2011-2012 PD Planning

1. Planning for 2011-2012

The next step in the process of planning professional development for the 2011-2012 school year is to ask for feedback about some potential directions. Based on the information collected from BCIC and collated in the needs matrix, these follow-up items will provide guidance to OCM BOCES for next steps. Please note that topics anticipated to be addressed by Network Teams are not included here. THANKS in advance!

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* 1. Please fill out a little basic information:

Name:

District:

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* 2. 21st Century Skills: Schools are increasingly emphasizing college, career, and citizenship readiness (otherwise known as 21st Century Skills).

	Very High	High	Medium	Low	Very Low
Likelihood of district to participate in awareness PD and/or capacity building next year	Likelihood of district to participate in awareness PD and/or capacity building next year Very High	Likelihood of district to participate in awareness PD and/or capacity building next year High	Likelihood of district to participate in awareness PD and/or capacity building next year Medium	Likelihood of district to participate in awareness PD and/or capacity building next year Low	Likelihood of district to participate in awareness PD and/or capacity building next year Very Low
Likelihood of district to participate in assessment professional development and/or capacity building next year	Likelihood of district to participate in assessment professional development and/or capacity building next year Very High	Likelihood of district to participate in assessment professional development and/or capacity building next year High	Likelihood of district to participate in assessment professional development and/or capacity building next year Medium	Likelihood of district to participate in assessment professional development and/or capacity building next year Low	Likelihood of district to participate in assessment professional development and/or capacity building next year Very Low
Likelihood of district to participate in planning for focus on specific skills including skill definitions and continua professional development and/or capacity building next year	Likelihood of district to participate in planning for focus on specific skills including skill definitions and continua professional development and/or capacity building next year Very High	Likelihood of district to participate in planning for focus on specific skills including skill definitions and continua professional development and/or capacity building next year High	Likelihood of district to participate in planning for focus on specific skills including skill definitions and continua professional development and/or capacity building next year Medium	Likelihood of district to participate in planning for focus on specific skills including skill definitions and continua professional development and/or capacity building next year Low	Likelihood of district to participate in planning for focus on specific skills including skill definitions and continua professional development and/or capacity building next year Very Low
Likelihood of district to participate in skills implementation and/or capacity building next year	Likelihood of district to participate in skills implementation and/or capacity building next year Very High	Likelihood of district to participate in skills implementation and/or capacity building next year High	Likelihood of district to participate in skills implementation and/or capacity building next year Medium	Likelihood of district to participate in skills implementation and/or capacity building next year Low	Likelihood of district to participate in skills implementation and/or capacity building next year Very Low

Comments

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* 3. Project Based Learning

	Very High	High	Medium	Low	Very Low
Interest in attending multiple days session based on Buck Institute training-Project Based Learning Beginning Course (PBL 101)	Interest in attending multiple days session based on Buck Institute training-Project Based Learning Beginning Course (PBL 101) Very High	Interest in attending multiple days session based on Buck Institute training-Project Based Learning Beginning Course (PBL 101) High	Interest in attending multiple days session based on Buck Institute training-Project Based Learning Beginning Course (PBL 101) Medium	Interest in attending multiple days session based on Buck Institute training-Project Based Learning Beginning Course (PBL 101) Low	Interest in attending multiple days session based on Buck Institute training-Project Based Learning Beginning Course (PBL 101) Very Low
Interest in attending: Follow-Up to Beginning Course (PBL102)	Interest in attending: Follow-Up to Beginning Course (PBL102) Very High	Interest in attending: Follow-Up to Beginning Course (PBL102) High	Interest in attending: Follow-Up to Beginning Course (PBL102) Medium	Interest in attending: Follow-Up to Beginning Course (PBL102) Low	Interest in attending: Follow-Up to Beginning Course (PBL102) Very Low
Interest in attending: Intermediate Project Based Learning (PBL 201)	Interest in attending: Intermediate Project Based Learning (PBL 201) Very High	Interest in attending: Intermediate Project Based Learning (PBL 201) High	Interest in attending: Intermediate Project Based Learning (PBL 201) Medium	Interest in attending: Intermediate Project Based Learning (PBL 201) Low	Interest in attending: Intermediate Project Based Learning (PBL 201) Very Low
Interest in attending: Advanced Project Based Learning (PBL 301)	Interest in attending: Advanced Project Based Learning (PBL 301) Very High	Interest in attending: Advanced Project Based Learning (PBL 301) High	Interest in attending: Advanced Project Based Learning (PBL 301) Medium	Interest in attending: Advanced Project Based Learning (PBL 301) Low	Interest in attending: Advanced Project Based Learning (PBL 301) Very Low
Interest in attending: Seminar in Project Based Learning (PBL 401)	Interest in attending: Seminar in Project Based Learning (PBL 401) Very High	Interest in attending: Seminar in Project Based Learning (PBL 401) High	Interest in attending: Seminar in Project Based Learning (PBL 401) Medium	Interest in attending: Seminar in Project Based Learning (PBL 401) Low	Interest in attending: Seminar in Project Based Learning (PBL 401) Very Low
Need for in-district support	Need for in-district support Very High	Need for in-district support High	Need for in-district support Medium	Need for in-district support Low	Need for in-district support Very Low

