Transcript Slide 1
IPDP
Growing as Educators to Increase Student Achievement
Online and Word Template Step-by-Step
What is your IPDP?
The Individual Professional Development Plan (IPDP) is your how you will grow as a professional during the school year.
plan for
FLDOE Professional Development Protocol Standard 1.1.3. Individual Professional Development Plan:
The educator’s IPDP specifies the professional learning needs related to identified student achievement goals for those students to which the educator is assigned; aligned with the educator’s level of development; and contains: a) b) clearly defined professional learning goals that specify measurable improvement in student achievement; changes in the educator’s practices resulting from professional learning; and c) an evaluation plan that determines the effectiveness of the professional learning. ( Results Question: How students improved as a result…)
DCPS IPDPs
The IPDP is a component of the DCPS CAST multi metric evaluation system.
0 – 90 Points Administrator Observation Score determined by administrator observation (45%).
0 – 10 Points Individual Professional Development Plan (IPDP) determined by the teacher’s development and implement of his/her professional learning plan (5%).
0 – 100 Points Student Growth Score determined by student growth as measured by Assessment (unchanged 50%).
The educator’s final evaluation consists of three metrics totaling 200 points.
There are no changes in the points or percent values for 2014-15.
DCPS Online IPDP
•
A tool for professional growth that is easily accessible and user-friendly for educators and administrators
•
Professional learning drop-down menus are provided for district/school/educator levels
•
Option to write personalized professional learning strategies is provided
Getting Started
Before writing your IPDP consider the following
: Your current classroom-level disaggregated student achievement data Your previous year IPDP and CAST data School Improvement Plan (SIP) Current school initiatives
You may wish to use the IPDP word document as a planning tool. The online version may “time out” if you spend extended time without entering information.
My Profile
Type myprofile in the URL
(available only on the district server)
4/29/2020 Page 6 Click Evaluations Click IPDP
Login DCPS user ID and Password
Demographic Data
Select Experienced or MINT Save after each section Select the option that best describes your current assignment.
Completing the IPDP
IPDP Sections
Student Achievement Data Student Achievement SMART Goal Educator Professional Learning Goals Professional Learning Objectives Changes in Educator’s Practices Results
Student Achievement Data
Identified Student Group:
Disaggregated student achievement data is one component of the needs assessment required as a first step for developing the IPDP. Your identified student group will be selected based on your classroom data, SIP, school initiatives, and behavioral data. (
Select one student group
. It is understood that
all
students will benefit from your learning and changes in practice.) Your professional learning selections will target knowledge and skills you plan to develop in order to more effectively meet the needs of your students.
Student Achievement Data
Examples of Identified Student Groups:
Lowest 25% by Content Area Economically Disadvantaged English Language Learners (ELL) FCAT/Florida Standards Assessment/ EOC Achievement Levels Florida Alternate Assessment Levels Students with Disabilities (SWD) Retained Students Gifted Students Subgroups by Ethnicity Gender Groups Students in RtI Tier II Overage Students Students with Attendance Issues Behavior Groups
Student Achievement Data
Assessment Type:
Formative assessments, such as progress monitoring instruments, unit tests, writing prompts, student portfolios or journals, exit slips, quizzes/tests using NGSS and Florida Standards Assessment (FSA) question stems, or other teacher/district assessments
are examples
. Attendance and disciplinary data are additional sources. Summative data from FSA or EOC testing can serve as an overarching goal. These are most appropriate as a component of the SMART goal. This data will not be available for tracking during the year to guide professional learning decisions and necessary changes in practice.
Student Achievement Data
Formative assessments provide the most timely feedback on student progress during the year. You will use these data to track the progress of your identified student group and make adjustments in your professional learning or implementation plan for strategies.
Only one student group is required.
What is your identified group’s current score average?
Identify a challenging but attainable goal.
Identify the final score average for the students in your identified group Include numerical assessment data for the students in your identified group.
