Iowa Professional Development Seminar I

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Iowa Professional Development Seminar I

• Pam Johnson
• Margaret Van Fossen
• MBAEA February 24, 2004

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WELCOME

• Taking care of business
• Please set cell phones so they dont ring.
• Participate/share with others.
• Use the Parking Lot to record questions you would
  like to have answered.
• Credit www.aea9.k12.ia.us
• Cedar Room
• Evaluation forms

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Technical Assistance Seminar Ag e n d a 830
a.m. Coffee Organize seating for teams 900
a.m. Welcome The Big Picture Introduction to
the Iowa Professional Development
Model District Data Analysis BREAK Team
Processing Time Item Analysis LUNCH Goal
Setting District and School Response to the
Data Attention to Operating Principles
Collecting/Analyzing Student Data Content Area
Networks and Selecting Providers BREAK Trajector
ies, Confidence Bands, Safe Harbor Goal
Statements Team Processing Time Operating
Principles for Goal Setting and Student
Learning Summary of the Day and Feedback on
Session I 330 Adjourn
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Seminar Objectives

• Participants will
• 1. Recognize the capacity of well designed and
  fully implemented professional development to
  accelerate student achievement gains
• 2. Be able to describe the intent of the Teacher
  Quality Program and the purposes of the Iowa
  Professional Development Model

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Seminar Objectives

• 3. Know the requirements of the Teacher Quality
  Program and rules related to professional
  development including district career development
  plans and individual teacher plans
• 4. Be able to teach others about the components
  of the Iowa Professional Development Model
• 5. Be able to design, implement, and evaluate
  professional development in their own districts.

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GOALS FOR TODAY
Practice with data
Overview of IPDM
Big Picture
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THATS ME!!!!

• You are a classroom teacher
• You are a principal
• You are a facilitator or curriculum coordinator
• Your job wasnt mentioned
• You are a morning person
• You traveled outside the country within the last
  year
• You have worked with a team to analyze data
• You know what CSIP stands for

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• You have limited knowledge about the Iowa
  Professional Development Model (IPDM)
• You are planning a spring vacation to a sunny,
  warm place
• You have helped plan staff development for your
  district/building
• You have a pet that is not a dog, cat, or bird
• You are ready for a great day of learning!

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The Big Picture

• Dr. Kristine Wolzen
• General Education
• Division Director

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The Iowa Professional Development Model

• Working documents
• Additional materials
• Notebooks

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The Iowa Professional Development Model (IPDM)

• Focuses on
• improving student learning and
• engaging all educators in collective PD
• Guidance for local districts
• district career development plan
• individual teacher career development plans

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IPDM What is the purpose of this type of
professional development?

• To provide a structure for PD that is
• focused
• collaborative
• directly supports the Comprehensive School
  Improvement Process (CSIP) goals

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What influenced the formation of the IPDM?

• The model was established in response to state
  and federal legislation, current trends in
  education, and research.
• Overwhelming evidence that well designed staff
  development, fully integrated with effective
  school improvement practices, can increase
  student learning.
• Iowa Student Achievement and Teacher Quality
  Program (SF476, 2001)

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What influenced the formation of the IPDM?

• Federal legislation No Child Left Behind (2002)
• State and National Standards for Staff
  Development (National Staff Development Council
  and the Iowa Teacher Quality Program)

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Who developed the model?

• Collaborative effort of
• Department of Education
• Iowa Teacher Quality Professional Development
  Stakeholder Group
• Dr. Beverly Showers.

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Stakeholder Representation

• Local Districts
• Teachers
• All AEAs
• Higher education
• Department of Education
• Professional associations
• SAI, IASB, ISEA, ISDC
• Board of Educational Examiners
• Private providers

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Key Elements of the Model

• Focus on curriculum and instruction
• Study of implementation
• All site personnel
• Specific student learning goals
• Intensive professional development
• Collaboration
• Ongoing follow-up, support, technical
  assistance
• Formative and summative evaluation

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What are the requirements for school districts?

• District Career Development Plan as part of the
  Comprehensive School Improvement Plan (CSIP) in
  September 2004
• Individual Teacher Career Development Plan for
  each career teacher in the district (July 2005).

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What are the Iowa Professional Development
Standards?

• Align with the Iowa Teaching Standards
• Focus on research-based instructional strategies
  aligned with
• school districts student achievement needs
• long-range and annual improvement goals
  established by the district

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What are the Iowa Professional Development
Standards?