Comments

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* 4. Professional Learning Communities (PLC)

	Very High	High	Medium	Low	Very Low
Likelihood to participate in follow-up to summer 2011 Solution Tree PLC Institute	Likelihood to participate in follow-up to summer 2011 Solution Tree PLC Institute Very High	Likelihood to participate in follow-up to summer 2011 Solution Tree PLC Institute High	Likelihood to participate in follow-up to summer 2011 Solution Tree PLC Institute Medium	Likelihood to participate in follow-up to summer 2011 Solution Tree PLC Institute Low	Likelihood to participate in follow-up to summer 2011 Solution Tree PLC Institute Very Low
Likelihood to attend 1-2 day keynote session on working with groups (Michael Grinder or other)	Likelihood to attend 1-2 day keynote session on working with groups (Michael Grinder or other) Very High	Likelihood to attend 1-2 day keynote session on working with groups (Michael Grinder or other) High	Likelihood to attend 1-2 day keynote session on working with groups (Michael Grinder or other) Medium	Likelihood to attend 1-2 day keynote session on working with groups (Michael Grinder or other) Low	Likelihood to attend 1-2 day keynote session on working with groups (Michael Grinder or other) Very Low
Interest in use of technology to support PLC	Interest in use of technology to support PLC Very High	Interest in use of technology to support PLC High	Interest in use of technology to support PLC Medium	Interest in use of technology to support PLC Low	Interest in use of technology to support PLC Very Low
Interest in use of data for instructional decisions	Interest in use of data for instructional decisions Very High	Interest in use of data for instructional decisions High	Interest in use of data for instructional decisions Medium	Interest in use of data for instructional decisions Low	Interest in use of data for instructional decisions Very Low
Interest in a workshop to help lead groups effectively	Interest in a workshop to help lead groups effectively Very High	Interest in a workshop to help lead groups effectively High	Interest in a workshop to help lead groups effectively Medium	Interest in a workshop to help lead groups effectively Low	Interest in a workshop to help lead groups effectively Very Low
Need for in-district support (coaching, modeling, etc.)	Need for in-district support (coaching, modeling, etc.) Very High	Need for in-district support (coaching, modeling, etc.) High	Need for in-district support (coaching, modeling, etc.) Medium	Need for in-district support (coaching, modeling, etc.) Low	Need for in-district support (coaching, modeling, etc.) Very Low

Comments

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* 5. Content Area Literacy (literacy within secondary content areas)

	Very High	High	Medium	Low	Very Low
Interest in a key-note, one-day session about content literacy strategies	Interest in a key-note, one-day session about content literacy strategies Very High	Interest in a key-note, one-day session about content literacy strategies High	Interest in a key-note, one-day session about content literacy strategies Medium	Interest in a key-note, one-day session about content literacy strategies Low	Interest in a key-note, one-day session about content literacy strategies Very Low
Interest in Cheryl Dobbertin (or similar) providing sustained multi-day sessions focusing on looking at lessons, student work and outcomes	Interest in Cheryl Dobbertin (or similar) providing sustained multi-day sessions focusing on looking at lessons, student work and outcomes Very High	Interest in Cheryl Dobbertin (or similar) providing sustained multi-day sessions focusing on looking at lessons, student work and outcomes High	Interest in Cheryl Dobbertin (or similar) providing sustained multi-day sessions focusing on looking at lessons, student work and outcomes Medium	Interest in Cheryl Dobbertin (or similar) providing sustained multi-day sessions focusing on looking at lessons, student work and outcomes Low	Interest in Cheryl Dobbertin (or similar) providing sustained multi-day sessions focusing on looking at lessons, student work and outcomes Very Low
Interest in Engagement Strategies for Active Reading	Interest in Engagement Strategies for Active Reading Very High	Interest in Engagement Strategies for Active Reading High	Interest in Engagement Strategies for Active Reading Medium	Interest in Engagement Strategies for Active Reading Low	Interest in Engagement Strategies for Active Reading Very Low
Likelihood of teacher participation in session about Content Area Literacy in mathematics	Likelihood of teacher participation in session about Content Area Literacy in mathematics Very High	Likelihood of teacher participation in session about Content Area Literacy in mathematics High	Likelihood of teacher participation in session about Content Area Literacy in mathematics Medium	Likelihood of teacher participation in session about Content Area Literacy in mathematics Low	Likelihood of teacher participation in session about Content Area Literacy in mathematics Very Low
Likelihood of teacher participation in a session about Content Area Literacy in social studies	Likelihood of teacher participation in a session about Content Area Literacy in social studies Very High	Likelihood of teacher participation in a session about Content Area Literacy in social studies High	Likelihood of teacher participation in a session about Content Area Literacy in social studies Medium	Likelihood of teacher participation in a session about Content Area Literacy in social studies Low	Likelihood of teacher participation in a session about Content Area Literacy in social studies Very Low
Likelihood of teacher participation in a session about Content Area Literacy in science	Likelihood of teacher participation in a session about Content Area Literacy in science Very High	Likelihood of teacher participation in a session about Content Area Literacy in science High	Likelihood of teacher participation in a session about Content Area Literacy in science Medium	Likelihood of teacher participation in a session about Content Area Literacy in science Low	Likelihood of teacher participation in a session about Content Area Literacy in science Very Low
Likelihood of teacher participation in a session about Content Area Literacy in other disciplines	Likelihood of teacher participation in a session about Content Area Literacy in other disciplines Very High	Likelihood of teacher participation in a session about Content Area Literacy in other disciplines High	Likelihood of teacher participation in a session about Content Area Literacy in other disciplines Medium	Likelihood of teacher participation in a session about Content Area Literacy in other disciplines Low	Likelihood of teacher participation in a session about Content Area Literacy in other disciplines Very Low

