2019-2020 Professional Learning Plan

2019-2020

Professional Learning Plan

HF-L Office of Curriculum & Instruction Initial: June 2000 Revised Annually in June: 2001-2019

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TABLE OF CONTENTS DISTRICT INFORMATION 3 GENERAL INFORMATION 3 2019 STUDENT ENROLLMENT DATA 3 2018-2019 INSTRUCTIONAL STAFF DATA 3 PROFESSIONAL LEARNING TEAM 4 GUIDING PRINCIPALS

PURPOSE 4 DISTRICT MISSION STATEMENT 4 DISTRICT VISION STATEMENT 4 DISTRICT STRATEGIC INTENTS 5 NYS PROFESSIONAL LEARNING STANDARDS 5

COLLECTIVE BARGAINING AGREEMENTS HONEOYE FALLS LIMA EDUCATION ASSOCIATION (HFLEA) 6 HONEOYE FALLS LIMA ADMINISTRATIVE ASSOCIATION (HFLAA) 6

IDENTIFICATION, DESIGN, AND EVALUATION OF PROFESSIONAL LEARNING OPPORTUNTIES 7

IDENTIFICATION AND DESIGN OF PROFESSIONAL LEARNING OPPORTUNITIES 7 EVALUATION OF PROFESSIONAL LEARNING OPPORTUNITIES 7

PROFESSIONAL LEARNING PROGRAM 7

PROFESSIONAL LEARNING OPPORTUNITIES 7 PROFESSIONAL LEARNING RESOURCES 8

DISTRICT SUPPORT PROGRAMS 9

NEW TEACHER ORIENTATION AND TRAINING 9 TEACHER MENTOR PROGRAM 9 NYS CONTINUING TEACHER AND LEADER EDUCATION (CTLE) REQUIREMENTS 11 2019-2020 PROFESSIONAL LEARNING GOALS 13 2019-2020 ACTION PLANS 14

SAFETY AND WELLNESS 14 ACHIEVEMENT AND ENGAGEMENT 16

STATEMENT OF ASSURANCES 19

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District Information

General Information

District

Honeoye Falls-Lima Central School District

Lima Primary (K-1)

Manor Intermediate (2-5)

Middle School (6-8)

High School (9-12)

BEDS Code 260901060000

Superintendent Gene Mancuso

Address 20 Church Street, Honeoye Falls, NY 14772

Phone (585) 624-7000

Fax (585) 624-7003

2019 Student Enrollment Data

K-12 Enrollment

Male Female English

Language Learners

Students With Disabilities

Economically Disadvantaged

2,305 1,213

(52.62%) 1,092

(47.38%) 6

(<1%) 310

(13.45%) 412

(17.87%)

American Indian or

Alaska Native

Black or African

American

Hispanic or Latino

Asian or Native

Hawaiian/other Pacific

Islander

White Multiracial

3 (<1%)

19 (<1%)

62 (2.69%)

37 (1.61%)

2,124 (92.15%)

60 (2.6%)

Source: Jun 30, 2019 BEDS Day Enrollment Count Report

2018-2019 Instructional Staff Years of

Service

Total

District

Lima

Primary

Manor

School

Middle

School

High

School

Multiple

Sites

0-5 Years 38 3 13 12 8 2

6-10 Years 36 5 14 6 8 3

11-15 Years 41 6 2 12 13 8

16-20 Years 46 3 13 8 21 1

21-25 Years 37 3 6 13 13 2

26-30 Years 8 1 3 1 3 0

31-35 Years 2 0 0 0 2 0

36-40 Years 1 0 0 1 0 0

TOTALS 209 21 51 53 68 16

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Professional Learning Team

The Professional Learning Team is responsible for analyzing data and establishing professional learning goals that align with the needs of staff and vision of the district, as well as establishing mechanisms for evaluating the quality and impact of professional learning experiences. This work is reviewed annually by the Instructional Leadership Council (ILC).

