What professional learning or support do your teachers need to implement the strategies selected to meet your school improvement goal(s)? Callaway has 3 main PD goals for 20-21.
Co-teaching meaning SPED and gen ed teachers. Jean Anderson will be working on this.
SEL especially trauma informed. Theresa and Susan will be planning this with input from Callaway's team especially Hilary, their school psychologist.
LETRS with Susan is being planned.
What dates and times have you designated for professional learning in 2020-21?
Early Out, Late Start, A specific day of the week, monthly, etc. They were unsure at this time.
How will the principal or other school leaders support the learning and monitor for effectiveness? The leadership team is involved in the planning, implementation, and follow-up of the professional learning they are involved in.
How can we assist in your implementation efforts? ESU 10 will be involved in their PD plan as stated above.
b. What student, educator, and system data will be collected to plan, assess and evaluate professional learning?
Consultation, workshops or direct work with school districts to assist with the CIP process. Examples: Steering Committee Meeting, mission/vision work, data retreat to create CIP goal, action plans, program evaluation, preparing for CIP external review
Direct support of MTSS process and practice in school districts. Example activities: team meeting, data analysis, action plans, creating process/protocols, on-site coaching
Professional learning and consultation for administrators and teacher leaders in support of district initiatives. Examples: one-on-one consultation; coaching conversations; Strategic Leadership trainings and meetings
Facilitation of a curriculum alignment process, high quality instructional materials selection, and/or incorporation of standards into classroom practice.
Training on foundational pedagogical practices and strategies that can be implemented across content areas. Classroom examples: student engagement, comprehension, classroom management, relationships.
Facilitation of supports designed to deepen implementation of research based instructional strategies and classroom practices. System examples: instructional model training; consultation; instructional rounds or learning walks; classroom observation and coaching; professional goal setting assistance
Training and support in the analysis and application of formative, interim, and summative data. Examples: data analysis facilitation, training, and consultation related to classroom, state, and national data.
Training and support provided by NWEA Certified Facilitators. Examples: consultation, training, data analysis for administrators, teachers, and specialists.
Training and support in the development of district-wide practices for teacher or principal evaluation. Examples: Instructional framework adoption; consultation; training in evaluation best practices; administrator observation and data collection; ODIE Staff Evaluation Tool Support
Our Autism Regional Coordinator, along with the Autism Team provides training and consultation to district staff in order to support students on the Autism Spectrum.
Our teachers of the visually impaired provide resources, services, and supports in preparing children/youth, ages birth-21, who have a visual impairment for success in life through collaboration with schools, families, and community agencies. Our certified teachers of the visually impaired provide evaluation, consultation, and intervention.
EDN - Birth-3 - Our Service Coordinators provide services and supports to children with disabilities and their families. ESU 10 is the grant holder for the Planning Region Team grant which provides supports to schools, EDN, and other agencies that support families with young children with disabilities.
Our School Psychologists provide the appropriate assessments when evaluating students, interpret and disseminate data, provide interventions, and consult and collaborate with team members to develop an effective plan to meet the needs of each individual student.
Our teachers of the Hearing Impaired provide deaf education services, supports, and/or consultation for students verified with a deaf or hard of hearing disability. Our Deaf Educators work with our audiologist to ensure appropriate aural rehabilitation services to students, families, and schools.
Our Transition Coordinator assists district staff with student transition plans. These responsibilities may include program planning, coordinating events and PD, monitoring, evaluating, educating, implementation, and public relations. Our Coordinator also works with outside agencies.
Our Audiologist provides audiological supports and services to students who are deaf or hard of hearing. Hearing assessments are conducted for any student suspected of having a disability or difference in their hearing.
Provides grant facilitation, management, professional development, and networking for Career and Technical Education teachers through the Carl D Perkins Grant Consortium.
Title IV-A Consortium supports the goal of Title IV-A: Well rounded education opportunities, safe and healthy students, and effective use of technology.