Professional Development

Professional Development Council
Wednesday, 1/3/2007
3:30 PM to 5:00 PM
Van West Gallery

Meeting called by:

Donna Scanlon, Assistant Superintendent

 

 

----- Agenda Topics -----

   
  1. Inservice Day Plans for January – See worksheet attached.
    1. Program
    2. Hospitality
    3. Communications
  2. Collins Summer Institute Advanced Collins Writing Seminar for teachers of grades 3-8 on June 25-29, 2007--Teachers will develop a year long writing program. Recommended for ELA, Science, and Social Studies teachers. See flyer attached.
  3. Corrective Action Plan for Coordinated Program Review– See attachments        

CRITERION
NUMBER
Legal Standard
MOA 2 Program modifications and support services for limited-English-proficient students

The district implements necessary program modifications and support services to serve effectively limited-English-proficient students who need special language assistance. Such program modifications and support services:

  1. are based on sound education theory;
  2. provide for English-language development;
  3. provide for the meaningful participation of limited-English-proficient students in the district’s educational program;
  4. are evaluated and appropriately revised in an ongoing manner; and
  5. are demonstrably useful in assisting students receiving such program modifications and services to gain English language proficiency.

Title VI: 42 U.S.C. 2000d; 34 CFR 100.3(a),(b); EEOA: 20 U.S.C. 1703(f); M.G.L. c. 71, s. 38Q1/2; 603 CMR 28.03(3)(a); M.G.L. c. 71A, ss. 2(e), 4; 603 CMR 14.04; M.G.L. c. 76, s. 5; 603 CMR 26.03
Rating: Partially Implemented District Response Required : Yes
 
Department of Education Findings:
Documentation and interviews indicate that the district has not developed adequate support services to effectively serve PK – 12 limited-English-proficient (LEP) students who need language development assistance. The district has one staff person with ESL Prek-9 licensure dedicated to serve all LEP students in all schools and not all teachers who teach limited-English-proficient students are trained in Sheltered English Immersion instructional strategies.

HWRSD Corrective Action Plan

Activities:
  1. Provide at least one SEI category of training to each teacher working with LEP students per year.
  2. At the high school level, an ESL teacher will be hired on a part time basis to meet the needs of students in grades 10-12.
Completion dates:
  1. February 2007
  2. As needed based upon enrollment.
Anticipated results:
  1. Teachers with LEP students will be able to provide Sheltered English Immersion instruction.
  2. A licensed teacher will provide ESL instruction at the high school level if it is needed.
Evidence of completion: Registrations, certificates of completion
Person responsible for implementation of activities: Asst. Supt., Director of Student Services, Principals
The district’s internal evaluation process for action plan activities which will assure the ongoing compliance of the district: Quarterly Review at Administrative Council: March 1, June 1, September 1, and December 1

CRITERION
NUMBER
Legal Standard
MOA 20

 

Staff training on confidentiality of student records

The district trains school personnel on the provisions of the Family Educational Rights and Privacy Act, M.G.L. c. 71, s. 34H, and 603 CMR 23.00 and on the importance of information privacy and confidentiality.

FERPA: 20 U.S.C. § 1232g; 34 CFR Part 99; M.G.L. c. 71, s. 34H; 603 CMR 23.00, esp. 23.05(3)

Rating: Partially Implemented District Response Required:
Yes
Department of Education Findings:
Review of documentation and staff interviews indicate that not all staff, including translators, have received training on the provisions of the Family Educational Rights and Privacy Act and on the importance of information privacy and confidentiality.

HWRSD Corrective Action Plan

Activities:
Completion dates:
Anticipated results:
Evidence of completion:
Person responsible for implementation of activities:
The district’s internal evaluation process for action plan activities which will assure the ongoing compliance of the district:

CRITERION
NUMBER 		 
Legal Standard
MOA 21 Staff training regarding civil rights responsibilities

The district provides in-service training for all school personnel at least annually regarding civil rights responsibilities, including the prevention of discrimination and harassment on the basis of students’ race, color, sex, religion, national origin and sexual orientation and the appropriate methods for responding to it in the school setting.

Title VI: 42 U.S.C. 2000d; 34 CFR 100.3; EEOA: 20 U.S.C. 1703(f); Title IX: 20 U.S.C. 1681; 34 CFR 106.31-106.42; M.G.L. c. 76, s. 5; 603 CMR 26.00, esp. 26.07(2), (3)

Rating: Partially Implemented District Response Required:
Yes
Department of Education Findings:
Documentation and interviews indicate that though staff attended staff meetings that included civil rights responsibilities as an abbreviated topic, not all staff have received in-service training on their civil rights responsibilities.

HWRSD Corrective Action Plan

Activities:
Completion dates:
Anticipated results:
Evidence of completion:
Person responsible for implementation of activities:
The district’s internal evaluation process for action plan activities which will assure the ongoing compliance of the district:

SE 54 Professional development
  1. The district considers the needs of all staff in developing training opportunities for professional and paraprofessional staff and provides a variety of offerings.
  2. The district ensures that all staff, including both special education and general education staff, are trained on :
    1. state and federal special education requirements and related local special education policies and procedures;
    2. analyzing and accommodating diverse learning styles of all students in order to achieve an objective of inclusion in the regular classroom of students with diverse learning styles;
    3. methods of collaboration among teachers, paraprofessionals and teacher assistants to accommodate diverse learning styles of all students in the regular classroom;
  3. The district provides in-service training for all locally hired and contracted transportation providers, before they begin transporting any special education student, on the needs of the special education student(s) they are to transport and appropriate methods of meeting those needs; it provides written information on the nature of any needs or problems that may cause difficulties, along with information on appropriate emergency measures. Transportation providers include drivers of regular and special education vehicles and any attendants or aides identified by a Team for either type of vehicle.

State Requirements Federal Requirements
M.G.L. c. 71, section 38G , 38Q and 38Q ½
603 CMR 28.03(1)(a); 28.06(8)(b) and (c)

Rating: Partially Implemented District Response Required:
Yes
Department of Education Findings:
Interviews indicate a need for teachers to gain greater understanding regarding (a) analyzing and accommodating diverse learning styles of all students in order to achieve an objective of inclusion in the regular classroom of students with diverse learning styles and (b) methods of collaboration among teachers, paraprofessionals and teacher assistants to accommodate diverse learning styles of all students.