2019-2020 Professional Learning Team Marilynn Lesczynski: Lima School Teacher

Satera Gonsenhauser: Manor School Teacher

Julie Masterson Manor School Librarian/Community Member

Michelle Bauer: Middle School Teacher

Kathy DeSimone: Middle School Teacher

Deb Mackey High School Teacher

Colleen Pittman High School Librarian

Jeff Taccetta High School Teacher

Holly Sidebottom: Director of Professional Development/Parent/Community Member

Renee Williams, Ed.D. Assistant Superintendent for Curriculum & Instruction/Community Member

David Ghidiu Higher Education Institution Representative/Community Member/BOE Member

Guiding Principles

Purpose The purpose of the Honeoye Falls-Lima School District Professional Learning Plan, as prescribed by the New York State Education Department, is to improve the quality of teaching and learning by ensuring that when teachers and leaders participate in professional learning they have opportunities for professional growth, remain current in their profession, and meet the learning needs of their students.

The district is committed to supporting high-quality professional learning experiences aligned with the Mission, Vision, Strategic Intents and goals of the district, as well as the New York State Professional Learning Standards.

District Mission Statement The mission of Honeoye Falls-Lima School District is to ensure students display the knowledge, skills and character qualities needed to realize their aspirations and succeed in a rapidly changing world.

District Vision Statement Our vision is to be the district of choice for parents, families, students, educators, administrators, staff, and the community at large who believe that education is the foundation for success.

Success will be measured by students who:

Think critically, creatively, and independently

Communicate effectively

Solve problems efficiently

Lead with passion and integrity

Engage in relevant and rigorous curricula

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Participate in a variety of experiential and extracurricular activities

Demonstrate respect and kindness for themselves and others

Make their own decisions and better understand how their decisions impact others

Believe in themselves

Practice healthy living

Embody life-long learning

District Strategic Intents Safety – We know that students and staff must feel safe and secure before high-level learning can occur. That is why the Honeoye Falls-Lima School District has placed safety as our first strategic intent.

Student Achievement – Students of Honeoye Falls-Lima Schools will engage in rigorous and relevant application of:

Cross-curricular learning

Skills development in communication and the use of technology in that communication

Collaboration

Inquiry/problem solving

Current technology tools

Multi-cultural experiences with language study and cultural exploration

STEaM

Cougar Pride – The School District will provide and foster an inviting school environment in which the Honeoye Falls-Lima community feels pride and ownership.

Student Engagement – Students in Honeoye Falls-Lima Schools will have experiences in and out of the classroom that are made meaningful and relevant through their connections and relationships with others in the school community. These experiences will nurture responsible and ethical decision-making, and quality of character.

NYS Professional Learning Standards A. Professional Growth and Collaboration. Professional learning fosters a foundation of continuous

professional growth characterized by collaborative relationships, reflection, respect, and commitment to student and educator learning.

B. Expanding Professional Capacity. Professional learning builds individual and collective capacity for deepening and expanding educator expertise and improving outcomes for all students.

C. Leadership. Professional learning develops and fosters skillful leaders who cultivate vision, capacity, advocacy, communication, and support systems.

D. Professional Learning Approaches. Professional learning integrates theories, research, and models of adult learning to achieve intended outcomes.

E. Utilizing Data. Professional learning incorporates a variety of sources and types of student, educator, and system data to monitor student progress, sustain professional growth, and inform, plan, assess, and evaluate professional learning.

F. Cultural Responsiveness. Professional learning responds to a culturally and linguistically diverse population of learners and promotes academic and social-emotional growth by emphasizing and building upon their cultural strengths, knowledge, and skills.

G. Engagement Among Diverse Communities. Professional learning builds capacity for educators, families, community members, and other stakeholders for shared ownership of student and community success.

For additional information regarding NYS Professional Learning Standard Domains or to view Quality Indicators, click here.

https://www.regents.nysed.gov/common/regents/files/918hed2REVISED.pdf

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Collective Bargaining Agreements

HFLEA - Honeoye Falls-Lima Education Association (Teachers & Teaching Assistants) Agreement between the Honeoye Falls–Lima Education Association and the Superintendent of Schools, July 1, 2018 through June 30, 2021.

ARTICLE VIII - PERSONAL PROFESSIONAL DEVELOPMENT

A. Both parties to the agreement recognize that personal professional growth in the areas of techniques

of instruction, management of instructional setting, preparation, pupil-teacher relationships and character development, knowledge of subject matter, pupil evaluation, building and district effectiveness, and community relations are related to teacher performance and in turn to student achievement.

B. It is in the best interest of the District and its teachers that means be available to improve methods

and materials used by teachers. Therefore, the District agrees to continue to promote and support these activities, within the restrictions of budgetary appropriation of expense money for reimbursement, based upon the merits of teacher requests.