Comments

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* 6. Content Area Literacy (vocabulary instruction within secondary content areas)

	Very High	High	Medium	Low	Very Low
Interest in a key-note, one-day session about direct vocabulary instruction in secondary content areas	Interest in a key-note, one-day session about direct vocabulary instruction in secondary content areas Very High	Interest in a key-note, one-day session about direct vocabulary instruction in secondary content areas High	Interest in a key-note, one-day session about direct vocabulary instruction in secondary content areas Medium	Interest in a key-note, one-day session about direct vocabulary instruction in secondary content areas Low	Interest in a key-note, one-day session about direct vocabulary instruction in secondary content areas Very Low
Likelihood of teacher participation in a session about direct vocabulary instruction in mathematics	Likelihood of teacher participation in a session about direct vocabulary instruction in mathematics Very High	Likelihood of teacher participation in a session about direct vocabulary instruction in mathematics High	Likelihood of teacher participation in a session about direct vocabulary instruction in mathematics Medium	Likelihood of teacher participation in a session about direct vocabulary instruction in mathematics Low	Likelihood of teacher participation in a session about direct vocabulary instruction in mathematics Very Low
Likelihood of teacher participation in a session about direct vocabulary instruction in social studies	Likelihood of teacher participation in a session about direct vocabulary instruction in social studies Very High	Likelihood of teacher participation in a session about direct vocabulary instruction in social studies High	Likelihood of teacher participation in a session about direct vocabulary instruction in social studies Medium	Likelihood of teacher participation in a session about direct vocabulary instruction in social studies Low	Likelihood of teacher participation in a session about direct vocabulary instruction in social studies Very Low
Likelihood of teacher participation in a one day session about direct vocabulary instruction in science	Likelihood of teacher participation in a one day session about direct vocabulary instruction in science Very High	Likelihood of teacher participation in a one day session about direct vocabulary instruction in science High	Likelihood of teacher participation in a one day session about direct vocabulary instruction in science Medium	Likelihood of teacher participation in a one day session about direct vocabulary instruction in science Low	Likelihood of teacher participation in a one day session about direct vocabulary instruction in science Very Low
Likelihood of teacher participation in a one day session about direct vocabulary instruction that is strategy rich for application in any discipline	Likelihood of teacher participation in a one day session about direct vocabulary instruction that is strategy rich for application in any discipline Very High	Likelihood of teacher participation in a one day session about direct vocabulary instruction that is strategy rich for application in any discipline High	Likelihood of teacher participation in a one day session about direct vocabulary instruction that is strategy rich for application in any discipline Medium	Likelihood of teacher participation in a one day session about direct vocabulary instruction that is strategy rich for application in any discipline Low	Likelihood of teacher participation in a one day session about direct vocabulary instruction that is strategy rich for application in any discipline Very Low