Student Achievement Data
Review the CAST IPDP Rubric Domain I • If you wish to make a change; select delete and reenter. • • You may add multiple assessment types with the “Add New” button.
Save after each entry.
Student Achievement SMART Goal
A SMART Goal is… S
trategic &
S
pecific: The outcome or end result is clear.
M
easurable: Numerical evidence that will indicate if the goal has been achieved.
A
ttainable: The goal may be a challenge, but it is possible with available resources.
R
esults-oriented: An identified area.
T
ime-bound: A date by which the goal will be achieved.
Student Achievement SMART Goal
STUDENT ACHIEVEMENT SMART GOAL
Your Student Achievement SMART Goal (Strategic and Specific, Measurable, Attainable, Results-based, Time bound) must be specific to the student group you have identified and indicate measurable improvements that are expected in student achievement as a result of your professional learning.
At least ____% of my _________________ students will score at or above ____% on the _____________________ by ___________.
This is where you may wish to use summative data to indicate an overarching goal for your students. This score would of necessity be entered after the IPDP final review, but will help guide your decision making about professional learning needs for next year. The formative assessments used to track progress throughout the year provides the data necessary to address the student impact and reflection on practice sections of you IPDP.
SMART GOAL
• • You may choose to have more than one SMART goal. No more than two are recommended. Remember to save after each entry. The online IPDP provides a text box for goals that do not conform to the above format. However, all goals must contain the elements of a “SMART” goal.
Student Achievement SMART Goal
STUDENT ACHIEVEMENT SMART GOAL
Your Student Achievement SMART Goal (Strategic and Specific, Measurable, Attainable, Results-based, Time-bound) must be specific to the student group you have identified and indicate measurable improvements that are expected in student achievement as a result of your professional learning.
At least 60% (3 out of 5) of my Tier II Behavior students in my 2 nd grade homeroom will score at or above 60% on the final administration of the 2 nd Grade District Math Assessment in May. Name of the assessment Name of identified student group and grade level How many of the students in your group can reach the established goal?
Date or month How did your identified group score? If this data is not available by the end of the year you will complete this portion during preplanning next year. It may inform PD decisions at that time. Whether or not your students meet the SMART goal is not the focus of the IPDP. How you use data to inform your professional learning and changes in practice to more effectively meet the learning needs of your students is the purpose of the IPDP.
Educator Professional Learning Goals
Each educator’s goals will vary based on the students assigned to them, their grade level, content area, certification, etc.
Your professional learning goals should reflect the professional development you need to be an effective educator.
The IPDP focus is on professional learning goals for the current school year.
Educator Professional Learning Goal
Your professional learning goals should include consideration of the following:
Learning opportunities needed to help you meet your SMART Goal Professional practice needs (ex: OOF, additional certifications) School Improvement Plan (SIP) Results of your previous year’s IPDP Your evaluation from last year School initiatives Administrator recommendations Reflect on your professional learning needs and the information above. Type your goal for the year in this text box. Save when you have completed your entry.
Professional Learning Objectives
A minimum of two content related professional learning objectives is required. You may choose to complete objectives in one or more levels: district, school, or educator. Select from the drop-down menus by clicking on
“Add New”.
Remember, the IPDP is not intended as a record of your professional learning for the year. It is a strategic plan you develop to support your Professional Learning goal and SMART goal for your students.
Professional Learning Drop-down Menu
When you select “Add New” for your professional learning you will access the screen below.
Enter the inservice component number
after
the actual completion of the course or activity. Select the professional learning that meets your needs.
The group description provides the stem for the professional learning objective and will not change. Save your entry. You will be returned to the form.
Professional Learning Objectives
Your professional learning objectives will directly support your SMART Goal and Professional Learning Goal.
If you wish to write your own learning objective, select “other” in the drop-down menu and explain in the implementation text box. It is helpful to begin strategies with an action verb. State the professional learning you will complete and the knowledge, skills, and/or behaviors you will acquire in order to meet your goals.
