
Dealing with Distinguished and Proficient, only.
1st bullet - More than two
2nd, 3rd, and 4th bullet – Note: Look at the headings for D and P…D – Researched, data-informed rationale to develop AND analyze goals; P – to develop goals. Uses both quantitative AND qualitative student performance data. Involves students in data analysis AND instructional delivery improvement efforts; If students not involved in data analysis OR instructional delivery improvement efforts – PSN rating. D is AND; P is one or the other.
3rd bullet – For D – within AND beyond school. Within – research and information from other teachers’ data; Beyond the shool (Resource teachers, websites – BEST, Gale Cengage Learning) beyond my normal practice, whereas P is only within the school. NOTE: in P, add ‘”…from within OR beyond the school…” Read several plans, and noticed several without ‘within the school,’ would have moved to Prof. Support Needed. Bottom line, when writing, make sure to include WITHIN…For now, write OR for proficient.
5th bullet – Reads exactly as Proficient…ANALYZES student assessment data.
5. 6th bullet –Reads exactly as Proficient
6. DIFFERENCE BETWEEN GOAL AND OUTCOME MEASURES: S.M.A.R.T.!!!!
7. 7th bullet - The goals teachers set need to be something they are not doing currently but once implemented, would significantly improve their work, and hence, student achievement. Stretch applies to both new or strengthened professional practice and ultimately student outcomes. Peer Review Team examines the instructional challenges, weaknesses, and non-utilized practices identified in the goal/rationale. It behooves a teacher to write enough in rationale to make it clearly a stretch…”never done this before…” Knowledge of teacher helps determine if the goal is a stretch for him/her.
Now, let’s look at our sample and see how we do. Once you become proficient with the rubric, you will be able to read a plan and know where it falls on the rubric. For tonight, we are going to look at 2 of the 3 elements first and then the third. We’ll begin with the end in mind by looking at the targeted goal and rationale as well as the outcome measures, as they are closely connected. Then we’ll go back and look at how he plans to ‘get there’. (next slide)

14. ELEMENT II: Work Plan Strategies Distinguished or Proficient?
1. Quantitative AND qualitative
data
2., 3., Same for proficient
4. Clear, direct connection to
PGP goal for ‘Distinguished’
5. Defined, realistic timelines
#1 – now a bullet, not in bold….
Bullets 2 & 3 exactly alike in P and D.
Bullet 4: clear and direct connection to PGP goal for D; Weak connection in P;
Bullet 5: timelines defined and realistic
Bullet 6: B.E.S.T. training – Mod. IV – assessment; Mod. V – instructional strategies

15. ELEMENT II: Work Plan Strategies Distinguished or Proficient?
6. (Clearly defined) B.E.S.T.
Reflection
Multiple opportunities to receive feedback (peers and
administrators)
7. – REFLECTION runs throughout Distinguished ratings.
Bullet 8 – YOU plan for feedback from Peers AND administration

16. ELEMENT III: Outcome Measures Distinguished or Proficient?
S.M.A.R.T
Quantitative and qualitative; connected to practice
Student outcomes AND improved practice identified
2nd bullet - SPECIFIC…measurable. DIFFERENCE BETWEEN GOAL AND OUTCOME MEASURES: S.M.A.R.T.!!!! Specific, Measurable, Results-oriented, Time-bound

17. Application Share Pre-Writing Instrument
Teachers generate ideas for their PGPs

18. What do I want to work on this year?
My turn: I listed several things I might do, but chose student data notebooks in reading. Your turn: Brainstorm ideas, and then choose one for your plan.

19. Professional Growth Plan Goal
This year, I will implement the use of student data notebooks so students can monitor and reflect on their progress in reading application and vocabulary. They will set goals, develop action plans related to their achievement in reading, and monitor their ongoing progress. I will review the data notebooks as formative assessment to inform my instruction. I will also solicit feedback from students about the effectiveness of using these notebooks and use the feedback to improve the process.

20. What student performance data sources do I have?
My turn: I listed FCAT, FAIR, DRA, DRLA, and a survey.
Your turn: list three data sources you can draw conclusions from and that you can use as a measurable outcome.
Include qualitative and quantitative measures.

21. Element I, Indicators 1 & 2 (Quantitative)
In April 2012, 60% of my 20 students scored at or above grade level (3+) in reading on the Florida Comprehensive Achievement Test (FCAT). The overall class trend showed a weakness in reading application and vocabulary, with especially significant deficits for those students scoring below level 3. In September 2012, 55% of students (11/20) scored 70% or better on the District Reading Literacy Assessment (DRLA).

22. Element I, Indicators 1 & 2 (Qualitative)
To develop baseline reference data, I developed a survey for students related to using data notebooks. I found that 0% of students had experience using them previously. In the same survey, only 40% of students thought that monitoring their own progress through action planning with the use of data notebooks would positively impact their academic progress.

23. What research supports my PGP goal?
Research within the school
Research beyond the school

24. Element I, Indicator 3 (Research within and beyond)
Research shows that students who struggle in school often have issues with motivation (Black and Wiliam, 2004). They don’t monitor their own progress and they don’t have an understanding of how their efforts impact their achievement. Student data notebooks with action planning and goal setting can help students make the connection that effort yields positive achievement. In B.E.S.T. (Module IV), the importance of formative assessment was stressed, and I was introduced to data notebooks and the research correlating their use with student achievement. During the summer, I spoke with teachers at three separate elementary schools about the positive and powerful effect that using student data notebooks had on student achievement. At my school, third grade teachers use data notebooks and feel strongly that their use has positively impacted student progress. Furthermore, end of year surveys given to their students indicated that 95% – 98% of their students felt strongly that monitoring their own progress resulted in improved student success.