• Target instructional improvement
• Designed with the following components
• Student achievement data and analysis
• Theory
• Classroom demonstration and practice
• Observation and reflection
• Teacher collaboration
• Integration of instructional technology, if
  applicable

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What are the Iowa Professional Development
Standards?

• 5. Includes an evaluation component
• documents the improvement in
• instructional practice and
• effect on student learning.
• 6. Supports career development needs of
  individual teachers

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IPDM Activity

• Please find the blue IPDM graphic in the center
  of the table.
• Turn your notebooks face down.

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Iowa Professional Development Model Student
Learning at the Center of School
Improvement/Staff Development Operating Principles
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Focus on Curriculum, Instruction, Assessment

• Curriculum -
• standards and grade level expectations and
  benchmarks
• Instruction -
• scientifically research based practices
• Assessment
• aligned with standards

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ParticipativeDecision Making

• Group engagement
• Efficient and effective
• Structures for planning and deciding
• Responsibility of all to
• support and implement decisions

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Simultaneity

• Content - what is studied in staff development
• research based instructional practices in
  reading, math, science, etc.
• Context - leadership, resources, development of a
  learning community
• Process - data-based decision making,
  collaboration, program evaluation

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Leadership

• Distributed throughout the organization
• Leadership roles for
• Teachers
• Principals
• District administrative staff
• All instructional personnel
• School board
• AEAs/Providers
• Support for sustained change

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Collecting/Analyzing Student Data
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Collecting/Analyzing Student Data

• Key is a focus on students
• Data points and sources
• indicate the status of skill development
• student knowledge and skills in area of concern
• explore the hypothesis to explain that status

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Collecting/Analyzing Student Data
Goal Setting and Student Learning
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Goal Setting and Student Learning

• Specific goals provide a focus for improvement
  efforts.
• Building and district priorities for professional
  development - aligned but may not be identical
• When student data reveal multiple needs - focus
  on only one or two priorities.

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Collecting/Analyzing Student Data
Goal Setting and Student Learning
Selecting Content and Providers
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Selecting Content and Providers

• Content
• Analyzing data will narrow choices for selecting
  content
• Content Networks
• assessing quality of studies of instructional
  strategies
• beware of extreme claims

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Selecting Content and Providers

• Providers
• Select the provider who supports the professional
  development process and goal attainment
  throughout the cycle
• Currently the DE is establishing an approval
  process for providers

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Collecting/Analyzing Student Data
Goal Setting and Student Learning
Selecting Content and Providers
Designing Process for Professional Development
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Designing Process for Professional Development

• How are data collected, analyzed, and used
  throughout the model?
• How is collaboration planned for and supported in
  the workplace setting?
• How are learning opportunities designed to
  enable teachers to use new learning in the
  classroom, plan lessons together, and practice
  new strategies?

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Designing Process for Professional Development

• Design provides for
• Theory
• Demonstration
• Practice
• Collaboration
• Adjusting training in response to data

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Collecting/Analyzing Student Data
Goal Setting and Student Learning
Selecting Content and Providers
Designing Process for Professional Development
Training/Learning Opportunities
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Training/Learning Opportunities

• Set specific time for participants to come
  together and learn
• Intersperse training with classroom practice
• Training, implementation, and ongoing data
  collection are repeated as often as needed in the
  ongoing cycle

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Collecting/Analyzing Student Data
Goal Setting and Student Learning
Selecting Content and Providers
Designing Process for Professional Development
Collaboration/ Implementation
Training/Learning Opportunities
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Collaboration/Implementation

• Two consistent findings in research
• Much of the content of training is never
  implemented in classrooms
• Successful implementation of professional
  development uses the power of collaborative work
  of teachers to solve problems and change practice

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Collaboration/ Implementation

• Implementation plan provides structure for
  teacher collaboration
• rehearsing lessons
• planning lesson together
• observing each other
• studying data
• solving problems related to using new strategy

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Collaboration/ Implementation

• Monitor implementation
• What are students experiencing?
• Are students showing learning gains?
• Should we increase/decrease our use of certain
  strategies?
• Data help trainers to make decisions about how to
  adjust the training and the supports provided to
  teachers