C. Approved on-line courses will be compensated. D. Effective July 1, 2007 any full-time teacher in a regular probationary or tenured appointment will be

paid a one-time stipend of $2,500 for obtaining a National Board Certification. This stipend will be added to the teacher’s salary (not included in the base) in the first full school year the teacher commences in possession of the certification.

E. Effective July 1, 2008 a limited number of Mentor Teacher Coaches will be appointed in targeted areas

of professional development. These positions will be subject to an annual appointment and evaluation at a rate of compensation commensurate with Mentor Teacher: Level 1, $1,250; Level 2, $750; and Level 3, $350.

HFLAA - Honeoye Falls Lima Administrative Association Agreement between the Honeoye Falls-Lima Administrative Association and the Superintendent of Schools, July 1, 2016 – June 30, 2020. ARTICLE I PROFESSIONAL DEVELOPMENT The district recognizes that having its administrators keep up to date with the latest educational research and best practices benefits our students and the district. Therefore, the superintendent or designee will work with each administrator to develop a professional development plan that will include participation in professional organizations and attendance at conferences and conventions. Those professional activities that are approved by the superintendent that benefit the district will be considered normal operational expenses and not compensation. The district will pay the annual dues for professional organizations that promote and support programs relevant to the work of administrators. At a minimum, this will include dues for one professional organization up to a limit of $500. However, the district will not pay the dues of any organization the superintendent determines has a primary benefit of providing legal representation or negotiation support to its member.

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Identification, Design, and Evaluation of Professional Learning Opportunities

Identification and Design of Professional Learning Opportunities Professional learning opportunities are identified and designed based on information gathered from a variety of sources. Sources include, but are not limited to:

Staff Feedback Evaluations and Surveys

Frontline/MLP (My Learning Plan) Professional Learning Activity Proposals

Building/District Level Teams/Committees (i.e. Instructional Leadership Council (ILC), School Improvement Team (SIT) Grade Level/Department, Professional Learning Communities (PLC), Principals’ Council, Leadership Team, District Wellness and Safety Committees)

School Improvement Team (SIT) Plans

Operational Plans created through the Quality Education Design (QED) Process

District Program Evaluations

Local, State, and Nationally Normed Assessment Data

School Tool Disciplinary Data

Informal and Formal Observation and Evaluation Data

Staff Products (i.e. Curriculum Maps, Unit Plans, Assessments)

Student Focus Groups

State and Federal Regulations

Evaluation of Professional Learning Opportunities All professional learning opportunities are evaluated to ensure that the district provides and supports high quality experiences that are meaningful, relevant, and meet the needs of staff and students. Strategies for the evaluation of professional learning opportunities might include:

Information Obtained from Frontline/MLP Professional Development Evaluation Forms

Participant Feedback

Progress Toward Grade Level/Department, School, and District Goals

Analysis of Data Obtained from Common Formative and Summative Assessments

Analysis of Student Achievement Data (i.e. Local, State and Nationally Normed Assessments, College Credits Earned, and Graduation Rates)

School and District Report Card Data

Data Obtained from the Annual Professional Performance Review (APPR)

NYS Professional Learning Standards Evidence is collected and analyzed throughout and following each school year. Several teams, including, but not limited to the Senior Cabinet, Principals’ Council, Instructional Leadership Council (ILC), School Improvement Teams (SIT) and the Professional Learning Team (PLT) review and analyze the data to recommend adjustments to the Plan in response to identified needs.

Professional Learning Program

Professional Learning Opportunities Potential professional learning opportunities may include, but are not limited to:

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Superintendent Conference Days with Differentiated Professional Learning Opportunities, Staff

Choice, and Department/Grade Level Collaboration Time

Leadership Team Meetings

Principals’ Council Meetings

Faculty Meetings with Professional Learning Microbursts and Breakout Sessions

School Improvement Team (SIT) Meetings

Department and/or Grade Level Meetings

Professional Learning Communities (PLCs)

