1. Cheryl Dyer, Assistant Superintendent Fall 2007 Bridgewater-Raritan Regional School District Linking Professional Development to Goals and Objectives for Student Achievement

2. An Interrelated Process The Mission of the District Building or Curricula Objectives Professional Development Plan Student Achievement

3. The Mission of the District:  Maximize the learning opportunities of our students so that they can reach their full potential.  Create a child centered environment that enables our students to be productive learners.  Guide students to attain knowledge and develop skills necessary for the future.  Nurture intellect, civic mindedness, sociability.

4. The PD Plan:  Identifies staff development needs  Differentiated instruction  Performance assessment  Classroom climate  Use of technology  Meeting the needs of all learners  Provides opportunities for professional growth  In-Service Days  BR Teacher’s College  Collaborative Learning Groups  Alternative Evaluation  Graduate School

5. Building or Curricula Objectives:  Attain No Child Left Behind benchmarks in Language Arts Literacy and Mathematics for all sub-groups  Specific objectives vary by building and level  Ensure the programs have been evaluated and revised in accordance with state statute  Program Evaluations  Increase communication with parents and community members  Home School Connections

7. Goals vs. Objectives Goals are: Broad/Abstract Over-arching Long-range Reflect the broad requirements of the district’s mission Attainment is difficult to measure Objectives are: Specific/Concrete Focused Short-term Reflect the specific requirements of the district’s mission Attainment is measurable

8. An Example Mission: To create a child centered environment that enables our students to be productive learners Goal: To learn more about classroom climate indicators and analyze the climate in my classroom. Objective: Learn about Responsive Classroom and apply the principles in my classroom to determine the effect on student achievement. Strategies: Take a Responsive Classroom CEU course through the Bridgewater-Raritan Teacher’s College. Join a Collaborative Learning Group to support me in my efforts. Compare student achievement and behavior this year to previous years and reflect on differences. Share my reflections with my CLG.

9. A Second Example Mission: Maximize the learning opportunities so students can reach their full potential. Goal: To achieve No Child Left Behind benchmarks in LAL and meet the needs of all learners. Objective: Learn about “Response to Intervention” and differentiation strategies that I can use in my classroom to meet the needs of all learners. Strategies: Take a literacy focused CEU course through the Bridgewater-Raritan Teacher’s College. Join a Collaborative Learning Group to analyze student data. Conduct action research as part of an Alternative Evaluation and share the results with my principal and special education supervisors.

10. Federally imposed goals: Districts that do not meet the criteria for student performance and behavior for each school in the district must develop school-level planning objectives in the deficient areas. For total population and any or all of the subgroups in each school that do not meet the 2006-07 NCLB benchmark, the district will be required to have target objectives addressing how these groups will achieve the benchmark by July 1, 2008, or how each group will achieve ‘safe harbor’ by 2008.

11. Goal: To Leave No Child Behind Objective: Meet Adequate Yearly Progress (AYP) with all subgroups. Strategies: Determine level of proficiency required for 2008 administration of NJ standardized tests. Identify sub-groups in each building who are ‘at-risk’ for not meeting AYP. Develop specific objectives to meet the needs of sub- groups. Identify resources and personnel needed to achieve objectives.

12. AYP Benchmarks 2008 Language Arts Literacy 3 rd, 4 th, and 5 th grades: 82% must be at or above state standard (200 or above) 6 th, 7 th, and 8 th grade: 76% must be at or above state standard 11 th grade: 85% must be at or above state standard Mathematics 3 rd, 4 th, and 5 th grades: 73% must be at or above state standard (200 or above) 6 th, 7 th, and 8 th grade: 62% must be at or above state standard 11 th grade: 74% must be at or above state standard

13. Future AYP Benchmarks 200820112014 LAL 3-582%91%100% LAL 6-876%87%100% LAL 1185%92%100% Math 3-573%85%100% Math 6-862%79%100% Math 1174%86%100%

14. What is a sub-group? If the number of students in the sub-group is greater than 20, the sub-group is considered viable. In special education, the number of students in the sub-group must be at least 35. Students are combined across grade levels within a school to determine the size of the sub-group. (Grades 3 and 4 are combined, 5 and 6, and 7 and 8).