25. How will I inform and involve students in the process?
Data analysis
Instructional delivery

26. Element I, Indicator 4 (Data and instructional feedback)
This year, my students will monitor their progress in reading using data notebooks and will give me feedback about its effectiveness. I will use their feedback to improve the process.

27. What inferences can I draw from the student data?
Analyze student data Link to School Improvement Plan

28. Element I, Indicator 5 (Analyze data)
These two data sources show that this class has a significant number of students struggling in reading. 9 of 20 students scored below grade level on the DRLA. FCAT results support that conclusion with 6 of those 9 students scoring midrange level 2 on the FCAT, and 2 of those students scoring high level 1’s. The other student scored just below 70% on the DRLA, but scored a level 3 on FCAT.

29. Element 1, Indicator 5 (School Improvement Plan)
My goal aligns with our School Improvement Plan which focuses on “…enhanced literacy instruction through improved use of formative assessment.”

30. Reflection on current practice
Review current practice How do the objectives show both strengthened instructional practice and improved student achievement outcome?

31. Element 1, Indicator 6 (Reflect on instructional practice)
In reflecting on my teaching practice, I realize that a weakness for me is a lack of student involvement in the process of teaching and learning. I am a solid teacher and my students have always performed well, but I have not been empowering my students in the process. My classroom has been mostly teacher-led, and I have always monitored student data but never included the students in the learning using this formative assessment process. Although I have used formative assessments (clickers, exit slips, etc.), I have never used this particular strategy. This year, my students will monitor their progress in reading using data notebooks and will give me feedback about its effectiveness. I will use their feedback to improve the process.

32. Stretch Goal?
Explain how this goal is a stretch based on current classroom practice?

33. Element I, Indicator 7 (Is this a “stretch” goal?)
This is a stretch for me because it is a new practice and also because it requires a paradigm shift from teacher-led to greater student involvement.

34. Outcome Measures & Reflection
Explicitly connect target goals to changes in instructional practice Write S.M.A.R.T. goals that link to the qualitative and quantitative data listed in rationale

35. Element III, Indicators 1 & 2 (Goal is connected to qualitative and quantitative outcome measures)
Implementing use of data notebooks for improved instructional practices will positively impact student achievement in reading application and vocabulary. In April 2013, 75% of students (15/20) will score 70% or better on the District Reading Literacy Assessment (DRLA). In April 2013, 75% of my students will score at or above grade level (3+) in reading on the Florida Comprehensive Achievement Test (FCAT), reflecting an increase of 15%.
In May 2013, 80% of my students will agree or strongly agree on a student survey that monitoring their own progress through action planning and use of data notebooks positively impacted their academic achievement in reading.

36. Work Plan Strategies
Look at the PGP Sample Plan Review this section whole group

37. Element II, Indicator 1 (Quantitative and qualitative in-process measures)
Lesson plans; Adapted forms
Lesson plans; Observation notes
Student action plans/goals
Student work, test data, action plans
Student data notebooks; Written reflections
Modified lesson plans; Modified grouping plans
Survey results, modified structures/ procedures
Feedback forms, Modified procedures

38. Element II, Indicator 2 (Learning strategies and professional development)
Research use of data notebooks through FDLRS (as shared in B.E.S.T.) and the websites:
Adapt strategies for classroom use.
Collaborate with and observe third grade teachers regarding effective use of data notebooks and implementation procedures. Reflect on learning and adapt strategies for classroom use.

39. Element II, Indicator 3 (Action oriented and sustainable)
Research… Adapt strategies for classroom use. Collaborate with and observe third grade teachers… Reflect on learning and adapt strategies for classroom use. Share with students the structure/procedure… Teach students the process for goal development, action planning… Provide time for students to… Review notebooks to inform instruction. Reflect on practice and student needs. Solicit feedback… Reflect on practice and modify instructional practice, as indicated. Schedule observations with two peers and an administrator. Request feedback. Reflect on feedback and improve practice.

40. Element II, Indicator 4 (Clear, direct connection to goal)
Look at the PGP sample. Do each of the strategies directly connect to the goal?

41. Element II, Indicator 5 (Timelines are defined and realistic)
Look at the PGP sample.
Are the timelines realistic?
Are they defined?

42. Element II, Indicator 6 (Strategies clearly define new or improved practice aligned with B.E.S.T.)
Are the strategies aligned with B.E.S.T.?
Research use of data notebooks through FDLRS (as shared in B.E.S.T.) and the websites:
Adapt strategies for classroom use.

43. Element II, Indicator 7 (New practice followed by feedback and reflection)
Research…
Adapt strategies for classroom use.
Collaborate with and observe third grade teachers…
Reflect on learning and adapt strategies for classroom use.
Share with students the structure/procedure…
Teach students the process for goal development, action planning…
Provide time for students to…
Review notebooks to inform instruction.
Reflect on practice and student needs.
Solicit feedback…
Reflect on practice and modify instructional practice, as indicated.
Schedule observations with two peers and an administrator.
Request feedback. Reflect on feedback and improve practice.

44. Element II, Indicator 8 (Observations and feedback planned)
Schedule observations with two peers and an administrator. Request feedback. Reflect on feedback and improve practice.

45. Work Plan Strategies
Your turn: What are the actions that you will take as you work toward accomplishing your goal?

46. Wrap-Ups Share feedback about session using Post-it notes Follow Up
?s on IPPAS website
Contact Jenifer Born for more information and/or support
2 – from this date forward

47. “Coming together is a beginning; keeping together is progress;
working together
is success.”
-Henry Ford