Comments

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* 7. Guided Reading

	Very High	High	Medium	Low	Very Low
Likelihood of teachers attendance at a 2-day session	Likelihood of teachers attendance at a 2-day session Very High	Likelihood of teachers attendance at a 2-day session High	Likelihood of teachers attendance at a 2-day session Medium	Likelihood of teachers attendance at a 2-day session Low	Likelihood of teachers attendance at a 2-day session Very Low
Likelihood of teachers attendance at a 2-day session on supporting struggling readers in small groups grades 3-6	Likelihood of teachers attendance at a 2-day session on supporting struggling readers in small groups grades 3-6 Very High	Likelihood of teachers attendance at a 2-day session on supporting struggling readers in small groups grades 3-6 High	Likelihood of teachers attendance at a 2-day session on supporting struggling readers in small groups grades 3-6 Medium	Likelihood of teachers attendance at a 2-day session on supporting struggling readers in small groups grades 3-6 Low	Likelihood of teachers attendance at a 2-day session on supporting struggling readers in small groups grades 3-6 Very Low
Need for in-district support (coaching, modeling, etc.)	Need for in-district support (coaching, modeling, etc.) Very High	Need for in-district support (coaching, modeling, etc.) High	Need for in-district support (coaching, modeling, etc.) Medium	Need for in-district support (coaching, modeling, etc.) Low	Need for in-district support (coaching, modeling, etc.) Very Low

Comments

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* 8. Writing

	Very High	High	Medium	Low	Very Low
Likelihood of teachers attendance at a 2-day session for 6+1 Traits of Writing	Likelihood of teachers attendance at a 2-day session for 6+1 Traits of Writing Very High	Likelihood of teachers attendance at a 2-day session for 6+1 Traits of Writing High	Likelihood of teachers attendance at a 2-day session for 6+1 Traits of Writing Medium	Likelihood of teachers attendance at a 2-day session for 6+1 Traits of Writing Low	Likelihood of teachers attendance at a 2-day session for 6+1 Traits of Writing Very Low
Likelihood of teachers attendance at a 2-day session based on another writing framework	Likelihood of teachers attendance at a 2-day session based on another writing framework Very High	Likelihood of teachers attendance at a 2-day session based on another writing framework High	Likelihood of teachers attendance at a 2-day session based on another writing framework Medium	Likelihood of teachers attendance at a 2-day session based on another writing framework Low	Likelihood of teachers attendance at a 2-day session based on another writing framework Very Low
Need for in-district support (coaching, modeling, etc.)	Need for in-district support (coaching, modeling, etc.) Very High	Need for in-district support (coaching, modeling, etc.) High	Need for in-district support (coaching, modeling, etc.) Medium	Need for in-district support (coaching, modeling, etc.) Low	Need for in-district support (coaching, modeling, etc.) Very Low

Comments

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* 9. Formative Assessment

	Very High	High	Medium	Low	Very Low
Interest in session focusing on formative-summative assessment	Interest in session focusing on formative-summative assessment Very High	Interest in session focusing on formative-summative assessment High	Interest in session focusing on formative-summative assessment Medium	Interest in session focusing on formative-summative assessment Low	Interest in session focusing on formative-summative assessment Very Low
Interest in work sessions to create formative assessment	Interest in work sessions to create formative assessment Very High	Interest in work sessions to create formative assessment High	Interest in work sessions to create formative assessment Medium	Interest in work sessions to create formative assessment Low	Interest in work sessions to create formative assessment Very Low
Need for in-district support (coaching, modeling, etc.)	Need for in-district support (coaching, modeling, etc.) Very High	Need for in-district support (coaching, modeling, etc.) High	Need for in-district support (coaching, modeling, etc.) Medium	Need for in-district support (coaching, modeling, etc.) Low	Need for in-district support (coaching, modeling, etc.) Very Low

Comments

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* 10. Standard Based Reporting and Grading

	Very High	High	Medium	Low	Very Low
Interest in session focusing on reporting practices based on standard based criteria	Interest in session focusing on reporting practices based on standard based criteria Very High	Interest in session focusing on reporting practices based on standard based criteria High	Interest in session focusing on reporting practices based on standard based criteria Medium	Interest in session focusing on reporting practices based on standard based criteria Low	Interest in session focusing on reporting practices based on standard based criteria Very Low
Interest in work group to explore grading purposes, procedures, and policies	Interest in work group to explore grading purposes, procedures, and policies Very High	Interest in work group to explore grading purposes, procedures, and policies High	Interest in work group to explore grading purposes, procedures, and policies Medium	Interest in work group to explore grading purposes, procedures, and policies Low	Interest in work group to explore grading purposes, procedures, and policies Very Low