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Collecting/Analyzing Student Data
Goal Setting and Student Learning
Selecting Content and Providers
Ongoing Data Collection (Formative Evaluation)
Designing Process for Professional Development
Collaboration/ Implementation
Training/Learning Opportunities
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Ongoing Data Collection(Formative Evaluation)

• Ongoing, frequent measures of targeted outcomes
  are used to guide training and implementation
  decisions
• Select tools for collecting information about
  student learning and teacher application
• Determine a workable schedule for collecting data

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Collecting/Analyzing Student Data
Program Evaluation (Summative)
Goal Setting and Student Learning
Selecting Content and Providers
Ongoing Data Collection (Formative Evaluation)
Designing Process for Professional Development
Collaboration/ Implementation
Training/Learning Opportunities
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Program Evaluation(Summative Evaluation)

• Summative evaluation occurs at greater intervals
  than formative process (yearly)
• Measures program effectiveness
• Does this intervention work?
• Used to plan future actions

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What can the IPDM do for students?

• Full implementation of the model has the capacity
  to
• increase learning and achievement for everyone
• focus on specific needs of subgroups of students

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What can the IPDM do for a faculty?

• Acknowledges that outstanding teachers are a key
  component to student success
• Seeks to provide teachers the supports needed to
  accomplish the goals of increased student
  learning
• Creates a collaborative learning community for
  all instructional staff, including
  administrators
• Fosters leadership throughout the organization

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What can the IPDM do for schools and districts?

• Galvanize building and district staff to make
  instructional decisions based upon data
• Help solve problems faced by teachers and
  administrators
• Provide a process and structure to help the
  district meet the goals established in the CSIP
  through staff development

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IPDM Pilot Schools

• North High School, Davenport
• Wood Intermediate School, Davenport
• Muscatine High School, Muscatine
• North Scott Jr. High School, Eldridge

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Talk with a partner

• Based on the overview of the Iowa Professional
  Development Model, how could you use the IPDM in
  your setting?

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Self-Assessment
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Self-Assessment

1. Work independently to complete the
   self-assessment.
2. Share with others at your table the 3 most
   important things on which your district/building
   needs to work.

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15 - Minute Break
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Parking Lot
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A quote by Richard Elmore

• Read the quote, p. 4.
• Circle important concepts.
• How do the concepts relate to the IPDM?
• Share with a partner.

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(No Transcript)
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4 Constant Conversation Questions

1. What do data tell us about our student learning
   needs?
2. What do/will we do to meet student learning
   needs?
3. How do/will we know student learning has changed?
4. How will we evaluate our programs and services to
   ensure improved student learning?

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Why are these four questions fundamental? Why
can we have these conversations over time?
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Constant Conversations

• State and federal laws and rules will change
  however, these four questions are free of
  specific statute and rule.
• Programs, initiatives, and curriculum will change
  over time however, these four questions are free
  of specific content.
• People in the system (instruction, support,
  leadership, and management) will come and go
  however, these four questions are not person
  dependent.

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Collecting and Analyzing Student Data
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Collecting and Analyzing Student Data

• What problems are you trying to solve? For what
  populations?
• How confident are you that these problems are
  truly problems?
• What data points are you trying to move--from
  where to where? What is the baseline? How large
  is the gap from where you are to where you want
  the data to be?

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Data Analysis

• You will need
• What We Need To Know About Our Students (form)
• Empty Matrix Biennium Proficiency Rates for
  2001-2002 and 2002-2003

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What We Need to Know About Our Students District__
______________________ School_____________________
___
QUESTION NUMBER QUESTION ASKED BY ANSWER







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Biennium Proficiency Rates for 2001-02 and
2002-03 Based on ITBS/ITED National Percentile
Rank below state trajectory for proficiency
School District _______________________
4th Gr Reading Compr 4th Grade Math 8th Gr Reading Compr 8th Grade Math 11th Grade Reading Compr 11th Grade Math
State Trajectory State Trajectory 65 64 61 63 69 69
N for Students Grade _____ N for Students Grade _____
Gender F N
Gender M N
SES Non F/R N
SES F/R N
Spec. Ed No IEP N
Spec. Ed IEP N
Race/Ethnicity Majority N Ethnic Group N
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Activity

1. Look at the empty matrix.
2. Generate a list of questions you would want to
   know about your students and where you would get
   the data.
3. Write these questions on the What We Want to Know
   About Our Students form. If you need extra space,
   use the back of the form.