Vertical Alignment Meetings with Content Specialists

Instructional Leadership Council (ILC) Meetings and Training

New Teacher Orientation and Training

Mentor Training

Group Mentoring

Instructional Coaching

Instructional Technology Specialist Coaching

In-District and Out of District Learning Walks

Optional After-School Professional Learning Opportunities

Action Research Groups

BOCES Workshops

State and National Workshops and Conferences

National Board Certification Program for Teachers

College Courses and Year-Round Workshops

On-line and Distance Learning

Internal and External Consultant Workshops

District/Building Level Committee Meetings

Professional Development Newsletter

Professional Learning Resources The following professional learning resources are available:

Internal Providers:

Superintendent of Schools

Assistant Superintendent for Curriculum & Instruction

Director of Professional Development

Director of Technology

Director of Pupil Personnel Services (PPS)

Director of Physical Education (PE), Health, and Athletics

Director of Transportation and Security

Building Principals

Building Assistant Principals

K-6 and 7-12 Standards Coordinators

K-6 Grade Level Leaders

Instructional Leadership Council (ILC)

Instructional Technology Specialists (ITS)

Instructional Coaches

Teacher Mentors

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Mentor Facilitators

Content Specialists

External Providers:

New York State Education Department (NYSED)

Institutions of Higher Education

Board of Cooperative Education Services (BOCES)

Program Evaluation Consultants

Solution Tree

Ideas for Educators (Anne Beninghof)

Association for Supervision and Curriculum Development (ASCD)

National Staff Development Councils (Learning Forward)

Content Specific Organizations (i.e.: American Library Association, NYS Reading Association)

Public Library Systems

Fiscal Resources:

Professional Development Budget Allocation at the District and Building Levels

Local, State, Federal and Private Grants

BOCES CoSer Opportunities

Community Resources:

Parents

Students

Field Experts

Local Employers/Businesses

Community Based Organizations

District Support Programs

New Teacher Orientation and Training Newly hired teachers come to the district with varied experiences. Becoming familiar with the culture of the school district along with continuous learning of educational pedagogy, standards, and the operations of the building/district is essential. To provide the greatest opportunity for success in the district, a structured orientation is provided to familiarize newly hired teachers, both new to the profession and new to the district, with the information and resources that are needed to be an effective contributing member of their grade level/department, school and the district. In August, prior to the start of the school year, the program consists of 3 days of orientation and training which include an overview of the mission, vision, and strategic intents of the district, as well as district policies, procedures, and systems; an introduction to available technologies; and opportunity to meet district leadership, as well as a focus on acculturating teachers to the academic standards and educational vision of the district.

Teacher Mentor Program Rationale The Honeoye Falls-Lima (HF-L) community has high expectations for all of its teachers. Preparing our students for the future while meeting state standards, is a high priority. The purpose of the Honeoye Falls-

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Lima Teacher Mentor Program is to assist all new teaching staff as they begin their work in this district. The Honeoye Falls-Lima School District has a vested interest in each teacher and is committed to working on making the transition into our school community a positive one. The Teacher Mentor Program will provide support to new staff members by linking them with an experienced teacher. New Staff A mentor provides support to a new-to-district teacher as he or she becomes an integral part of the school community. Teachers who are serving in the capacity of long-term substitutes may also warrant mentorship.

New hires will be classified into one of three levels:

Level 1 will include new hires with less than 2 years full time teaching experience.

Level 2 will include new hires with 3 to 5 years of full time teaching experience.

Level 3 will include new hires with more than 5 years of full-time teaching experience.

A tenured HF-L teacher serves as a facilitator/trainer at the building for the cohort of 2nd and 3rd year teachers. Meetings take place after school for 1 to 1.5 hours per need and agenda, with a maximum of 10 meetings per year. Meetings focus on instructional strategies and best educational practices. Responsibilities of New Staff –Year 1

1. Participate in 1.5 days of planning with their mentor over the summer. The first .5 day is set aside for the new staff member and mentor to complete a ‘Beginning of the Year Checklist’. The whole day is for the mentor to assist the new staff member in planning for the 1st week of school. As a condition of employment, new teaching hires will be required to participate in this program.

2. Participate in the New Staff Orientation training that is currently a requirement for newly hired teaching staff.

3. Level 1 new hire will have weekly contact with his/her mentor Level 2 new hire will have bi-weekly (every other week) contact with his/her mentor. Level 3 new hire will have biweekly (every other week) contact with his/her mentor through the 1st semester only.

4. Observe the mentor teacher’s class a minimum of two (2) times a year if Level 1 new hire; observe the mentor teacher’s class a minimum of one (1) time a year if Level 2 or Level 3 new hire. In addition, New Staff will be provided with opportunities to participate in personalized learning walks, both within and outside of the district.

