Attachment 4

Revised 3/ 2001

Attachment 4.1

Attachment 4.3

NEW YORK STATE
COMPREHENSIVE SYSTEM
OF
PERSONNEL DEVELOPMENT PLAN

Plan Range: to

Current Plan Year:

DISTRICT:

Building: (Required for Buffalo, NYC, Rochester, Syracuse, Yonkers)

Superintendent:
(Please type name)

_________________________________________________________________________
(Superintendent’s signature)

Contact Person:

Contact Telephone #: E-mail address:

District CSPD Team Members:

Name:	Position:

The signature of the SETRC Training Specialist indicates that the plan is based on the integration/achievement data of students with disabilities. In addition, the signature indicates that the LEA has engaged in a process that has promoted the quality indicators named in the Personnel Quality Indicators Matrix.

SETRC Training Specialist: ________________________________ Date:
(Signature)

SECTION I: END OF YEAR EVALUATION

Within the following narrative for each objective discuss the degree of improvement in achievement and/or integration for students with disabilities that occurred as a result of the previous school year’s personnel development. (Please be specific to each goal and each objective from the last year’s CSPD plan).

Long Term Goal:

Annual Goal 1:

Was the goal achieved? ___ Yes or ___ No

State the current level of performance for SWDs relative to this goal.

Objective 1:

Narrative: (Summary of activities, barriers, & evidence of success):

Emerging Needs and Issues:

Next Steps:

Objective 2:

Narrative: (Summary of activities, barriers, & evidence of success):

Emerging Needs and Issues:

Next Steps:

Objective 3:

Narrative: (Summary of activities, barriers, & evidence of success):

Emerging Needs and Issues:

Next Steps:

Long Term Goal:

Annual Goal 2:

Was the goal achieved? ____ Yes or ____ No

State the current level of performance for SWDs relative to this goal.

Objective 1:

Narrative: (Summary of activities, barriers, & evidence of success):

Emerging Needs and Issues:

Next Steps:

Objective 2:

Narrative: (Summary of activities, barriers, & evidence of success):

Emerging Needs and Issues:

Next Steps:

Objective 3:

Narrative: (Summary of activities, barriers, & evidence of success):

Emerging Needs and Issues:

Next Steps:

Long Term Goal:

Annual Goal 3:

Was the goal achieved? ____ Yes or ____ No

State the current level of performance for SWDs relative to this goal.

Objective 1:

Narrative: (Summary of activities, barriers, & evidence of success):

Emerging Needs and Issues:

Next Steps:

Objective 2:

Narrative: (Summary of activities, barriers, & evidence of success):

Emerging Needs and Issues:

Next Steps:

Objective 3:

Narrative: (Summary of activities, barriers, & evidence of success):

Emerging Needs and Issues:

Next Steps:

LONG TERM GOAL EVALUATION

This section is to be completed at the end of the last year of your Plan Range.

Long Term Goal:

Narrative: (Summary of activities, barriers, & evidence of success):

Emerging Needs and Issues:

Next Steps:

Long Term Goal:

Narrative: (Summary of activities, barriers, & evidence of success):

Emerging Needs and Issues:

Next Steps:

Long Term Goal:

Narrative: (Summary of activities, barriers, & evidence of success):

Emerging Needs and Issues:

Next Steps:

SECTION II

PERSONNEL DEVELOPMENT QUALITY INDICATORS (MATRIX)

	PLANNING	CONTENT	DESIGN	CLIMATE/CULTURE	IMPLEMENTATION	EVALUATION
4 HIGH SUCCESS INDICATORS	Meaningful participation of all stakeholders in the development of a unified long-range personnel development plan tied to student performance	Content, skills, knowledge based on research relevant to district/building needs, associated with attainment of student performance aligned with the standards	Consistently uses a wide variety of delivery systems (i.e. strategies, formats, presentation models, and techniques) to meet the needs of the district personnel	Personnel development is recognized as a powerful change agent, administration serve as instructional leaders, mutual respect and collaboration at all levels	Opportunities for long-term follow-up (including data collection) for participants to practice skills and methodology presented throughout training, ongoing coaching and turnkey training, strong evidence of administrative support	Ongoing data collection and analysis linked to predetermined student performance consistent with unified personnel development plan, all stakeholders involved with evaluation and ongoing planning cycle
3	Group planning process results in CSPD plan identifying student performance and perceived staff needs	Context based on research and building needs but not associated with increase in student performance	Professional development training offers some opportunities for personnel to actively participate, with more than one follow-up session scheduled	Personnel development is valued in the district, some progress is evident in the areas of leadership and collaboration	Follow-up activities (technical assistance, discussion, participant sharing, etc.) are encouraged with administrative involvement	Student outcomes are evaluated but inconsistently used in relation to a unified personnel development plan
2	Plan developed by one person	Research or regulation driven without association to student performance	Opportunities limited, variety of delivery systems used, menu approach to training	Staff development is inconsistently available to staff	Follow-up is occasional and informal	Evaluations based on participant reaction to session
1 LOW SUCCESS INDICATORS	Training topics selected as needed, and/or individual staff seek out staff development on their own. No stakeholder input	No obvious relationship of training to district needs or improvement in student performance	Single presentation using limited presentation models, often to fill an available time slot, one-time training	Staff development is not a priority	Limited opportunity to monitor and refine skills. Follow-up is driven by participant	Evaluation omitted

MATRIX SUMMARY FOR CURRENT PRACTICES

AREA	SUCCESS INDICATORS	NARRATIVE
Planning	..	.
Content	.	.
Design	.	.
Climate/culture	.	.
Implementation	..	.
Evaluation	.	.

