Idaho Department of Education

Professional Development Plan Cover Sheet

Idaho State Department of Education
Developed by Oregon State Department of Education Professional Development Plan
Page 1 of 14
This professional development plan encompasses all professional development provided by the district
using ANY source of funds. Plan is to be reviewed and updated annually.

District: Rolling Hills Public Charter School Date: 6/10/14
8900 N. Horseshoe Bend Rd., Boise, ID 83714

Phone: 208-939-5400
Fax: 208-939-5401 Email: spratt@rhpcs.org


For Districts receiving Title IIA funds, districts MUST provide training to enable teachers to:
1. Obtain HQT status in all core academic classes being taught.
2. Improve student achievement in the classroom, teach, and address the needs of students with
different learning needs (particularly students with disabilities, students who are gifted and
talented, and students with limited English proficiency.)

Planning Team Members and Titles:
The plan must be developed through collaboration with teachers, paraprofessionals, principals, and
parents. Please list all planning team members, as well as their titles, below.
Shane Pratt Administrator
Phil Schoensee PD Coordinator, Special Education Teacher/Director
Amy Pfaff Teacher
Marie Talcott Teacher
Stephanie Lee Special Education Teacher, Parent
Amy Phillips Teacher, Parent
Vicky Shubert Title I and Paraprofessional Coordinator, Parent
Joy Conn Business Manager, Grandparent

Percent of Core Academic Subject Classes taught by Highly Qualified Teachers
District-wide at the end of the 2011-2012 school year:
80%




Summary of Needs Analysis:

Section 1: Professional Development
a) How was the staff Professional Development (PD) needs assessment conducted?
Monthly meetings were conducted with teachers and staff, as well as Tiger Talk parent meetings, in order to regularly
assess professional development needs.
Analysis of data received from stakeholder input, student performance, highly qualified teacher status review, and
budgeting process guided our PD needs assessment.


Idaho Department of Education
Professional Development Plan Cover Sheet


Idaho State Department of Education
Developed by Oregon State Department of Education Professional Development Plan
Page 2 of 14
b) What data was collected and analyzed to determine PD needs?
Input on agenda items at monthly staff and parent meetings.
Progress monitoring data (easyCBM).
Classroom formative assessment data (Student Report Cards).
IRI Data.
ISAT Science Data.
HQT status review.
Teacher work session to analyze and update PD needs.


c) What PD needs were identified?
Ensure HQT status for all core subject teachers by maintaining individual teacher status review, improvement plan, and
access to Praxis test and study materials.
Strengthen Common Core curriculum, materials and strategies, for math and ELA writing.
Improve student engagement through integration of technology with classroom LCD projectors and tech support.
Strengthen and maintain skills in differentiated instruction, response to intervention, and progress monitoring.
Schoolnet training for teachers to help with data decision making in the classroom.
Section 2: Academic Progress
a) How was academic progress data analysis conducted?
Quarterly grade level cluster data team meetings to compared beginning of the year benchmark data with the current
progress monitoring data including analysis of yearly data from ISAT, IRI, IELA, and ISAT-Alt state assessments.



b) What academic progress data was collected and analyzed?
Benchmark screening and progress monitoring data using Read Naturally, easyCBM, and teacher generated assessment data
in reading, writing and math.
End of year IRI data for grades K-2 and ISAT data grades 3-8. IELA for the second language students.



Idaho Department of Education
Professional Development Plan Cover Sheet


Idaho State Department of Education
Developed by Oregon State Department of Education Professional Development Plan
Page 3 of 14
c) What academic progress needs were identified?
Improve implementation of easyCBM progress monitoring tools.
Economically disadvantaged students need additional support/intervention with Math and Language Usage.
Increased use of math manipulatives and integration of technology.
Writing curriculum needs to be updated and integrated across all subject areas (in anticipation of SBAC assessment).

Section 3: Highly Qualified Teachers
a) How was the Highly Qualified Teacher (HQT) data analysis conducted?
HQT file review of licensure and assignment.
b) What HQT data was collected and analyzed?
Credentials, test scores (ABCTE or Praxis), HOUSSE rubric.

c) What HQT needs were identified?
Music teacher needed to pass ABCTE test.
Computer instructor needed to be a licensed teacher.
3 teachers needed to pass Praxis test.









Idaho Department of Education
Professional Development Plan Cover Sheet


Idaho State Department of Education
Developed by Oregon State Department of Education Professional Development Plan
Page 4 of 14
List any private schools choosing to participate in your districts professional development funded
under any ESEA programs: (List private school participants in those activities in which they are
participating in the Professional Development template.)
NONE







Fill out the Professional Development Plan Template that follows, using as many or as few pages as
needed.


Should you have any questions or concerns about this document, or Highly Qualified Professional
Development in general, please contact:

Teresa Burgess, Title II-A Coordinator
Idaho State Department of Education
650 West State Street
P. O. Box 83720
Boise, ID 83720-0027
tburgess@sde.idaho.gov
208-332-6891