Comments

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* 11. Curriculum Work

	Very High	High	Medium	Low	Very Low
Interest in BOCES facilitated curriculum development-summer	Interest in BOCES facilitated curriculum development-summer Very High	Interest in BOCES facilitated curriculum development-summer High	Interest in BOCES facilitated curriculum development-summer Medium	Interest in BOCES facilitated curriculum development-summer Low	Interest in BOCES facilitated curriculum development-summer Very Low
Interest in BOCES facilitated curriculum development work during the school year	Interest in BOCES facilitated curriculum development work during the school year Very High	Interest in BOCES facilitated curriculum development work during the school year High	Interest in BOCES facilitated curriculum development work during the school year Medium	Interest in BOCES facilitated curriculum development work during the school year Low	Interest in BOCES facilitated curriculum development work during the school year Very Low
Interest in BOCES coordinated (space, support and aidable work time) curriculum development over the summer	Interest in BOCES coordinated (space, support and aidable work time) curriculum development over the summer Very High	Interest in BOCES coordinated (space, support and aidable work time) curriculum development over the summer High	Interest in BOCES coordinated (space, support and aidable work time) curriculum development over the summer Medium	Interest in BOCES coordinated (space, support and aidable work time) curriculum development over the summer Low	Interest in BOCES coordinated (space, support and aidable work time) curriculum development over the summer Very Low
Interest in CCLS for math	Interest in CCLS for math Very High	Interest in CCLS for math High	Interest in CCLS for math Medium	Interest in CCLS for math Low	Interest in CCLS for math Very Low
Interest in CCLS for ELA	Interest in CCLS for ELA Very High	Interest in CCLS for ELA High	Interest in CCLS for ELA Medium	Interest in CCLS for ELA Low	Interest in CCLS for ELA Very Low
Interest in CCLS for Literacy in Social Studies, History, Science and other areas	Interest in CCLS for Literacy in Social Studies, History, Science and other areas Very High	Interest in CCLS for Literacy in Social Studies, History, Science and other areas High	Interest in CCLS for Literacy in Social Studies, History, Science and other areas Medium	Interest in CCLS for Literacy in Social Studies, History, Science and other areas Low	Interest in CCLS for Literacy in Social Studies, History, Science and other areas Very Low
Interest in technology tools to support math	Interest in technology tools to support math Very High	Interest in technology tools to support math High	Interest in technology tools to support math Medium	Interest in technology tools to support math Low	Interest in technology tools to support math Very Low
Interest in technology tools to support ELA	Interest in technology tools to support ELA Very High	Interest in technology tools to support ELA High	Interest in technology tools to support ELA Medium	Interest in technology tools to support ELA Low	Interest in technology tools to support ELA Very Low
Need for in-district support (coaching, modeling,etc.)	Need for in-district support (coaching, modeling,etc.) Very High	Need for in-district support (coaching, modeling,etc.) High	Need for in-district support (coaching, modeling,etc.) Medium	Need for in-district support (coaching, modeling,etc.) Low	Need for in-district support (coaching, modeling,etc.) Very Low

Comments

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* 12. Responsive Classroom

	Very High	High	Medium	Low	Very Low
Likelihood of teachers attendance at Responsive Classroom I	Likelihood of teachers attendance at Responsive Classroom I Very High	Likelihood of teachers attendance at Responsive Classroom I High	Likelihood of teachers attendance at Responsive Classroom I Medium	Likelihood of teachers attendance at Responsive Classroom I Low	Likelihood of teachers attendance at Responsive Classroom I Very Low
Likelihood of teachers attendance at Responsive Classroom II	Likelihood of teachers attendance at Responsive Classroom II Very High	Likelihood of teachers attendance at Responsive Classroom II High	Likelihood of teachers attendance at Responsive Classroom II Medium	Likelihood of teachers attendance at Responsive Classroom II Low	Likelihood of teachers attendance at Responsive Classroom II Very Low
Likelihood of teachers attendance at one-day refresher course on Morning Meeting and Academic Connections	Likelihood of teachers attendance at one-day refresher course on Morning Meeting and Academic Connections Very High	Likelihood of teachers attendance at one-day refresher course on Morning Meeting and Academic Connections High	Likelihood of teachers attendance at one-day refresher course on Morning Meeting and Academic Connections Medium	Likelihood of teachers attendance at one-day refresher course on Morning Meeting and Academic Connections Low	Likelihood of teachers attendance at one-day refresher course on Morning Meeting and Academic Connections Very Low
Likelihood of teachers attendance at one-day refresher course on Responding to Misbehavior	Likelihood of teachers attendance at one-day refresher course on Responding to Misbehavior Very High	Likelihood of teachers attendance at one-day refresher course on Responding to Misbehavior High	Likelihood of teachers attendance at one-day refresher course on Responding to Misbehavior Medium	Likelihood of teachers attendance at one-day refresher course on Responding to Misbehavior Low	Likelihood of teachers attendance at one-day refresher course on Responding to Misbehavior Very Low
Likelihood to attend one day overview of Responsive Classroom	Likelihood to attend one day overview of Responsive Classroom Very High	Likelihood to attend one day overview of Responsive Classroom High	Likelihood to attend one day overview of Responsive Classroom Medium	Likelihood to attend one day overview of Responsive Classroom Low	Likelihood to attend one day overview of Responsive Classroom Very Low
Likelihood to attend session for Principals Supporting Responsive Classroom	Likelihood to attend session for Principals Supporting Responsive Classroom Very High	Likelihood to attend session for Principals Supporting Responsive Classroom High	Likelihood to attend session for Principals Supporting Responsive Classroom Medium	Likelihood to attend session for Principals Supporting Responsive Classroom Low	Likelihood to attend session for Principals Supporting Responsive Classroom Very Low
Need for in-district support (coaching, modeling, etc.)	Need for in-district support (coaching, modeling, etc.) Very High	Need for in-district support (coaching, modeling, etc.) High	Need for in-district support (coaching, modeling, etc.) Medium	Need for in-district support (coaching, modeling, etc.) Low	Need for in-district support (coaching, modeling, etc.) Very Low