This section is not intended to include all of your professional learning for the year. The IPDP is not your inservice record.
Professional Learning Objectives
Implementation Plans:
Explain what you intend or plan to do as a result of your professional learning.
Identify the knowledge, skills, strategies, and/or behaviors that you plan to implement.
Additional strategies or modifications in the initial plan may be needed as formative assessments and other feedback become available.
Professional Learning Objectives
Examples of Appropriate Implementation Plans:
I will implement CHAMPS in my classroom by setting clear expectations and establishing rituals and routines that will benefit all students.
I will use disaggregated student data to differentiate instruction for whole class and small groups.
Non-examples:
I will put students into groups during centers.
I plan to use the standards to teach.
Professional Learning Objectives
Completion Dates:
When you create your IPDP, identify a reasonable
Anticipated Date of Completion
.
As you complete your Learning Objectives, record the
Actual Date of Completion
.
Dates should be revised if necessary.
Implementation Plans
The implementation plan text box allows you to explain how you will put your newly acquired knowledge and skills into practice. Remember to save your entry.
Required Reviews
Enter the date and check the Initial Review box to indicate you have reviewed your IPDP with your administrator. Enter the date and check the Initial Review box to indicate you have discussed the IPDP with the teacher and provided input.
The Educator and the Administrator must each save their entry after EACH review.
Evaluation post-observation conferences and data conferences are excellent opportunities to review the IPDP, discuss student growth, and make adjustments to your professional learning objectives so that you are better able to meet student needs in your classroom.
The Initial and Final Reviews are required. Mid-year Reviews are conducted on an as needed basis.
Reflection on Practice
This narrative section should be written toward the end of the year. The guiding questions provide you with an opportunity to reflect on your professional learning goals and the professional learning you have completed.
Be specific about how you changed your professional practices as a result of your professional learning.
Discuss your identified student group’s progress as measured by on-going formative assessment data. If your SMART goal includes summative assessment data such as an EOC for which you do not have results, it will be necessary to update once available. Reflecting your final summative data can inform your next year IPDP.
Your Individual Professional Development Plan
The Individual Professional Development Plan (IPDP) is your plan for how you will grow as a professional during the school year.
The IPDP should reflect your professional learning needs as they relate to improving student achievement and enhancing your craft as an educator.
Additional strategies or modifications to the initial plan may be needed as formative assessments and other feedback become available. Changes should be a collaborative effort by the teacher and administrator.
IPDPs are retained for a period of two years.
APPENDIX
Domain I: Student Achievement Data
Domain I Student Achievement Data 1.1.1. Individual Unsatisfactory (0 Points)
Based on available data (formal
1.1.2. Administrator Review
educator’s IPDP: • Includes no evidence indicating use of classroom-level disaggregated student achievement data to identify student focus group(s).
• Does not identify student focus group(s) within a class/section for targeted instruction. • Does not use data to analyze his/her professional practice to determine learning needs.
Developing/Needs Improvement (.4 Point)
Based on available data (formal or informal assessments) the educator’s IPDP: Includes limited evidence indicating use of classroom-level disaggregated student achievement data to identify student focus group(s) • Uses one source of student data to make professional development decisions.
• Uses limited data to analyze his/her practice to determine professional learning needs.
Effective (1.2 Points)
Based on available data (formal or informal assessments) the educator’s IPDP: Includes adequate evidence indicating use of classroom-level disaggregated student achievement data to identify student focus group(s) • Uses two sources of student data to make professional development decisions.
• Uses data to analyze his/her practice to determine professional learning needs.
Highly Effective (2 Points)
Based on available data(formal or informal assessments) the educator’s IPDP: • Includes convincing* evidence indicating use of data including classroom-level disaggregated student achievement data to identify student focus group(s) • Uses three or more sources of student data to make professional development decisions.