Attachment 4.3 SECTION III: DATA SUMMARY

*Students with Disabilities*
STATE/VESID INDICATORS	STATE/ FEDERAL BENCH-MARK	DATA SOURCE	1998-1999					1999-2000						2000-2001
			Actual #Students/ # Eligible		%	#SWDs taking Alternate Assessment		Actual #Students/ #Eligible			%	#SWDs taking Alternate Assessment		Actual #Students/ # Eligible		%	#SWDs taking Alternate Assessment
% of SWDs participating in the 4^th Grade ELA	95%	School Report Card	.		.	.		.			.	.		.		.	.
% of SWDs scoring 3 or 4 on the 4^th Grade ELA	Annual yearly progress (TBA by Commissioner annually)	School Report Card	.		.	.		.			.	.		.		.	.
% of SWDs participating in the 4^th Grade Math State assessment	95%	School Report Card	.		.	.		.			.	.		.		.	.
% of SWDs scoring 3 or 4 on the 4^th Grade Math	Annual yearly progress (TBA by Commissioner annually)	School Report Card	.		.	.		.			.	.		.		.
% of SWDs participating in the 8^th Grade ELA	95%	School Report Card	.		.	.		.			.	.		.		.	.
% of SWDs scoring 3 or 4 on the 8^th Grade ELA	Annual yearly progress (TBA by Commissioner annually)	School Report Card	.		.	.		.			.	.		.		.	.
% of SWDs participating in 8^th Grade Math Sstate assessment	95%	School Report Card	.		.	.		.			.	.		.		.	.
% of SWDs scoring 3 or 4 on the 8^th Grade ELA	Annual yearly progress (TBA by Commissioner annually)	School Report Card	.		.	.		.			.	.		.		.	.
% of SWDs with scores from 55 – 100 on Regents ELA		School Report Card	.		.	.		.			.	.		.		.	.
% of school-age SWDs in general education classrooms (80% - 100% of the school day)	Exceed national average (46.42% as of 1997-98*)	PD-4 (Section C, Report of All SWDs)	.	.			.		.	.			.	.	.			.
% of preschool SWDs receiving special education services in integrated settings	Equal the % of school-age SWDs in integrated settings	PD-7 (Section A Total of lines 5, 9, 11)	.	.			.		.	.			.	.	.			.
% of school-age SWDs classified	Will decrease	PD-1; BEDS	.	.			.		.	.			.	.	.			.
% of school-age SWDs receiving services in general education buildings	National Average (95.86% as of 1997-1998)	PD-4 (Section C Report of all SWDs #1)	.	.			.		.	.			.	.	.			.
% of SWDs transitioning to Postsecondary education	Equal to nondisabled peers	PD-5 (Section B Total first 3 columns)	.	.			.		.	.			.	.	.			.
% of SWDs transitioning to Employment	Equal to nondisabled peers	PD-5 (Section B)	.	.			.		.	.			.	.	.			.
% of SWDs transitioning to Military Service	Equal to nondisabled peers	PD-5 (Section B)	.	.			.		.	.			.	.	.			.
% of SWDs transitioning to Adult Services	.	PD-5 (Section B)	.	.			.		.	.			.	.	.			.
% of SWDs exiting with local, regents or GED	80%	PD-5 (Section A)	.	.			.		.	.			.	.	.			.
% of SWDs dropped out	Will decrease	PD-5 (Section A)
20.	.	.	.	.			.		.	.			.	.	.			.
21.	.	.	.	.			.		.	.			.	.	.			.
22.	.	.	.	.			.		.	.			.	.	.			.

District Student With Disability Racial/Ethnic Origin (Source: PD-4, the "total" column of Section C)

Race/Ethnicity

1998-1999

1999-2000

2000-2001

# of SWDs

% of Total SWDs

# of SWDs

% of Total SWDs

# of SWDs

% of Total SWDs

American Indian or Alaska Native

Asian or Pacific Islander

Black (Not Hispanic)

Hispanic

White (Not Hispanic)

General Education Students

STATE INDICATORS

STATE/ FEDERAL BENCH-MARK

DATA SOURCE

1998-1999

1999-2000

2000-2001

Actual #Students/ # Eligible

# Not tested

Actual #Students/ # Eligible

# Not tested

Actual #Students/ # Eligible

# Not tested

% of general education students scoring 3 or 4 – 4^th Grade ELA

Annual rate of yearly progress (TBA by Commissioner)

