Quad Venn Diagram

PD for Instructional Strategies and Interventions

Strategic Plan

DUIP MIS

TEE

Desired Outcome 1.1:

Eliminate disparities in student achievement, growth, graduation, behavioral outcomes, and educational opportunities in student groups

B. Implement professional development for teachers and classified staff in instruction for students in appropriate evidence-based instructional strategies and interventions (academic, behavioral, and attendance)

PBIS Implementation

Staff Professional Learning Opportunity: Establish consistent positive attendance practices; increase the collective capacity of site-based staff, and reduce rates of chronic absenteeism.

Reduce Chronic Absenteeism

Staff Professional Learning Opportunity: Establish consistent positive attendance practices; increase the collective capacity of site-based staff, and reduce rates of chronic absenteeism.

Conditions for Learning:

Prevention

Reduces challenges and obstacles to learning with procedures and settings that are conducive to learning, build readiness, and promote prosocial behavior.

Learning Design

• Plans for each learning experience define supportive, differentiated approaches to ensure responsiveness to the performance, needs, and cultures of each learner
• Collaborative and intentional backwards planning is driven by standards and evidence-based practices.

PD for Instructional Strategies and Interventions

Strategic Plan

DUIP MIS

TEE

Desired Outcome 1.1:

Eliminate disparities in student achievement, growth, graduation, behavioral outcomes, and educational opportunities in student groups

B. Implement professional development for teachers and classified staff in instruction for students in appropriate evidence-based instructional strategies and interventions (academic, behavioral, and attendance)

Desired Outcome 1.2:

All students reading at grade level by the end of third grade

C. Implement instructional practices aligned to professional development in core instruction and interventions.

Reach Each

Action Step 1:

Train / provide explicit strategies (Evidence-based instructional practices) for teachers that fosters small group and individual instructional time supporting differentiated instruction in Tier 1, 2, and 3 through Universal Design.

Action Step 4:

Implement depth and complexity training for teachers to help increase the level of daily challenge/rigor for students

Conditions for Learning:

Prevention

Reduces challenges and obstacles to learning with procedures and settings that are conducive to learning, build readiness, and promote prosocial behavior.

Learning Design

• Plans for each learning experience define supportive, differentiated approaches to ensure responsiveness to the performance, needs, and cultures of each learner
• Collaborative and intentional backwards planning is driven by standards and evidence-based practices.

Learning Delivery

• All Universal, Targeted, and Intensive supports include:
• Skill development and practice application;
• Adaptive instruction to match each student’s needs; and
• Differentiation.

PD for Effective and Evidence-based Practices for Engagement

Strategic Plan

DUIP MIS

TEE

Equitable Student Engagement

Cooperative Learning Days 3-5. Note: Our professional learning will be designed and delivered by trained Kagan PD specialists. This training will be held in person.

Desired Outcome 2.1:

Students are engaged in rigorous and relevant educational experiences and opportunities

A. Implement professional development for staff in effective and evidence-based practices to engage and connect students

Conditions for Learning:

Engagement

• Is fostered through culturally responsive, meaningful, two-way, and differentiated learning experiences and communication;
• Includes emotional, behavioral, and cognitive types; and
• Is reflected in improved outcomes across indicators.

PD for Instructional Strategies and Interventions

Strategic Plan

DUIP MIS

TEE

Desired Outcome 2.4:

Ensure all facilities are welcoming, safe, inclusive, and meet the needs of students, staff, and community

B. Provide strategies that support welcoming, safe, and inclusive working and learning environments

Culturally Responsive and Sustaining Practices

School Leadership Teams will engage in professional learning and will facilitate school-wide training related to culturally responsive practices that will build the capacity of school staff to bring about the conditions and skill sets needed to ensure educational benefit to each of our students.

Conditions for Learning:

Positive Relationships

• Ensure each individual feels respected, acknowledged, and valued for their uniqueness;

• Cultivate a sense of community through caring, nurturing, and compassionate connections; and

• Demonstrate empathy and teamwork that supports the well-being of oneself and others.

Prevention

• Reduces challenges and obstacles to learning with procedures and

settings that are conducive to learning, build readiness, and promote prosocial behavior.

• Procedures, routines, roles, and expectations are explicitly taught, mutually agreed upon, modeled, predictable, and reinforced.

Communication

• Encourages respect, dialogue, and participation with positive tone, language, requests, and responses;

• Is two-way (reciprocal), ongoing, and interactive;

• Values multiple perspectives and each person's identity;

• And uses various methods.