Comments

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* 13. With the RtI deadline impending, districts are in different places when it comes to a systems approach (RtI) approach. Please tell us a little more about your RtI needs by rating the likelihood of attendance at the following sessions:

	Very High	High	Medium	Low	Very Low
Culture changing/building	Culture changing/building Very High	Culture changing/building High	Culture changing/building Medium	Culture changing/building Low	Culture changing/building Very Low
Plan writing/development	Plan writing/development Very High	Plan writing/development High	Plan writing/development Medium	Plan writing/development Low	Plan writing/development Very Low
Progress monitoring (assessment tools)	Progress monitoring (assessment tools) Very High	Progress monitoring (assessment tools) High	Progress monitoring (assessment tools) Medium	Progress monitoring (assessment tools) Low	Progress monitoring (assessment tools) Very Low
Team-functioning	Team-functioning Very High	Team-functioning High	Team-functioning Medium	Team-functioning Low	Team-functioning Very Low
Expanding beyond K-4 (secondary RtI)	Expanding beyond K-4 (secondary RtI) Very High	Expanding beyond K-4 (secondary RtI) High	Expanding beyond K-4 (secondary RtI) Medium	Expanding beyond K-4 (secondary RtI) Low	Expanding beyond K-4 (secondary RtI) Very Low
Tier 1 (good classroom practice-including use of DI/centers)	Tier 1 (good classroom practice-including use of DI/centers) Very High	Tier 1 (good classroom practice-including use of DI/centers) High	Tier 1 (good classroom practice-including use of DI/centers) Medium	Tier 1 (good classroom practice-including use of DI/centers) Low	Tier 1 (good classroom practice-including use of DI/centers) Very Low
Tier 2 (targeted group interventions-including integration of AIS)	Tier 2 (targeted group interventions-including integration of AIS) Very High	Tier 2 (targeted group interventions-including integration of AIS) High	Tier 2 (targeted group interventions-including integration of AIS) Medium	Tier 2 (targeted group interventions-including integration of AIS) Low	Tier 2 (targeted group interventions-including integration of AIS) Very Low
Tier 3 (intensive/individual intervention)	Tier 3 (intensive/individual intervention) Very High	Tier 3 (intensive/individual intervention) High	Tier 3 (intensive/individual intervention) Medium	Tier 3 (intensive/individual intervention) Low	Tier 3 (intensive/individual intervention) Very Low

Comments or other components

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* 14. Co-teaching continues to be an area of reported need, yet providing the "right" professional development remains elusive. Please tell us a little more about your co-teaching needs by rating the likelihood that you would participate in sessions on the following:

	Very High	High	Medium	Low	Very Low
Culture changing/building	Culture changing/building Very High	Culture changing/building High	Culture changing/building Medium	Culture changing/building Low	Culture changing/building Very Low
Planning	Planning Very High	Planning High	Planning Medium	Planning Low	Planning Very Low
Differentiating instruction	Differentiating instruction Very High	Differentiating instruction High	Differentiating instruction Medium	Differentiating instruction Low	Differentiating instruction Very Low
Models of co-teaching	Models of co-teaching Very High	Models of co-teaching High	Models of co-teaching Medium	Models of co-teaching Low	Models of co-teaching Very Low
Grading (equal/fair) practices	Grading (equal/fair) practices Very High	Grading (equal/fair) practices High	Grading (equal/fair) practices Medium	Grading (equal/fair) practices Low	Grading (equal/fair) practices Very Low
Co-teacher relationships	Co-teacher relationships Very High	Co-teacher relationships High	Co-teacher relationships Medium	Co-teacher relationships Low	Co-teacher relationships Very Low
Engagement of students	Engagement of students Very High	Engagement of students High	Engagement of students Medium	Engagement of students Low	Engagement of students Very Low