15. Sub-groups in our district Special Education Limited English Black Asian Hispanic Economically Disadvantaged

16. State imposed goals: Annually, by November 15, the chief school administrator shall submit a statement of assurance to the county superintendent that: Board approved, written curricula have been developed for all subjects including state- mandated programs and services for all grades pre-kindergarten, if offered, through grade twelve. and a curriculum evaluation schedule has been developed and is being implemented for all content areas and all grade levels.

17. Current Status: The Good News 104 Curricula were revised in 2007 109 Curricula were revised in 2006 22 Curricula were revised in 2005 17 Curricula were revised in 2004 23 Curricula were revised in 2003 11 Curricula were revised in 2002 20 Curricula were revised in 2001 31 Curricula were revised prior to 2001 or have unknown revision dates

18. Current Status: The Bad News The last Program Evaluations at the 9-12 levels were part of the Middle States Evaluation conducted in 1996 Program Evaluations at the K-8 levels can not be located with the exception of a science evaluation completed in 1999

19. What is a Program Evaluation The First Step in the Curriculum Renewal Process The basis and catalyst for curriculum renewal A mechanism to critically review existing curriculum in a systematic and collaborative manner A means of determining whether the existing curriculum is meeting the needs of the learner, the expectations of the community and is true to the discipline (curriculum paradigm) A means of assessing the ability of the staff to implement the curriculum and staff development needs

20. How It Works: Five Year and Five Stage Process Year One/Stage One~ Program Evaluation, Review and Research Year Two/Stage Two~ Curriculum Development Year Three/Stage Three~ Initial Implementation Years Four and Five/Stages Four and Five~ Full Implementation, Monitoring and Assessment

21. The Cycle Program Evaluation Curriculum Development Implementation and Assessment

22. Programs to be Evaluated in 2007-2008 K-4:Communication Arts 5-8:Social Studies and Science 6-12:Family and Consumer Science, Industrial Arts 9-12:English, Social Studies, Science, Mathematics K-12:Art, Music, Physical Education and Health, World Language, Gifted and Talented, Guidance Services

23. Bridgewater-Raritan Teacher’s College Proposals were reviewed by the PD Committee Registration can begin today~ see email from Terry Brown Reminder~ graduate level credit = graduate level work Professional Development Committee: Cheryl Dyer Cathleen Filippillo Lorraine Lotowycz Joe Diskin Kathleen Buchan Melissa Hyland Barbara O’Donnell Kristy Shurina

24. Collaborative Learning Groups Please pick up a handout today if you did not receive one Align your topic to the district mission, professional development goals, your professional growth needs, or federal or state mandates Submit your proposal by October 15, 2007. If you are looking for a group, indicate your topic on the form. A few changes: Link your topic to the New Jersey Core Curriculum Content Standards (NJCCCS) and NJ Professional Standards for Teachers Identify a contact person for your group Link your topic to a curriculum supervisor See changes on forms~ routing after meetings

25. “100 Hours” ~ What Counts? Graduate course work: 15 hours per credit BR Teachers’ College: participants receive 1 hours professional development for each hour of the course, presenters receive 2 hours preparation for each hour of the course (10 hour course equals 30 hours of PD) Teachers can only receive hours once per course Curriculum writing: 1 hour for each hour (6 day project equals 30 hours of PD) Committee work: 10 hours maximum per committee Mentor or Cooperating Teacher: 1 hour per week

26. Your 100 hours must link to your PG/IP~ CEU or Graduate Course Teach or Participate Committee Work, Curriculum Review or development Collaborative Learning Group Alternative Evaluation Reflect on your strengths and weaknesses and develop a plan for growth/ improvement with supervisor If you didn’t write it in, you can’t include it! You can write an addendum if you need to~ ask me how.

27. Examples of Committees Professional Development Committee District Committee for Curriculum and Instruction New! Watch for an email from me Intervention and Referral Services Committee Program Evaluation Committee Information coming from supervisors Strategic Planning Committee New! Information presented today