• Uses data to analyze his/her practice to determine professional learning needs, building on prior year’s professional development experiences and IPDP.
p p p p
*
Convincing evidence includes classroom-level disaggregated student achievement data (informal and formal), school initiatives, School Improvement Plan, school and team goals and/or the results from the previous year’s IPDP. Both formative and summative data may be included as well as behavioral data.
STUDENT ACHIEVEMENT DATA
Review classroom-level disaggregated student achievement data for students currently assigned to you. Select your identified student group based on the following : your
data analysis, School Improvement Plan, school initiatives, team goals, and the results from your previous year’s IPDP. Both formative and summative data may be included. Behavioral data may also be included.
Identified Student Group Within a Class/Section ELA Teacher Group School #_______ (5 Teachers) Assessment Type Teacher PD Survey
(low area high-order questioning
Observation Notes (embedded use) ) Current Score Average 45% Goal
80% 75%
Mid-Year Score (as needed) Final Score Average Teacher Assessments ELA 50% HOQ observed 58% proficiency rate
85% STUDENT ACHIEVEMENT SMART GOAL
Your Student Achievement SMART Goal (Strategic and Specific, Measurable, Attainable, Results-based, Time-bound) must be specific to the student group you have identified and indicate measurable improvements that are expected in student achievement as a result of your professional learning.
At least 80__% of my __ELA (target group) __ students will score at or above __Level 3 (EOC 75%)_ on the __EOC__ by June 2015_.
STUDENT ACHIEVEMENT DATA
Review classroom-level disaggregated student achievement data for students currently assigned to you. Select your identified student group based on the following:
your data analysis, School Improvement Plan, school initiatives, team goals, and the results from your previous year’s IPDP. Both formative and summative data may be included. Behavioral data may also be included.
Identified Student Group Within a Class/Section ESE Target Student Group Assessment Type Phonics for Reading Placement Test Fluency (Running Record-ORF)WPM DAR Current Score Average 65% ( Second Level) (77) 80% Goal (Third Level )
(120)
Mid-Year Score (as needed) Final Score Average
STUDENT ACHIEVEMENT SMART GOAL
Your Student Achievement SMART Goal (Strategic and Specific, Measurable, Attainable, Results-based, Time-bound) must be specific to the student group you have identified and indicate measurable improvements that are expected in student achievement as a result of your professional learning.
At least __75__% of my __ESE Target Group_____ students will score at or above 80__% on their ____IEP Literacy Goals________ by _June 2015__.
STUDENT ACHIEVEMENT DATA
Review classroom-level disaggregated student achievement data for students currently assigned to you. Select your identified student group based on the following: your data analysis, School Improvement Plan, school initiatives, team goals, and the results from your previous year’s IPDP. Both formative and summative data may be included. Behavioral data may also be included. Identified Student Group Within a Class/Section Assessment Type Current Score Average Goal Mid-Year Score (as needed) Final Score Average Gifted Target Group All Boys Writing Prompt Teachers A, B, C, D, E, F Writing Survey – (student and teacher) (pre & post) (4) 75% 80% (5 and above ) <35% (negative views of writing) Behavior Assessment (time on task during writing) 25% On Task
80% On Task
Observation Notes
STUDENT ACHIEVEMENT SMART GOAL
Your Student Achievement SMART Goal (Strategic and Specific, Measurable, Attainable, Results-based, Time-bound) must be specific to the student group you have identified and indicate measurable improvements that are expected in student achievement as a result of your professional learning.
At least __75__% of my Gifted Target Group_____ students will score at or above Level 5 on their Florida Standards Assessment by May 2015__.
STUDENT ACHIEVEMENT DATA
Review classroom-level disaggregated student achievement data for students currently assigned to you. Select your identified student group based on the following: your data analysis, School Improvement Plan, school initiatives, team goals, and the results from your previous year’s IPDP. Both formative
and summative data may be included. Behavioral data may also be included.
