2023-2024 Phase Four: Professional Development Plan for Schools for School Year 2024-2025
Jesse Stuart Elementary School
Julie Vaughn
1710 Anton Road
Madisonville, Kentucky, 42431
United States of America

Development Plan for Schools for School Year 2024-2025 - Generated on 05/06/2024
Jesse Stuart Elementary School

Table of Contents
2023-24 Phase Four: Professional Development Plan for Schools for School Year 202…
2023-2024 Phase Four: Professional Development Plan for Schools for School Year 2024-2025 - 2023-2024 Phase Four: Professional
Development Plan for Schools for School Year 2024-2025 - Generated on 05/06/2024
Jesse Stuart Elementary School

2023-24 Phase Four: Professional Development Plan for Schools for School Year 2024-2025
The purpose of this diagnostic is to support the school in designing and implementing a professional development plan that aligns to the goals established in KRS 158.6451 and the local needs assessment. The basis of the professional development plan aligns to 704 KAR 3:035, which states the following: Annual Professional Development Plan: Section 2. Each local school and district shall develop a process to design a professional development plan that meets the goals established in KRS 158.6451 and in the local needs assessment. A school professional development plan shall be incorporated into the school improvement plan and shall be made public prior to the implementation of the plan. The local district professional development plan shall be incorporated into the district improvement plan and posted to the local district Web site prior to the implementation of the plan. Section 3. Each school and local district professional development plan shall contain the following elements: 1. A clear statement of the school or district mission 2. Evidence of representation of all persons affected by the professional development plan 3. A needs assessment analysis 4. Professional development objectives that are focused on the school or district mission, derived from the needs assessment, and specify changes in educator practice needed to improve student achievement; and 5. A process for evaluating impact on student learning and improving professional learning, using evaluation results Research demonstrates a positive link between high-quality professional learning (HQPL), teaching practices and student outcomes. Effective professional learning not only has the potential to improve both classroom instruction and student outcomes, but also it can be effective in recruiting and retaining teachers. When designing and/or selecting HQPL at the local level, it is important to ensure alignment to the characteristics of High-Quality Professional Learning.
Encouraging, motivating, and challenging each student to meet the opportunities of the future.
1. Reading achievement.
2. Building school culture and social/emotional learning.
Reading Achievement
1. CSIP Goal 1: By May of 2028, 70% of students at Jesse Stuart Elementary School will be proficient or distinguished in reading and mathematics as measured by Kentucky Summative Assessment.
2. Our GAP reading objective: By Spring 2024, Jesse Stuart Elementary will increase the percentage of students in the Economically Disadvantaged subgroup scoring P/ D in reading from 38% to 45%.
School Culture and Social/Emotional Learning
1. CSIP School Climate and Safety Goal: By 2028, the overall indicator score on the Quality of School Climate and Safety survey will increase by 10 index points from 84.1 to 94.1.
1. What is the school’s mission?
2. The needs assessment provides the framework for all schools to clearly identify their most critical areas for improvement that will be addressed in the planning process through the development of goals, objectives, strategies and activities. Based on the most critical areas for improvement identified in the completed needs assessment per 703 KAR 5:225 (3), what are the school’s top two focus areas requiring professional development that support continuous improvement? The critical areas should focus on the needs assessment findings.
3. How do the identified top two focus areas requiring professional development relate to school goals?
4a. For the first focus area, what are the specific objectives for the professional development aligned to the school goal(s)? Consider the long- and short-term changes that need to occur in order to meet the goal.

Objective 1: Equip teachers (K-3) with the knowledge required to effectively teach reading using curriculum based on the Science of Reading. (ex. UFLI, LETRS, Lexia)
Objective 2: Teachers in the intermediate grades will use evidence based practices to increase reading comprehension.
ALL K-3 teachers will develop and effectively use strategies for instruction using evidence based practices. Student outcomes will reflect the instructional practices and scores will increase on MAP, MAP Fluency and KSA (grade 3) by at least 10%.
All 3-5 teachers will develop and effectively implement evidence based practices that will increase students' comprehension scores on MAP and KSA by at least 10%.
Data sources will include Lexia reports, MAP and MAP fluency scores, ESGI and MTSS data. Grades will also be considered for students in higher grade levels.
Teachers will be responsible for monitoring Lexia, ESGI, and classroom data. The principal, BAC, and instructional leader will be responsible for MAP and MAP fluency assessment data. Interventionists and the instructional leader will share responsibility with the classroom teachers for MTSS data.
MAP data will be analyzed 3 times per year, after each assessment. Lexia data will be analyzed by the teachers weekly. One PLC will focused on Reading instruction each month.
Scores will increase on MAP, MAP Fluency and KSA by at least 10%.
Lesson plans, observations, and informal walkthroughs will show that teachers effectively use the evidence based practices that they have learned in the professional development sessions.
The percent of students needing reading interventions will decrease by 10%.
4b. What are the intended results of the professional development as related to the specific objectives in (a)? (student outcomes; educator beliefs, practices, etc.)
4c. How will professional development be monitored for evidence of implementation? i. What data (student work samples, grade-level assessments, classroom observations, etc.) will be considered and gathered? ii. Who is responsible for gathering data? (teachers, coaches, administrators, etc.) iii. How frequently will data be analyzed? (monthly, quarterly, etc.)
4d. What will be the indicators of success? Consider the completed actions or markers that need to occur that would indicate the goals and objectives have been achieved. Please describe in detail.
4e. Who is the specific targeted audience for the professional development? (i.e., elementary mathematics teachers)