Teacher Mentors The role of the mentor is to provide support to the new staff member during transition into the new position. The mentor is not responsible for the evaluation of the new staff member. In the case that the mentor / new staff member match is not compatible, for either party, every effort will be made to make the appropriate change. Mentor Criteria

Tenured HF-L teacher

Match new staff as close to grade level / subject area and building as possible

Goal is to match one mentor to one new hire. Mentors cannot be assigned to more than two new hires. Multiple assignments of new hires to mentors will only occur when there are more new hires than mentors.

Mentor Selection Process Application into the Mentor Program does not automatically guarantee a mentoring opportunity. The building principal has the responsibility of selecting the best match for each new staff member. If a suitable match cannot be made within the District, a retired, former staff member could be considered as a mentor. The mentor pool will change from year to year depending on staff retirements and other vacancies that occur. Teachers may apply to be considered for mentorship through the application in My Learning Plan (MLP).

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The list of mentors and matches with new staff will be forwarded to the Association President and Superintendent for review and approval. Responsibilities of Mentors Training:

All levels will attend .5 day Mentor Training during the summer. If the mentor is not able to attend the scheduled training, another mentor may be considered.

Levels 1 and 2 mentors will take an additional 1.5 days to meet with the new staff member.

Level 3 mentors will take an additional .5 day to meet with the new staff member. Contact

Level 1 mentors will maintain weekly contact with the new staff member.

Level 2 mentors will maintain bi-weekly contact with the new staff member.

Level 3 mentors will maintain bi-weekly contact with the new staff member for the first semester only.

Observation

Level 1 mentors will observe the new staff member five (5) times during the school year, with at least two (2) observations in each semester and one (1) additional observation in either semester.

Level 2 mentors will observe the new staff member two (2) times during the school year, with observation in each semester.

Level 3 mentors will observe the new staff member one (1) time during the first semester. Documentation:

All levels of mentors will keep a log of all of the weekly (bi-weekly) contacts and observations of the new staff member. Logs are submitted to the Director of Professional Development via Frontline/MLP.

Years 2, 3 and 4 of Mentoring All 2nd, 3rd and 4th year teachers attend the building mentor meetings as set and facilitated by the facilitator. There will be no fewer than five (5) such meetings.

The building cohort assists the facilitator with agenda setting for the after school meetings.

The facilitator provides focus on instructional strategies and best educational practices as needed and, as appropriate, arranges for guest speakers from within or outside of the District.

The facilitator serves as a support for the 2nd and 3rd year teachers during the course of the year. This support is not at the same level as the mentoring in year 1.

The facilitator completes a year-end evaluation report with meeting agendas attached.

NYS Continuing Teacher and Leader Education (CTLE) Requirements

Holders of professional certificates in the classroom teaching service, educational leadership service, and Level III teaching assistant certificate holders are required to successfully complete 100 clock hours of acceptable CTLE during the registration period if they practice in a NYS school district or BOCES. The CTLE requirement may be completed at any time during the registration period. CTLE completed during a prior registration period may not be carried over. Teachers and teaching assistants are required to participate in District Conference days and other job-embedded professional development opportunities including faculty meetings, grade level meetings, department meetings, professional learning communities, and other common planning time opportunities provided during contract hours. Professional development outside of contract time may also be applied toward this requirement. All of our professional and certified staff members participate in mandatory training on Safety and Violence Education (SAVE), Child Abuse, Dignity for All Students Act, and Infection Control annually. Exemptions from the Continuing Teacher and Leader Education (CTLE) Language Acquisition Requirements:

Classroom teachers, school leaders, and Level III Teaching Assistants who are employed by a school district or BOCES with an approved exemption pursuant to section 154-2.3 (k) shall be exempt from the

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language acquisition CTLE requirements prescribed in this subdivision for each such year that they practice in a New York State school district or BOCES with an approved exemption. Such exemption does not reduce the 100-hour requirement. Sponsor Approval:

The law requires the Department to approve all CTLE sponsors. In order to become an approved sponsor, NYS school districts and BOCES are required to submit their professional development plan and attest that their plan is consistent with 100.2 (dd) of the Commissioner’s Regulations and that they meet the requirements of Subpart 80-6 for approved CTLE. HFL CSD is an approved sponsor of CTLE. For additional information regarding NYS CTLE requirements, click here.

https://hflcsd-my.sharepoint.com/personal/hsidebottom_hflcsd_org/Documents/Class%20Notebooks

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Professional Learning Goals

Goals for the 2019-20 Professional Learning Plan

The following focus areas are the basis of the district’s Professional Learning Plan:

Safety and Wellness

Achievement and Engagement

Each course offering for the 2019-2020 year will support the accompanying goals and objectives in the areas identified.