Current Identified Student Group Within a Class/Section Assessment Type Score Average Goal Mid-Year Score (as needed) Final Score Average Math College Ready Grade 12 Student Group (5 Students) Teacher/Department Math Inventory PERT (Initial Attempt & Final Attempt) SAT Question of the Day (Exit Ticket)
STUDENT ACHIEVEMENT SMART GOAL
Your Student Achievement SMART Goal (Strategic and Specific, Measurable, Attainable, Results-based, Time-bound) must be specific to the student group you have identified and indicate measurable improvements that are expected in student achievement as a result of your professional learning.
At least __75__% of my __Math College Ready Group_____ students will score at or above 114 on their PERT Placement Assessment_ by _June 2015__.
Domain II: S.M.A.R.T. Goal
Domain II Student Achievement SMART Goal Unsatisfactory (0 Points) Developing/Needs Improvement (.4 Point) Effective (1.2 Points) Highly Effective (2 Points)
The educator’s IPDP S.M.A.R.T goal: • Is not specific to student group(s) identified.
• Does not indicate measurable improvements that are expected as a result of the educator’s professional learning.
• Is dependent upon results that may be received beyond the school year. The educator’s IPDP S.M.A.R.T goal: • Is specific to the student group(s) identified.
• Indicates inadequate or unrealistic measurable student achievement improvements that are expected of identified student group(s) as a result of the educator’s professional learning.
• Is dependent upon results that may be received beyond the school year. The educator’s IPDP S.M.A.R.T goal: • Is specific to the student group(s) identified.
• Indicates measurable student achievement improvements that are expected of identified student groups as a result of the educator’s professional learning.
• Provides a timeframe that allows for formative evaluation and necessary modifications during the year The educator’s IPDP S.M.A.R.T goal: • Is specific to the individual students and/or student group(s) identified.
• Indicates measurable student achievement improvements that are expected of identified student group(s) as a result of the educator’s professional learning. • Provides a timeframe that allows for formative evaluation and necessary modifications during the year and is relevant to school, district, and or team/department initiatives.
Discussion Points:
p p p
1. How was student achievement data reviewed and disaggregated?
2. How will the goal(s) be accomplished?
3. What outcomes (student/educator) would indicate success for both students and educator?
p
Domain III: Professional Learning Goal (s)
Professional Learning 3a: Educator Professional Learning Goal(s) Domain III Goals 1.1.3. IPDP Unsatisfactory (0 Points)
The educator’s learning goal(s): • Does not reflect the individual professional development needed to meet the identified S.M.A.R.T. Goal.
• Does not connect the achievement needs of the students to the educator’s professional learning needs.
• Does not include research based best practices and strategies.
Developing/Needs Improvement (.2 Point)
The educator’s learning goal(s): • Does not consistently reflect the individual professional development needed to meet the identified S.M.A.R.T. Goal.
• Attempts to connect the achievement needs of the students to the educator’s professional learning needs.
• Includes limited research based best practices and strategies.
Effective (.6 Points)
The educator’s learning goal(s): • Reflects the individual professional development needed to meet the identified S.M.A.R.T. Goal.
• Connects the achievement needs of the students to the educator’s professional learning needs.
• Includes research-based best practices and strategies.
Highly Effective (1 Points)
The educator’s learning goal(s): • Reflects the individual professional development needed to meet the identified S.M.A.R.T. Goal.
• Connects the achievement needs of the students to the educator’s professional learning needs.
• Includes research-based best practices and strategies • Reflects on the prior year’s IPDP and or professional learning experiences to develop the current year’s learning goals. • Connects to educator’s certification needs.
Discussion Points
p p p p
1. Describe the professional learning in which you plan to participate.
2. What is the research basis that shows how the professional learning will contribute to greater student learning?
3. What practices will you need to enhance/develop to contribute to student achievement goals?
Domain IV: Professional Learning & Strategies
Domain IV Professional Learning and Instructional Strategies Implementation of Learned Professional Practices 1.3.1. Implementation of Learning 1.3.2. Coaching and Mentoring 1.2.5. Use of Technology 1.3.3. Web-based Resources Unsatisfactory (0 Points)
The educator’s documentation indicates that the educator: • Does not apply newly acquired professional knowledge, skills, dispositions, and behaviors to improve his/her practice. • Does not accept support from a coach, peer, and/or mentor • Does not change his/her practice(s) after coach, peer, and/or mentor support.