School Report Card

% of general education students scoring 3 or 4 – 4^th Grade Math

Annual rate of yearly progress (TBA by Commissioner)

School Report Card

% of general education students scoring 3 or 4 – 8^th Grade ELA

Annual rate of yearly progress (TBA by Commissioner)

School Report Card

% of general education students scoring 3 or 4 – 8^th Grade Math

Annual rate of yearly progress (TBA by Commissioner)

School Report Card

% of general education graduates obtaining a Regents Diploma

School Report Card District Comprehensive Report

% of general education students with high score from 55 – 100 on Regents ELA

School Report Card

General Education Students…continued

STATE INDICATORS

STATE/ FEDERAL BENCH-MARK

DATA SOURCE

1998-1999

1999-2000

2000-2001

Actual #Students/ # Eligible

# Not tested

Actual #Students/ # Eligible

# Not

tested

Actual #Students/ # Eligible

# Not tested

% of general education students with high score from 55 – 100 on Regents Mathematics (Course I or A)

School Report Card

Suspension rate

School Report Card– District Comprehensive Report

Drop out rate

School Report Card

...

District Student Racial/Ethnic Origin (Source: School Report Card - District Comprehensive Report)

Race/Ethnicity	1998-1999		1999-2000		2000-2001
Race/Ethnicity	# of Students	% of Enroll	# of Students	% of Enroll	# of Students	% of Enroll
American Indian, Alaskan, Asian, or Pacific Islander	.	.	.	.	.	.
Black (Not Hispanic)	.	.	.	.	.	.
Hispanic	.	.	.	.	.	.
White (Not Hispanic)	.	.	.	.	.	.

SECTION IV: ASSESSMENT NARRATIVE

Using Section II Data Summary; Section III Personnel Development Quality Indicators (Matrix) and other pertinent data, summarize the CSPD planning team’s analysis of the district’s current status and needs.

The summary should include:

Analysis of the Matrix Summary:

Illustrate district’s strengths
Describe efforts to maintain or improve strength areas

Illustrate district’s weaknesses

Describe efforts to improve weak areas

Analysis of the Data Summary:

Illustrate district’s strengths

Describe efforts to maintain or improve strength areas

Illustrate district’s weaknesses

Describe efforts to improve weak areas

Discussion of the rationale for prioritization of long term needs
Development of 2-3 long term goals that are:

Based on prioritization

Written in measurable terms

Data based

3-5 Year in duration

A description of the efforts to align CSPD goals with district’s general education initiatives
A description of how CSPD activities will be integrated with general education programmatic and professional development initiatives
A description of how the CSPD team will monitor the progress of the plan throughout the year

A description of how all the stakeholders, using the Communication Agreement, will be informed of planned components and implementation strategies

(Use additional sheets and attach here)

CSPD Communication Agreement

Stakeholder	What Communication	How	When
.	.	.	.
.	.	.	.
.	.	.	.
.	.	.	.
.	.	.	.
.	.	.	.

SECTION V: IMPLEMENTATION PLAN

LONG TERM GOAL:

ANNUAL GOAL 1: (State the targeted KPI or VESID goal and projected amount of improvement)

OBJECTIVES	PERSONNEL DEVELOPMENT ACTIVITIES	DISTRICT PERSON RESPONSIBLE	RESOURCES	SCHEDULE OF IMPLEMENTATION	EVALUATION OF PERSONNEL DEVELOPMENT ACTIVITIES
Identify what educators/ paraeducators will learn or be able to do in order to increase student achievement and/or integration of SWDs…	Identify staff development related to helping achieve the objective.	Name and position of person responsible	Funding/Time/ Providers	.	.
.	.	.		.	.

LONG TERM GOAL:

ANNUAL GOAL 2: (State the targeted KPI or VESID goal and projected amount of improvement)

OBJECTIVES	PERSONNEL DEVELOPMENT ACTIVITIES	DISTRICT PERSON RESPONSIBLE	RESOURCES	SCHEDULE OF IMPLEMENTATION	EVALUATION OF PERSONNEL DEVELOPMENT ACTIVITIES
Identify what educators/ paraeducators will learn or be able to do in order to increase student achievement and/or integration of SWDs…	Identify staff development related to helping achieve the objective.	Name and position of person responsible	Funding/Time/ Providers	.	.
.	.	.	.	.	.

LONG TERM GOAL:

ANNUAL GOAL 3: (State the targeted KPI or VESID goal and projected amount of improvement)

OBJECTIVES	PERSONNEL DEVELOPMENT ACTIVITIES	DISTRICT PERSON RESPONSIBLE	RESOURCES	SCHEDULE OF IMPLEMENTATION	EVALUATION OF PERSONNEL DEVELOPMENT ACTIVITIES
Identify what educators/ paraeducators will learn or be able to do in order to increase student achievement and/or integration of SWDs…	Identify staff development related to helping achieve the objective.	Name and position of person responsible	Funding/Time/ Providers	.	.
.	.	.	.	.	.