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Dodge City Public Schools

RADAR_TASN Play-Take Workshop_ANNUAL_BB_A.Shumard_APPROVED_ANNUAL

RADAR_TASN Play-Take Workshop_ANNUAL_BB_A.Shumard_APPROVED_ANNUAL

USD 443 – DODGE CITY PUBLIC SCHOOLS
DISTRICT PROFESSIONAL DEVELOPMENT PLAN

TITLE & DATE OF ACTIVITY: Kansas MTSS and Alignment Preschool Make and Take Training April 3, 2024
NAME OF PERSON REQUESTING ACTIVITY: Amber Shumard
BUILDING/DEPARTMENT: Bright Beginnings Early Childhood Center

APPROVED BY: S. Springston DATE: 10/21/2024
APPROVED AS ANNUAL CONFERENCE

RADAR_TASN Play-Take Workshop_ANNUAL_BB_A.Shumard_APPROVED_ANNUAL - Printable Version

RADAR Protocol Planning Tool v. 2

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

  • Play based learning, learn the why of play, learning and oral language development. Embed children’s inquiry, cause and effect reasoning, problem solving, and literacy within the learning platform of play. Learn how to assess play in real world learning that are aligned to state standards. New or improved processes of play-based assessment.

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.

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

  • 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?

  • ACTIVITY 1
    • A play-based learning event professional directed by KSDE TASN’s PreK Team, Darby Borntrager, Lea Harding, Emily Journot, Stacey Mayberry. Apr. 3, 2025
    • The teachers and coach will present out to their PLC.
  • ACTIVITY 2
    • Meet with the teachers to identify current design and output of free play/ play based learning and changes they wish to make through a checklist to observe. Align with the TSG Teacher Observation of the Physical Environment, Structure, and Teacher-Child Interactions. Conduct a full impact cycle with instructional coach.
  • ACTIVITY 3
    • CLASS Observation of classroom during free play/ play-based learning.

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

  • BENCHMARK 1 – TEACHER INITIAL LEARNING
    • Teachers will learn, how to intentionally plan for centers and small group instruction within the preschool classroom and how to instructionally plan their centers by using data based decision making.
    • Teachers will receive knowledge to embed play based learning and assessment into the classroom to promote student learning and growth in SEL, oral language and content areas. The content areas are as follows: 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
  • BENCHMARK 2 – TEACHER IMPLEMENTATION OUTCOMES
    • Utilize the teacher created Play-Based Learning Checklist and TSG 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.
  • FINAL OUTCOME(S) – IMPACT ON STUDENT ACHIEVEMENT
    • 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.