Comments or other components

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* 15. Mentors & Mentees

	Very High	High	Medium	Low	Very Low
Likelihood of hiring any new teachers	Likelihood of hiring any new teachers Very High	Likelihood of hiring any new teachers High	Likelihood of hiring any new teachers Medium	Likelihood of hiring any new teachers Low	Likelihood of hiring any new teachers Very Low
Likelihood of participation in Why Didn't I Learn This in College	Likelihood of participation in Why Didn't I Learn This in College Very High	Likelihood of participation in Why Didn't I Learn This in College High	Likelihood of participation in Why Didn't I Learn This in College Medium	Likelihood of participation in Why Didn't I Learn This in College Low	Likelihood of participation in Why Didn't I Learn This in College Very Low
Likelihood of participation in 21st Century mentor	Likelihood of participation in 21st Century mentor Very High	Likelihood of participation in 21st Century mentor High	Likelihood of participation in 21st Century mentor Medium	Likelihood of participation in 21st Century mentor Low	Likelihood of participation in 21st Century mentor Very Low
Interest in support for district based mentoring program/process	Interest in support for district based mentoring program/process Very High	Interest in support for district based mentoring program/process High	Interest in support for district based mentoring program/process Medium	Interest in support for district based mentoring program/process Low	Interest in support for district based mentoring program/process Very Low

Comments: If interested, approximately how many do you anticipate enrolling?

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* 16. Leading the Learning

	Very High	High	Medium	Low	Very Low
Likelihood of participation in Leading the Learning	Likelihood of participation in Leading the Learning Very High	Likelihood of participation in Leading the Learning High	Likelihood of participation in Leading the Learning Medium	Likelihood of participation in Leading the Learning Low	Likelihood of participation in Leading the Learning Very Low
Likelihood to continue with Leading the Learning- Year 2 follow-up for 2010-2011 participants	Likelihood to continue with Leading the Learning- Year 2 follow-up for 2010-2011 participants Very High	Likelihood to continue with Leading the Learning- Year 2 follow-up for 2010-2011 participants High	Likelihood to continue with Leading the Learning- Year 2 follow-up for 2010-2011 participants Medium	Likelihood to continue with Leading the Learning- Year 2 follow-up for 2010-2011 participants Low	Likelihood to continue with Leading the Learning- Year 2 follow-up for 2010-2011 participants Very Low

Comments: If interested, approximately how many do you anticipate you might enroll?

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* 17. Instruction for All Students (Upgraded ITIP)

	Very High	High	Medium	Low	Very Low
Likelihood of participation in Instruction for All	Likelihood of participation in Instruction for All Very High	Likelihood of participation in Instruction for All High	Likelihood of participation in Instruction for All Medium	Likelihood of participation in Instruction for All Low	Likelihood of participation in Instruction for All Very Low
Interest in 1 day overview for administrators	Interest in 1 day overview for administrators Very High	Interest in 1 day overview for administrators High	Interest in 1 day overview for administrators Medium	Interest in 1 day overview for administrators Low	Interest in 1 day overview for administrators Very Low
Need for in-district support (coaching, modeling,etc.)	Need for in-district support (coaching, modeling,etc.) Very High	Need for in-district support (coaching, modeling,etc.) High	Need for in-district support (coaching, modeling,etc.) Medium	Need for in-district support (coaching, modeling,etc.) Low	Need for in-district support (coaching, modeling,etc.) Very Low

Comments: If interested, approximately how many do you anticipate enrolling?

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* 18. Meeting the Needs of Diverse Learners

	Very High	High	Medium	Low	Very Low
Likelihood of participation in four day session following framework of Instruction for All for working with diverse learners	Likelihood of participation in four day session following framework of Instruction for All for working with diverse learners Very High	Likelihood of participation in four day session following framework of Instruction for All for working with diverse learners High	Likelihood of participation in four day session following framework of Instruction for All for working with diverse learners Medium	Likelihood of participation in four day session following framework of Instruction for All for working with diverse learners Low	Likelihood of participation in four day session following framework of Instruction for All for working with diverse learners Very Low
Need for in-district support (coaching, modeling,etc.)	Need for in-district support (coaching, modeling,etc.) Very High	Need for in-district support (coaching, modeling,etc.) High	Need for in-district support (coaching, modeling,etc.) Medium	Need for in-district support (coaching, modeling,etc.) Low	Need for in-district support (coaching, modeling,etc.) Very Low

Comments: If interested, approximately how many do you anticipate you might enroll?