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Practice Generate questions

• Sample questions
• How are 4th grade girls doing in reading compared
  to the state trajectory?
• How are 4th grade boys doing in reading compared
  to the state trajectory?
• How are 4th grade girls doing in reading compared
  to 4th grade boys?

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Additional Questions

• How many of the students with IEPs are the same
  students in the low SES category?
• Do test scores drop in reading or math at the
  middle school level?
• If so, do the students scores recover at the
  high school level?

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• Your turn to practice . . .
• Continue generating questions on the What We Want
  to Know About Our Students form.

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Data Analysis, practice

• Look at the sample completed Biennium Proficiency
  Rates table.
• If this sample data were your district/building
  data, lets determine answers orally to the
  following questions

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Practice Sample completed Matrix.

• How are 4th grade girls doing in reading compared
  to the state trajectory?
• Fourth grade girls are at 76.4 proficient
  compared to the state trajectory of 65.
• How are 4th grade boys doing in reading compared
  to the state trajectory?
• Fourth grade boys are above the state trajectory
  at 71.8 proficient in reading.
• How are 4th grade girls doing in reading compared
  to 4th grade boys?
• Fourth grade boys are above the state trajectory
  at 71.8 proficient in reading.

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Practice Sample completed Matrix.

• Continue to practice with the sample data.
• If this were your district/building data, answer
  these questions
• How are all student performing (4,8,11)?
• What about the sub-groups (4,8.11)?
• In what content area would you focus (4,8,11)?
• Find answers to the questions you generated.

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Data analysis

• Using the matrix with your districts data,
  answer (by writing on the What Do We Want to Know
  About Our Students form) the questions you
  previously generated in the Collection/Analysis
  section of the matrix.
• Star () questions that remain to be answered.

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What we have learned . . .

• We have examined data by
• All students
• Sub-groups
• Grade levels
• Content areas

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Item Analysis
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Item Analysis Practice

• ITBS/ITED Item Analysis Summary
• Westlake Middle School sample data (in the
  packet)
• Areas of Strength and Areas of Weakness worksheet
  (in the packet)

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Item Analysis Activity

• Examine the Westlake Middle School Item analysis
  summary sheets.
• As partners, see if you can answer the following
  questions for 6th grade reading
• How did Westlake students perform in Vocabulary?
• 50 proficient
• How did the nation perform?
• 55 proficient
• Are Westlakes 6th graders performing better than
  or not as well as the nation?
• Not as well as
• By how many percentage points?
• (minus) 5 percentage points

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Item Analysis Activity

• Look at 6th grade reading comprehension. Which
  skill area would you address first?
• Inference and Interpretation
• Look at 7th grade reading comprehension. Which
  skill area would you address first?
• Inference and Interpretation
• Look at 8th grade reading comprehension. Which
  skill area would you address first?
• Factual understanding

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Item Analysis Activity

• Look at Westlakes 8th grade students math
  scores.
• Calculate the difference between Westlakes
  student performance and that of the nation in
  Number properties and operations.
• Are Westlakes 8th graders performing better than
  or not as well as the nation?
• Not as well as
• By how many percentage points?
• (minus) 8 percentage points

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Item Analysis Activity

• For Grade 8 reading comprehension
• Put 1 by the skill that should be first
  priority.
• 1 Factual Understanding
• Put 2 by the skill that should be the second
  priority.
• 2 Inference and Interpretation
• Put 3 by the skill that should be the third
  priority.
• 3 Analysis and Generalization

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Item Analysis with your district scores

• Examine the Item Analysis Summaries for your
  district.
• Determine the content area (reading, math) of
  greater need.
• Prioritize (by numbering) the skills of each
  content area from greatest need to least-greatest
  need.
• How does examining the item analysis help a
  district/building determine areas for
  professional development?

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Item analysis summary

• We have learned
• How our students are doing in reading and math
  (content areas) compared to the nation
• How to prioritize a list of skills we should
  address in reading and math for grades 6, 7, and
  8
• Turn to a partner and state how you could use
  this learning in your building/district setting?

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Integrating Standards website Overview presented
by Sandra Campie Elementary Math/Science
Consultant
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Operating Principles for Collecting/Analyzing
Student Data

• List actions taken to support data collection and
  the analysis of student data.
• Identify actions needed to ensure that this
  component of the IPDM is fully supported.
• Consider possible pitfalls and strategies to
  avoid them. (Common pitfalls can be found on page
  37.)