Engagement

• Is fostered through culturally responsive, meaningful, two-way, and differentiated learning experiences and communication;

• Includes emotional, behavioral, and cognitive types; and

• Is reflected in improved outcomes across indicators

Environments

• Prioritize the physical and psychological safety and security of each individual;

• Adapt for site and situation;

• And are intentionally-organized for support, inclusiveness, & flexibility (e.g., app or online layout, audio, lighting, seating, displays, & materials).

PD for Culturally Responsive and Sustaining Practices

Strategic Plan

DUIP MIS

TEE

PD EIPC

Desired Outcome 2.2:

Staff are culturally responsive to the changing demographics of the district

A. Implement staff development in culturally responsive practices for all employees

Culturally Responsive and Sustaining Practices

School Leadership Teams will engage in professional learning and will facilitate school-wide training related to culturally responsive practices that will build the capacity of school staff to bring about the conditions and skill sets needed to ensure educational benefit to each of our students.

Conditions for Learning

• Positive Relationships
• Ensure each individual feels respected, acknowledged, and valued for their uniqueness;
• Cultivate a sense of community through caring, nurturing, and compassionate connections; and
• Demonstrate empathy and teamwork that supports the well-being of oneself and others.
• Prevention
• Reduces challenges and obstacles to learning with procedures and settings that are conducive to learning, build readiness, and promote prosocial behavior.
• Communication
• Encourages respect, dialogue, and participation with positive tone, language, requests, and responses;
• Is two-way (reciprocal), ongoing, and interactive;
• Values multiple perspectives and each person's identity;
• And uses various methods
• Engagement
• Is fostered through culturally responsive, meaningful, two-way, and differentiated learning experiences and communication
• Environments
• And are intentionally-organized for support, inclusiveness, & flexibility (e.g., app or online layout, audio, lighting, seating, displays, & materials).

Learning Design

Plans for each learning experience define supportive, differentiated approaches to ensure responsiveness to the performance, needs, and cultures of each learner

Learning Delivery

• Opportunity and access is provided so that each learner is included and can excel.
• All Universal, Targeted, and Intensive supports include:
• Active educator and family partnering and support;
• Culturally relevant pedagogy (CRP);
• Adaptive instruction to match each student’s needs; and
• Differentiation.

Professional Growth for Equity

2022-2023 Suggested Strategy

Offer high quality differentiated professional development addressing culturally responsive and sustaining practices through ongoing training across the system for all employee groups

PD for Culturally Responsive and Sustaining Practices

Strategic Plan

DUIP MIS

TEE

PD EIPC

Reach Each

Action Step 6

Increase inclusive models of special education, ELD, and tier II intervention through ongoing training and implementation of co-teaching.

Desired Outcome 2.3:

Ensure effective two-way communication with families, students, and community

B. Plan and offer flexible opportunities to engage, inform, train, and gather input from family and community stakeholders

Multilingual Communication

2022-2023 Suggested Strategy

All principals, teachers, and district staff in regular communication with families will have access to and training in the use of a variety of high-quality translation and interpretation tools (Smore, Class Dojo, Talking Points, etc.).

2023-2024 Suggested Strategy

Continued training for principals, teachers, and district staff in the use of a variety of high-quality ELD and FSCP- approved translation and interpretation tools (Smore, Class Dojo, Talking Points, etc.).

Conditions for Learning

• Communication
• Encourages respect, dialogue, and participation with positive tone, language, requests, and responses;
• Is two-way (reciprocal), ongoing, and interactive;
• Values multiple perspectives and each person's identity;
• And uses various methods
• Engagement
• Is fostered through culturally responsive, meaningful, two-way, and differentiated learning experiences and communication

PD for Culturally Responsive and Sustaining Practices

Strategic Plan

DUIP MIS

TEE

PD EIPC

PBIS Implementation

Plan for Implementation:

Decide on school-wide behavioral expectations, define problem behavior, consider school policy, and protocols, decide on a PD plan, and determine ways to deliver feedback and acknowledgment.

Desired Outcome 1.1:

Eliminate disparities in student achievement, growth, graduation, behavioral outcomes and educational opportunities in student groups

C. Implement professional development for teachers and classified staff in instruction for students, in social emotional learning competencies

Professional Growth for Equity

2022-2023 Suggested Strategy

Provide training in Restorative Practices to all staff who have student contact

2023-2024 Suggested Strategy

Give teachers, staff, and students the training/ability to know the boundaries and significance of, and to hold others accountable for, bias, prejudice, racist and discriminatory actions and slurs (SEEC)

Conditions for Learning

Positive Relationships

• Ensure each individual feels respected, acknowledged, and valued for their uniqueness;
• Cultivate a sense of community through caring, nurturing, and compassionate connections; and
• Demonstrate empathy and teamwork that supports the well-being of oneself and others.

