RADAR_NAEYC_ANNUAL_BB_APPROVED_2024-2025

USD 443 – DODGE CITY PUBLIC SCHOOLS
RADAR PROFESSIONAL DEVELOPMENT REQUEST FORM

TOPIC: NAEYC National Conference
SCHOOL/GROUP/DEPT.: BBECC
PERSON SUBMITTING FORM: Amber Shumard
DATE SUBMITTED: 11/11/24
APPROVED AS ANNUAL CONFERENCE BY: S. Springston DATE: 12/6/2024

1. COMPLETE THIS FORM TO REQUEST A PROFESSIONAL DEVELOPMENT ACTIVITY.
2. SUBMIT THE COMPLETED FORM TO YOUR BUILDING PRINCIPAL OR DEPARTMENT HEAD FOR INITIAL APPROVAL.
3. BUILDING PRINCIPALS OR DEPARTMENT HEADS SUBMIT THE FORM TO THE DISTRICT PROFESSIONAL DEVELOPMENT COORDINATOR FOR FINAL REVIEW. ONCE SUBMITTED, PLEASE ALLOW ONE WEEK FOR A RESPONSE.

PLEASE NOTE: THIS FORM IS FOR GENERAL USE. PROFESSIONAL LEARNING STEERING COMMITTEE
REPRESENTATIVES SUBMITTING ANNUAL REQUESTS FOR THEIR BUILDINGS/GROUPS SHOULD USE THE PLSC RADAR FORM.

RADAR_NAEYC_ANNUAL_BB_APPROVED_2024-2025 - Printable Version

Relevant
What is the learning topic/goal(s)? What need(s) does this meet & for whom?

• Each and every child thrives and learns in a society dedicated to ensuring all children reach their full potential.
• NAEYC promotes high-quality early learning for each and every child, birth through age 8, by connecting practice, policy, and research. We advance a diverse, dynamic early childhood profession and support all who care for, educate, and work on behalf of young children.
• NAEYC’s core values reflect our belief that all children have the right to equitable learning opportunities, and that all early childhood educators have a professional obligation to advance equity. Our values uphold NAEYC’s approach as an employer, professional membership association, partner, and field leader. They are based on the principles of child development and learning and are further defined through NAEYC’s core position statements:Code of Ethical Conduct; Professional Standards and Competencies for Early Childhood Educators; Advancing Equity in Early Childhood Education; Developmentally Appropriate Practice; and Early Learning Program Accreditation Standards. We are propelled by our commitment to upend our own structural and organizational inequities, and to ensure our actions are grounded in our values.

Aligned
How is this learning aligned to state, district, &/or building goals?

• Goal A.1.: Provide a relevant educational experience that prepares all students for college and career success. On or before the spring of 2026 state KAP assessments 80% of all USD 443 students will score at or above Performance Level Descriptor (PLD) level 3 or above.
• Goal A.1.1: Reading
• Goal A.1.2.: Math
• Goal 2: On or before March of 2026 USD 443 staff members will have a high collective efficacy as measured by the KSDE Component Baseline Analysis with a goal of reaching an average of 4.50 on the statement “We believe all staff have confidence in the capabilities of each other.”
• Goal A.2.1: Vertically align PreK-12 instructional practices that are culturally relevant and that meet the needs of the students we serve. T/TA Goal 3: Continue to develop knowledge and gain understanding in implementing all aspects of the curriculum. T/TA Goal 6: Training to understand the developmental stages of early childhood learning and literacy. Instructional strategies that are developmentally appropriate and culturally relevant. Assessment procedures and data use that promote student outcomes. T/TA Goal 7: Continued training for Curriculum Instruction and Assessment procedures.
• KELS, Head Start Grant and BBECC School Readiness Goals

Data-driven
What data will be used to determine need & monitor progress? How will it be used?

• TSGold
• ASQ
• CLASS/Observations
• Observation, anecdotal notes, or tally marks identifying the number of opportunities afforded. Data of child initiation of play, progress in the stages of play, progress in the number of people interacting with and the manner of play observed.
• Other assessment to be determined based on knowledge gained through PD.
• Data will be used to identify student instructional need through play.

Action-oriented
How will the learning take place? How will the learning be supported?

• KNOWLEDGE ACTIVITY –
  • NOV. 6-9 (6th 8:00-5:00, 7th-8th 8:00-4:30, 9th 8:00-1:45)
  • How/when will teachers obtain the necessary new learning?
    • In person attendance at the NAEYC National Conference Keynote Presentations and Sessions. Upon return the teacher and coach will present out to their PLC.
• INITIAL IMPLEMENTATION ACTIVITY – DATE(S)
  • How/when will teachers be supported in applying new learning to classroom practice?
    • Teacher model lessons, Coaching Impact Cycle
    • Participants will work together to set individual goals for integration of strategies/learning obtained during the conference into daily practice.
• ADVANCED IMPLEMENTATION ACTIVITY – by May 2025
  • What classroom-level implementation support be provided?
    • CLASS Observation of classroom during free play/ play-based learning.
    • Video observation during times that align with the goal set during the initial implementation activity.

Results-driven
What is the anticipated impact on teachers? On students?

• BENCHMARK 1 – TEACHER INITIAL LEARNING
  • What are the new learning outcomes for teachers?
  • How will you know teachers have achieved these outcomes?
    • Participants will gain additional knowledge and resources for improving instructional practices to meet the needs of our young children.
• BENCHMARK 2 – TEACHER IMPLEMENTATION OUTCOMES
  • What level of implementation is initially expected?
  • How will you know this implementation is occurring?
    • Utilize the teacher created Fidelity Tool to observe free play. Through the process, the teachers will be more conscious and intentional of the design, and implementation of free play to better SEL skills that impact communication, vocabulary and weave throughout content areas.
    • Progress will be monitored via monthly touchpoints with principal/coach, for the course of the school year or until goal is fully implemented.
• FINAL OUTCOME(S) – IMPACT ON STUDENT ACHIEVEMENT
  • What improvement do you expect to see in specific student behaviors &/or skills? How will you measure progress?
    • Upon implementation of the learning from this training, students will score on/above band on TSG objectives in the following content areas: TSG Obj. 11a. Attends and Engages, TSG 11b. Persists, TSG 11c Solves Problems, 11d Shows curiosity and motivation, TGS Obj. 8a Comprehends language, TSG Obj. 9a Uses an expressive, expanding vocabulary, TSG Obj. 10a Engages in conversation, TSG Obj. 2c Interacts with Peers, TSG Obj. 3a Balances needs of self and others, TSG Obj. 12b Makes Connections.
    • Student scores will be on track or trending towards on track for skills for both the ASQ3 and the ASQ:SE.

SUBMITTED FOR APPROVAL AS AN ANNUAL CONFERENCE.
Replacing the National Head Start Conference as the annual national conference for teachers required by the grant.