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Goal Setting and Student Learning
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(No Transcript)
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What do/will we do to meet student learning needs?

• What do/will we do refers to everything a
  school or school district does to identify the
  most powerful strategies to address prioritized
  student needs and improve educators skills,
  attitudes, understandings, and performance.

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Goal Setting Learning Goals

• General statement of expectations for all
  graduates
• Broad/General
• Aligned with District Mission Statement
• Example Students will use academic skills and
  technologies to solve problems.

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Goal Setting Long-Range Goals

• Designed targets to be reached over an extended
  period of time
• Example All K-12 students will achieve at high
  levels in reading comprehension, prepared for
  success beyond high school.
• In addition, provide measurable indicators.
• For example Percentage of students who score at
  the proficient level or above (41st percentile or
  above using national norms) on the ITBS Reading
  Comprehension Test in grades 3 through 8 and the
  ITED Reading Comprehension Test in grade 11,
  including data disaggregated by subgroup.

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Goal Setting Annual Improvement Goal

• One year rate of improvement
• CSIP optional
• APR - required

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Goal Setting

• What kind of goal is a SMART goal?

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What constitutes a good goal?

• S Strategic and Specific
• Linked to priorities that are part of larger
  vision
• Have broad-based, long-term impact
• Focused on specific needs of the students for
  whom the goal is intended
• Within the next 2 years, increase by 50 the
  number of 6th and 7th grade students scoring at
  proficient or advanced levels in reading and math.

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What constitutes a good goal?

• M Measurable
• Able to know whether actions made the kind of
  difference we wanted
• Being able to measure the change in results
  because of those actions
• Within the next 2 years, increase by 50 the
  number of 6th and 7th grade students scoring at
  proficient or advanced levels in reading and math.

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What constitutes a good goal?

• A Attainable
• Must be within the realm of our influence or
  control
• Must be doable given our current resources
• To know whether a goal is attainable
• You must know the starting point (baseline)
• Time you have to accomplish the goal
• Kinds of resources you have to make the necessary
  changes
• Within the next 2 years, increase by 50 the
  number of 6th and 7th grade students scoring at
  proficient or advanced levels in reading and
  math. (Currently 1/3 of students score at
  proficient or advanced levels increasing that
  number by 50 is doable.)

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What constitutes a good goal?

• R Results-based
• Aimed at specific outcomes that can be measured
  or observed
• Define what is expected
• Communicate a desired end point
• Could be in the form of
• Student achievement in a particular area
• Percentage of students who will improve in a
  certain area
• A demonstration of learning that can be defined
  or measured
• Within the next 2 years, increase by 50 the
  number of 6th and 7th grade students scoring at
  proficient or advanced levels in reading and
  math. (Outcome is defined higher reading and
  math scores.)

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What constitutes a good goal?

• T Time-bound
• Having a time limit
• Within the next 2 years, increase by 50 the
  number of 6th and 7th grade students scoring at
  proficient or advanced levels in reading and math.

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Are these SMART goals?

• By the end of the 2002-2003 school year, we will
• Increase student attendance by the end of this
  school year among students who have been absent 7
  days or more since the beginning of the school
  year
• Increase the use of cooperative learning
  activities in our classrooms
• Have at least 90 of second grade students who
  will score 80 or higher on the district reading
  vocabulary assessment

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LUNCH 30 minutes
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Parking Lot
101
Trajectories

• Dr. Edward Gronlund
• Coordinator
• Quality Learning

Trajectory.2-24.IPDM.ppt
102
Trajectory Activity

• Example
• You will need
• Sample Biennium Proficiency Rates table
• IPDM Notebook
• Turn to page 52. This form is for district goal
  setting.
• Turn to page 53. This form is for school goal
  setting.
• Turn to pages 41 42.

Trajectory.2-24.IPDM.ppt
103
Trajectory Activity

• Use the sample Biennium Proficiency Rates table.
• How did all students (grade 4 reading) perform?
• 74
• On the Trajectory Calculations Table (page 41),
  find 74. Note that the trajectory starting at 74
  reads 74, 74, 74, 78.3, 78.3, 78.3, 82.7, 82.7,
  82.7, 87.0, 91.3, 95.7, 100.
• These numbers should be placed on the Grade 4
  Reading trajectory, page 52.