The interconnectedness of these individual goals moves our district forward in continuous improvement as we prepare our

staff and students to meet the rigors and challenges of the 21st Century.

Safety and Wellness Goal

Goal: To promote and maintain a safe, healthy, and effective learning environment. To assure achievement of this goal, the Honeoye Falls-Lima Central School District Professional Learning Plan will target culturally responsive professional learning opportunities for instructional and support staff that facilitate and support:

The safety and security needs of students, staff, and the school community, including digital citizenship and cyber safety/security

Effective strategies and techniques to recognize and address the health and wellness (social, emotional, behavioral, and physical) needs of students

The health and wellness of staff

A positive school culture

Achievement and Engagement Goal

Goal: To develop and maintain a rigorous and relevant learning environment. To assure achievement of this goal, the Honeoye Falls-Lima Central School District Professional Learning Plan will target culturally responsive professional learning opportunities for instructional and support staff that facilitate and support:

Effective collaboration and collegiality within each school and the district

Development and implementation of guaranteed and viable curricula aligned to the NYS Learning Standards and effective formative assessments that are used to monitor student learning and inform instructional decisions

Implementation of developmentally appropriate evidence or research-based practices for all students, including students with disabilities and English Language Learners

Best practices for co-teaching to maximize the impact of instructional staff on student learning

Implementation of effective differentiated instruction to meet the needs of diverse learners, including the implementation of a tiered system of interventions to both remediate and enrich student learning

Development of students’ critical thinking and problem solving skills

Facilitate and support the effective use of instructional technology to promote student engagement, enhance learning, and develop students who engage creatively with technology to become critical thinkers and empowered citizens in an evolving global community

Development of effective leadership skills and strategies including: communication, facilitation, supervision, evaluation, feedback, and problem solving

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2019-2020 Action Plans

Safety & Wellness Goal: To promote and maintain a safe, healthy, and effective learning environment. To assure achievement of this goal, the Honeoye Falls-Lima Central School District will provide the following culturally responsive professional learning opportunities for instructional and support staff.

Objectives Professional Learning

Activities Target Audience Who is Responsible Evaluation

Details about Evaluation

Facilitate and support the safety and security of student, staff, and the school community, including digital citizenship and cyber safety/security.

Drill procedures including: fire, sheltering, lockdown, evacuation, etc.

Emergency Response (First Aid, CPR, Active Shooter, Applying a Tourniquet, Handling a Firearm, Barricading a Door)

Global Compliance Network (GCN)

Therapeutic Crisis Intervention and Supports (TCIS) Renewal and Re-Certification

Trauma, Illness, Grief (TIG)

Appropriate use of educational technology and web resources for students and staff including personal devices

Appropriate use of wireless network

Effects of digital footprints and cyber-bullying

All Staff Superintendent

Assistant Superintendent for Business and Operations

Assistant Superintendent for Curriculum and Instruction

Director of Security

District Safety Officer


Director of Pupil Personnel Services

Director of P.E., Health, and Athletics

Director of Transportation

Director of Facilities


Principals

Assistant Principals

District Safety Committees

Counseling Staff

Instructional Technology Specialists

Digital Citizenship Committee

Librarians and Media Specialists

School Nurses

Monroe County Sherriff’s Department

External Speakers/ Consultants

Frontline/MLP Data and Evaluations

Staff Feedback

Student Feedback

Disciplinary Data (Referrals and Violations)

Data in Easy Alert System

TCIS Data

Student Treatment Data

Formal and Informal Observation Data

Participation in in-district and out of district workshops

Facilitate and support effective strategies and techniques to recognize

Reaching Teens (Dr. Ginsberg)

K-12 Instructional Staff (Teachers, Teaching

Assistant Superintendent for Curriculum and Instruction


Counseling Data

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and address the health and wellness (social, emotional, behavioral, and physical) needs of students.