Prevention

• Reduces challenges and obstacles to learning with procedures and settings that are conducive to learning, build readiness, and promote prosocial behavior.
• Procedures, routines, roles, and expectations are explicitly taught, mutually agreed upon, modeled, predictable, and reinforced.

Communication

• Encourages respect, dialogue, and participation with positive tone, language, requests, and responses;
• Is two-way (reciprocal), ongoing, and interactive;
• Values multiple perspectives and each person's identity;
• And uses various methods

Engagement

• Is fostered through culturally responsive, meaningful, two-way, and differentiated learning experiences and communication
• Includes emotional, behavioral, and cognitive types; and

Environments

• Prioritize the physical and psychological safety and security of each individual;
• Adapt for site and situation;
• And are intentionally-organized for support, inclusiveness, & flexibility (e.g., app or online layout, audio, lighting, seating, displays, & materials).

PD Equity Implementation Plans

PD EIPC

Culturally Competent and Diverse Staff

2022-2023 Suggested Strategies:

Offer cultural competency training to all staff, including new hires (design a plan that maps out training for new hires - APT, licensed & classified)

Equitable Resource Allocation

2022-2023 Suggested Strategies:

"Each cabinet member must complete a designated amount of EDI training (part of retreat??).--building “equity intelligence.”

2023-2024 Suggested Strategies:

Ongoing required EDI training for each cabinet member

Expand staff time for job-embedded professional development in cultural competence to increase an inclusive work environment and facilities (Culturally Competent and Diverse Staff strategy)

PD and Strategic Plan

Focus Area 1: Student Achievement

Focus Area 3: Human Talent

Focus Area 4:

Stewardship of Resources

Desired Outcome 4.3:

Provide transparency in use of resources

B. Educate staff and community members on how resources are utilized and managed.

Desired Outcome 1.2:

All students reading at grade level by the end of third grade

A. Implement on-going and job embedded professional development for all elementary staff in reading, phonemic awareness, decoding, dyslexia, etc.

Desired Outcome 3.1:

Develop staff in all job classifications through enhanced opportunities

Desired Outcome 3.3:

Utilize culturally responsive recruitment, hiring and retention practices

A. Create workshops focusing on recruitment and hiring practices

PD Strategic Plan and DUIP MIS

Focus Area 1: Student Achievement

MIS: Reading, Writing, and Communicating

Action Step:

Apply and implement foundational literacy strategies based on the Science of Reading.

Desired Outcome 1.2:

All students reading at grade level by the end of third grade

A. Implement on-going and job embedded professional development for all elementary staff in reading strategies, phonemic awareness, decoding, dyslexia, etc.

B. Use a core set of literacy intervention materials that is supported through training and purchase of consumable materials annually.

C. Implement instructional practices aligned to professional development in core instruction and interventions.

PD Strategic Plan and TEE

Focus Area 1: Student Achievement

TEE

Desired Outcome 1.1:

Eliminate disparities in student achievement, growth, graduation, behavioral outcomes, and educational opportunities in students groups

D. Provide professional development, equipment, and software to improve technology integration in instruction

Learning Design

Technology is embedded.

Learning Delivery

All Universal, Targeted, and Intensive

supports include:

• Technology integration;

Thompson Education Expectations (Implied within some PD or otherwise not mentioned)

Learning Design

Learning Delivery

Evaluations of Learning

• Measurable learning goals

are defined and communicated for

continuous growth.

• Collaborative and intentional backwards planning is driven by standards and evidence-based practices.

• Clear connections are made between units of study, content, and life.

• Regular monitoring of student performance, progress, and growth is a responsibility of each stakeholder.

• Measures of knowledge and skills are aligned to the Colorado Academic Standards and success criteria.

• Checks for Understanding are varied, matched to targets, and allow for immediate adjustments.

• Meaningful information is collected for next steps.

• Learning experiences are student-centered

• All Universal, Targeted, and Intensive supports include:

• Connections to prior learning;
• Established routines;
• Efficient transitions;
• Stating & revisiting learning targets;
• Timely, specific, and actionable feedback;
• Skill development and practice application;
• Balancing collaboration and independence;
• Adaptive instruction to match each student’s needs; and
• Differentiation.