Trajectory.2-24.IPDM.ppt
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Trajectory Activity

• Trajectory forms, pages 52 -71.
• Your districts Biennium Proficiency Rates table.
• With a partner, choose one grade level (4, 8, or
  11) and one content area (reading or math).
  Complete the corresponding trajectories, pp.
  52-63.
• Compare your district proficient in each
  sub-group to the state average proficient, pp.
  66-71 in reading or math (grade 4, 8, 11).
• How could you use what you have learned about
  trajectories in your building/district?

Trajectory.2-24.IPDM.ppt
105
Selecting Content and Providers

• Donna Wood Reading Consultant
• Sally Rigeman Secondary Math/Science Consultant

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Provider Approval Requirements

• A provider can be a school district, an AEA, a
  higher education institution, other public or
  private entities including professional
  organizations that provide long-term, ongoing
  support of the districts career development
  plan, or a consortium of any of the foregoing.

107
What does a provider do?

• Examples include
• Facilitate the collection, organization, and
  analysis of data
• Assist with the review of the literature and
  selection of research-based content
• Assist with design of training and learning
  opportunities and workplace supports including
  collaborative structures
• Facilitate the formative and summative evaluation
  of the professional development
• Assist with aligning district career development
  plans and individual teacher career development
  plans
• Other technical assistance services that support
  the design, implementation, and evaluation of
  professional development for student achievement

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Operating Principles for Selecting Content and
Providers

• Complete the worksheet, p. 101.
• List actions taken to select content and
  providers.
• Identify actions needed to ensure that this
  component of the IPDM is fully supported.
• Consider possible pitfalls and strategies to
  avoid them. (See common pitfalls on page 100.)

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10 - MINUTE BREAK

• Cedar Room is open.

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Parking Lot
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Time to write goals . . . .
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S Strategic and Specific M Measurable A
Attainable R Results-based T Time-bound
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Write building/district goal(s).

• Goal setting forms, pages 64 (district) and 65
  (building)
• Write at least one goal for reading or math.
• Make sure your goal is SMART.

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S Strategic and Specific M Measurable A
Attainable R Results-based T Time-bound
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Operating Principles for Goal Setting and Student
Learning

• Complete the worksheet, p. 74.
• List actions taken to support goal setting.
• Identify actions needed to ensure that this
  component of the IPDM is fully supported.
• Consider possible pitfalls and strategies to
  avoid them. (Common pitfalls are on page 73.)

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Let's read.

• A Readers Guide to Scientifically-Based Research
• Pages 12-17 (behind the Selecting Content tab)
• Read with table group.
• Discuss answers to questions.

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WHERE ARE WE?
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Summary of todays learnings

• Iowa Professional Development Model
• Data Collection/Analysis
• Goal Setting and Student Learning
• Selection of Content and Providers
• Turn to a partner and state one learning from
  today.

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Check for UnderstandingTrue/False

• 1. The IPDM is a plan each district must write to
  evidence how student learning will be addressed.
• 1. False
• 2.The IPDM offers guidance to districts to help
  implement the District Career Development Plans,
  Individual Teacher Career Development Plans, and
  NCLB legislation.
• 2.True

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T/F

• 3.The District Career Development Plan is
  embedded in the Comprehensive School Improvement
  Plan (CSIP).
• 3.True
• 4.Iowa has 8 Professional Development Standards.
• 4.False

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T/F

• 5. A fundamental tenet of the IPDM is that
  student need will drive decision making, and
  student learning will form the basis on which
  professional development is judged.
• 5. True
• 6. Participative decision making means that
  schools need to decide how they will make
  decisions and what is required for staff to
  make binding decisions.
• 6. True

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T/F

• 7. When examination of student data reveals
  multiple needs, it is critical that the
  district/school focus on as many of these needs
  as possible at the same time.
• 7. False
• 8. The leadership of teachers, principals,
  district administrative staff and school
  boards, working interdependently, is critical if
  the IPDM is to drive increased achievement for
  all students.
• 8. True

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PRINCIPALS' LEADERSHIP ACADEMY Commercial Break
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REMINDERS

• Please, complete workshop evaluation and leave on
  table.
• Next seminar Wednesday, March 3rd
• Advise changes in Attendance/Lunch
• Bring notebooks

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THE END