Therapeutic Crisis Intervention and Supports (TCIS) Renewal and Re-Certification

Trauma, Illness, Grief (TIG)

Cultural Competency (LGBTQ+, Racism, Bias)

Inclusive Schools

Substance Use

Mental Health (Anxiety, Suicide, Body Image, Trauma Informed Care, Mindfulness, etc.)

Code of Conduct

Restorative Justice

Zones of Regulations

Super Flex

Second Step

Habits of Mind

Link Crew

Assistants, Paraprofessionals, Administrators)

K-12 Counseling and Mental Health Staff

K-12 Nurses

Transportation Staff




Principals


Counseling Staff

Nurses

CASA (Council on Alcohol and Substance Abuse – Livingston County)

Monroe County Department of Mental Health

External Speakers/Consultants

Staff Feedback

Student Feedback

Disciplinary Data

Review of Information Shared from Code of Conduct Regarding RJ


Facilitate and support the health and wellness of staff.

Nutrition

Mental Health

Exercise

All Staff District Wellness Committee




Mental Health Staff

Counseling Staff

Principals


External Speakers/ Consultants

Staff Feedback



Facilitate and support a positive school culture.

Team-Building Activities

School Spirit Activities (i.e. Cougar Craft)

K-12 Instructional Staff (Teachers, Teaching Assistants, Paraprofessionals, Administrators)

Building and District Administrators


Staff Morale

Staff, Student, Community Feedback (

written, verbal, survey)

Observation

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Achievement and Engagement Goal: To develop and maintain a rigorous and relevant learning environment. To assure achievement of this goal, the Honeoye Falls-Lima Central School District will provide the following culturally responsive professional learning opportunities for instructional and support staff.

Objectives Professional Learning

Activities Target Audience Who is Responsible Evaluation

Details of Evaluation

Facilitate and support effective collaboration and collegiality within each school and the District.

Collaboration Opportunities:

Department/Grade-level Meetings

Contractual District Collaboration Time


Vertical Alignment Sessions with Content Specialists

Faculty/Staff Meetings

Instructional Leadership Council (ILC)Meetings

School Improvement Team (SIT) Meetings

Principals’ Council

Superintendent Conference Days

Learning Walks

Instructional Technology Specialist (ITS) Co-Planning, Co-Teaching, Modeling

Other Committee Meetings

Training to Support Collegial Collaboration:

Professional Learning Communities (PLC) at Work

Instructional Leadership Council (ILC) Training


Support Staff

Members of Instructional Leadership Council (ILC)

Principals’ Council

Leadership Team





Principals


Standards Coordinators

Grade Level Leaders

Review of minutes from department, grade level, PLC, faculty, ILC, and SIT meetings

Staff Feedback (written, verbal, survey)


Assessment Data

Review of Completed Curriculum Maps

Review of Common Assessments


Facilitate and support the development and implementation of guaranteed and viable curricula aligned to the NYS Learning Standards and effective formative assessments that are used to monitor

Professional Learning Communities (PLC)

o Standards/Learning Targets, Vertical Alignment

o Development and Implementation of Valid and Reliable Common Assessments

K-12 Teachers and Administrators

Members of Instructional Leadership Council (ILC) and Principals’ Council






Review of minutes from department, grade level, PLC, faculty, ILC, and SIT meetings



Assessment Data

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student learning and inform instructional decisions.

o Data Analysis o Supporting Student

Learning Needs: Enrichment/Intervention

ILC Training o Leadership o Expectations o Providing Effective

Feedback

New Standards/Course Content

eDoctrina

iReady

Principals



Grade Level Leaders


Content Specialists

Field Experts

External Consultants

Use of eDoctrina and i-Ready

Review of Completed Curriculum Maps

Review of Common Assessments


Facilitate and support the implementation of developmentally appropriate evidence or research-based practices for all students, including students with disabilities and English Language Learners.

Content specific instructional strategies and pedagogy


Learning Walks

English as a New Language (ENL) Instruction

Executive Functioning Skills

Transition Planning

IEP Writing


English as a New Language (ENL) Teachers

Special Education Teachers






Principals



Grade Level Leaders


Content Specialists

Field Experts



Student Feedback


Assessment Data

Formal and Information Observation


Facilitate and support the use of best practices for co-teaching to maximize the impact of instructional staff on student learning.