All Jesse Stuart classroom teachers, special education teachers and support teachers.
Title I will support three 100 day teachers to provide interventions.
RDIF Grant will pay for Lexia (K-3), UFLI materials, and professional development.
The core reading curriculum will provide structured literacy materials.
Optional: teachers will participate in the state funded LETRS program
Teams will meet monthly in PLC meetings facilitated by the principal and/or the instructional leader for teachers to analyze students' reading work and/or share strategies that are producing the best outcomes.
Teachers will be given the opportunity to participate in additional reading professional development either outside the school or within the school. Several teachers are a part of the LETRS cohort. Those teachers will be team leaders that share what they are learning with other teachers.
Objective 1: Build a team of educators that work together effectively.
Objective 2: Provide a safe and friendly school environment where students want to learn.
Objective 3: Build a strong home/school relationship so parents, students and teachers can work cooperatively to gain the best outcomes.
4f. What specific resources are needed to support the professional development? (staff, funding, technology, specific instructional resources, professional development support from vendors, release time for professional learning, etc.)
4g. What specific ongoing supports will be provided for professional development implementation? (i.e., district level coaches will work with teacher teams monthly as professional development is implemented, building level coaches will lead monthly professional learning communities using instructional resources from professional development, teacher leaders will meet bi-monthly to analyze student work based on evidence from professional development, release time for groups of teachers to plan together using specific instructional resources, a mathematics consultant to meet once a month with grade level math teacher teams September through April, etc.) The ongoing supports should be connected to the specific professional development identified as the priority.
5a. For the second focus area, what are the specific objectives for the professional development aligned to the school goal(s)? Consider the long- and short-term changes that need to occur in order to meet the goal.

The intended outcome is for the staff to become united with one main goal of making our students successful.
When given the needed SEL support, students will show more ownership of their learning and behaviors, resulting better outcomes.
Parents will feel like an integral part of their child's education and know that they are welcome to ask questions and participate in the process.
PLC minutes, PAC minutes and staff meeting minutes will document that the staff works together as a cohesive unit.
SEL lesson plans, PBIS data, behavior referrals and student surveys will indicate that students are taking ownership of their learning and behaviors.
Contact logs, specific communication with parents about their child, and parents' attendance at events, conferences and other activities will show parent involvement. Positive communication and parent surveys will indicate if parents feel they are welcomed and a part of their child's education.
Staff and faculty working as a team through shared planning and PLCs.
Students will show social and emotional growth and behavior referrals will decrease by 25%.
Our school climate survey will increase by 5%.
Parents will indicate on the Title I and Studer surveys that they feel welcome at the school and are informed about their child's progress in school.
5b. What are the intended results of the professional development as related to the specific objectives in (a)?
5c. How will the professional development be monitored for evidence of implementation? i. What data (student work samples, grade-level assessments, classroom observations, etc.) will be considered and gathered? ii. Who is responsible for gathering data? (teachers, coaches, administrators, etc.) iii. How frequently will data be analyzed? (monthly, quarterly, etc.)
5d. What will be the indicators of success? Consider the completed actions or markers that need to occur that would indicate the goals and objectives have been achieved. Please describe in detail.

ALL certified staff.
Time for team members to work together without interruption.
Professional counselors for students with intensive social and emotional needs.
Comprehensive SEL curriculum.
Parent Square for communication with parents.
Professional Learning Communities
professional learning for SEL lessons
support from the principal building instructional leader and school counselor for SEL
documentation of parent contacts
PBIS fidelity
N/A
5e. Who is the specific targeted audience for the professional development impacted by this component of professional development? (i.e., elementary mathematics teachers)
5f. What specific resources are needed to support the professional development? (staff, funding, technology, specific instructional resources, professional learning support from a vendor, release time for professional learning, etc.)
5g. What specific ongoing supports will be provided for professional development implementation? (i.e., district level coaches will work with teacher teams monthly as professional development is implemented, building level coaches will lead monthly professional learning communities using instructional resources from professional development, teacher leaders will meet bi-monthly to analyze student work based on evidence from professional development, a mathematics consultant to meet once a month with grade level math teacher teams September through April, etc.) The ongoing supports should be connected to the specific professional development identified as the priority.
6. Optional Extension: If your school has identified additional professional development priorities you would like to include, you may upload an attachment with the answers to question 3 and a-g as seen in questions 4 and 5. If you do not wish to include an optional extension, please list N/A in the space provided below.