• Utilizes little or no technology and web-based resources (as The educator’s documentation indicates that the educator: • Applies a minimal amount of the newly acquired professional knowledge, skills, dispositions, and behaviors to improve his or her practice. • Accepts limited support from a coach, peer, and/or mentor (as needed) with implementation of professional learning. • Has limited success in attempting to change his/her The educator’s documentation indicates that the educator: • Applies newly acquired professional knowledge, skills, dispositions, and behaviors to improve his or her practice. • Seeks support (as needed) from a coach, peer, and/or mentor with implementation of professional learning.
• Successfully changes his/her practice(s) after coach, peer, and/or mentor support.
available) to support and enhance newly acquired knowledge, skills, and practices.
Developing/Needs Improvement (.4 Point) Effective (1.2 Points)
practice(s) after coach, peer, and or mentor support.
• Utilizes limited technology and web-based resources (as available) to support and enhance newly acquired knowledge, skills, and practices.
• Utilizes a few technology and web-based resources (as available) to support and enhance newly acquired knowledge, skills, and practices.
Highly Effective (2 Points)
The educator’s documentation indicates that the educator: • Applies newly acquired professional knowledge, skills, dispositions, and behaviors to improve his or her practice. • Seeks support (as needed) from a coach, peer, and/or mentor with implementation of professional learning. • Successfully changes his/her practices after coach, peer, and/or mentor support and is available to serve as a mentor or peer coach, providing colleagues with support to implement professional learning.
• Utilizes multiple forms of technology and web-based resources (as available) to support and enhance newly acquired knowledge, skills, and practices.
Discussion Points:
p p p p
1. How did the professional learning objectives you completed align with you intended goals?
2. Describe how technology was used in the received professional learning and classroom implementation.
3. Describe any coaching or mentoring your received and or provided following your professional learning. 4. How did your professional practice changes as a result of your professional learning?
Domain V: Professional Learning – Results/Changes in Educator Practices
Domain V Professional Learning Results/Changes in Educator Practices 1.4.2 Changes in Educator Practice 1.4.3 Changes in Students 1.4.4 Evaluation Methods Unsatisfactory (0 Points) Developing/Needs Improvement (.4 Point)
• Does not document and evaluate the impact of all professional learning on his or her practice.
• Does not determine the degree to which his or her professional learning contributed to student performance gains as measured by assessment data.
• Provides little evidence of evaluating the impact of all professional learning on his or her practice through reflection, assessment, collaborative protocols for examining educator practice, work samples, peer visits, and/or professional portfolios.
• Provides little evidence that determines the impact to which his or her professional learning contributed to student performance gains as measured by assessment data.
Effective (1.2 Points) Highly Effective (2 Points)
• Provides adequate evidence of evaluating impact of all professional learning on his or her practice through reflection, assessment, collaborative protocols for examining educator practice and work samples, peer visits, and/or professional portfolios.
• Provides adequate evidence that determines the impact to which his or her professional learning contributed to student performance gains as measured by assessment data.
• Provides extensive evidence of evaluating of impact of all professional learning on his or her practice through reflection, assessment, collaborative protocols for examining educator practice and work samples, peer visits, and/or professional portfolios.
• Clearly determines the degree his or her professional learning contributed to student performance gains as measured by assessment data.
Reminders
• • • The IPDP is about professional learning. Individual teachers are responsible for: • The development and implementation of their IPDP • • Familiarizing themselves with the IPDP Rubric Their Data (selection, disaggregation, tracking, the use of data that is available within the established timeframe) • • Choosing target groups Participation in and selection of professional learning • Evidence of participation, implementation, and impact on student achievement goals Individuals assigned to multiple sites will develop one IPDP