Co-Teaching that Works Training (Anne Beninghof)



ENL Teachers

Paraprofessionals

Special Education Standards Coordinators



Pupil Personnel Services Director


Principals


Special Education Standards Coordinators



Student Feedback


Assessment Data



Facilitate and support the implementation of differentiated instruction to meet the needs of diverse learners, including the

Response to Intervention (RTI) Training

Fast Bridge Training

Orton Gillingham Training



Reading Specialists





Student Feedback


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implementation of a tiered system of interventions to both remediate and enrich student learning.

Principals



Grade Level Leaders

Content Specialists

Consultants

Assessment Data



Facilitate and support the development of students’ critical thinking and problem solving skills.

Project Based Learning (PBL)


Learning Walks

Content Specific Instructional Strategies and Pedagogy





Principals



Grade Level Leaders


Content Specialists

Field Experts

Consultants


Student Feedback


Assessment Data



Facilitate and support the effective use of instructional technology to promote student engagement, enhance learning, and develop students who engage creatively with technology to become critical thinkers and empowered citizens in an evolving global community.

Pedagogy

TPACK

SAMR

Innovators Mindsets (George Couros)

Personalized Learning Tools

Office 365

Schoology

eDoctrina

iReady

EdMod

WordQ

Interactive Board Software



Technology Department





Instructional Technology Specialists

Technology Department

Principals


Consultants

Content Specialists

Field Experts


Student Feedback


Assessment Data

Informal and Formal observation

Program Evaluations


Development of effective leadership skills and strategies.

Communication

Facilitation

Evaluation

Supervision

Effective Feedback

Problem Solving

Administrators

Teachers Leaders

Superintendent


Assistant Superintendent for Business and Operations


Principals




Informal and Formal observation

Program Evaluations


19 | P a g e

PROFESSIONAL LEARNING PLAN 2019-2020 STATEMENT OF CERTIFICATION

School District: Honeoye Falls-Lima Central School District BEDS Code: 260901060000

The Superintendent certifies to the Commissioner that:

(1) The planning, implementation and evaluation of the plan were conducted by a professional development team that included a

majority of teachers and one or more administrator(s), curriculum specialist(s), parent(s), higher education representative(s), and others identified in the plan.

(2) The requirements of CR 100.2(dd) to have a professional development plan for the succeeding school year have been met.

(3) The school district or BOCES has complied with the professional development plan applicable to the current school year.

(4) The plan focuses on improving student performance and teacher practice as identified through data analysis.

(5) The plan describes professional development that:

is aligned with state content and student performance standards;

is aligned with New York State Professional Learning Standards (at http://www.highered.nysed.gov/tcert/resteachers/pd.htm );

is articulated within and across grade levels;

is continuous and sustained;

indicates how classroom instruction and teacher practice will be improved and assessed;

indicates how each teacher in the district will participate; and

reflects congruence between student and teacher needs and district goals and objectives.

(6) The plan describes how the effectiveness of the professional development will be evaluated, and indicates how activities will be adjusted in response to that evaluation.

(7) The plan complies with CR 100.2(dd) to:

describe and implement a mentoring program for new teachers;

provide teachers holding a professional certificate with opportunities for completing 175 hours of professional development every five years;

ensure that level III teaching assistants and long-term substitute teachers participate in professional development activities,

state the average number of hours each teacher is expected to participate in professional in the school year(s) covered by the plan;

describe how all teachers will be provided professional development opportunities directly related to student learning needs as identified by multiple sources of data, including but not limited to school report cards;

provide staff with training in school violence prevention and intervention; and

provide professional development to all professional and supplementary school staff who work with students with disabilities.

(8) The plan has been reviewed and/or revised in accordance with the most current version of 100.2 (dd).

(The latest version of CR 100.2(dd) can be found at: http://emsc.nysed.gov/part100/pages/1002.html#dd .)

(9) The plan or the annual update to the plan was adopted at a public meeting by the Board of Education.

Mr. Gene Mancuso

Print Name of Superintendent of Schools

_________________________________________ Original Signature of Superintendent of Schools

Date

Adopted by the Board of Education on Date:

_____________________

Original Signature of President, Board of Education

http://www.highered.nysed.gov/tcert/resteachers/pd.htm

http://emsc.nysed.gov/part100/pages/1002.html