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* 19. Differentiation of Instruction

	Very High	High	Medium	Low	Very Low
Interest in a key-note scale presentation	Interest in a key-note scale presentation Very High	Interest in a key-note scale presentation High	Interest in a key-note scale presentation Medium	Interest in a key-note scale presentation Low	Interest in a key-note scale presentation Very Low
Likelihood of elementary teachers attendance at a 2-day session	Likelihood of elementary teachers attendance at a 2-day session Very High	Likelihood of elementary teachers attendance at a 2-day session High	Likelihood of elementary teachers attendance at a 2-day session Medium	Likelihood of elementary teachers attendance at a 2-day session Low	Likelihood of elementary teachers attendance at a 2-day session Very Low
Likelihood of middle level teachers attendance at a 2-day session	Likelihood of middle level teachers attendance at a 2-day session Very High	Likelihood of middle level teachers attendance at a 2-day session High	Likelihood of middle level teachers attendance at a 2-day session Medium	Likelihood of middle level teachers attendance at a 2-day session Low	Likelihood of middle level teachers attendance at a 2-day session Very Low
Likelihood of secondary level teachers attendance at a 2-day session	Likelihood of secondary level teachers attendance at a 2-day session Very High	Likelihood of secondary level teachers attendance at a 2-day session High	Likelihood of secondary level teachers attendance at a 2-day session Medium	Likelihood of secondary level teachers attendance at a 2-day session Low	Likelihood of secondary level teachers attendance at a 2-day session Very Low
Interest in incorporating Differentiated Instruction with RTI	Interest in incorporating Differentiated Instruction with RTI Very High	Interest in incorporating Differentiated Instruction with RTI High	Interest in incorporating Differentiated Instruction with RTI Medium	Interest in incorporating Differentiated Instruction with RTI Low	Interest in incorporating Differentiated Instruction with RTI Very Low
Need for in-district support (coaching, modeling, etc.)	Need for in-district support (coaching, modeling, etc.) Very High	Need for in-district support (coaching, modeling, etc.) High	Need for in-district support (coaching, modeling, etc.) Medium	Need for in-district support (coaching, modeling, etc.) Low	Need for in-district support (coaching, modeling, etc.) Very Low

Comments

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* 20. Other

	Very High	High	Medium	Low	Very Low
Likelihood to participate in Teaching in 90 Minute Blocks for Secondary	Likelihood to participate in Teaching in 90 Minute Blocks for Secondary Very High	Likelihood to participate in Teaching in 90 Minute Blocks for Secondary High	Likelihood to participate in Teaching in 90 Minute Blocks for Secondary Medium	Likelihood to participate in Teaching in 90 Minute Blocks for Secondary Low	Likelihood to participate in Teaching in 90 Minute Blocks for Secondary Very Low
Likelihood to participate in Teaching with Poverty in Mind	Likelihood to participate in Teaching with Poverty in Mind Very High	Likelihood to participate in Teaching with Poverty in Mind High	Likelihood to participate in Teaching with Poverty in Mind Medium	Likelihood to participate in Teaching with Poverty in Mind Low	Likelihood to participate in Teaching with Poverty in Mind Very Low
Likelihood to participate in Cognitive Coaching	Likelihood to participate in Cognitive Coaching Very High	Likelihood to participate in Cognitive Coaching High	Likelihood to participate in Cognitive Coaching Medium	Likelihood to participate in Cognitive Coaching Low	Likelihood to participate in Cognitive Coaching Very Low
Likelihood to participate in Adaptive Schools	Likelihood to participate in Adaptive Schools Very High	Likelihood to participate in Adaptive Schools High	Likelihood to participate in Adaptive Schools Medium	Likelihood to participate in Adaptive Schools Low	Likelihood to participate in Adaptive Schools Very Low

Comments

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* 21. Format

	Very High	High	Medium	Low	Very Low
Likelihood to participate and support teacher/administrators attending summer sessions	Likelihood to participate and support teacher/administrators attending summer sessions Very High	Likelihood to participate and support teacher/administrators attending summer sessions High	Likelihood to participate and support teacher/administrators attending summer sessions Medium	Likelihood to participate and support teacher/administrators attending summer sessions Low	Likelihood to participate and support teacher/administrators attending summer sessions Very Low
Likelihood to offer to sessions to teachers/administrators on their own time this summer	Likelihood to offer to sessions to teachers/administrators on their own time this summer Very High	Likelihood to offer to sessions to teachers/administrators on their own time this summer High	Likelihood to offer to sessions to teachers/administrators on their own time this summer Medium	Likelihood to offer to sessions to teachers/administrators on their own time this summer Low	Likelihood to offer to sessions to teachers/administrators on their own time this summer Very Low
Likelihood to participate in Webinar	Likelihood to participate in Webinar Very High	Likelihood to participate in Webinar High	Likelihood to participate in Webinar Medium	Likelihood to participate in Webinar Low	Likelihood to participate in Webinar Very Low
Likelihood to participate in sessions during school day	Likelihood to participate in sessions during school day Very High	Likelihood to participate in sessions during school day High	Likelihood to participate in sessions during school day Medium	Likelihood to participate in sessions during school day Low	Likelihood to participate in sessions during school day Very Low
Likelihood to participate in sessions held Saturday	Likelihood to participate in sessions held Saturday Very High	Likelihood to participate in sessions held Saturday High	Likelihood to participate in sessions held Saturday Medium	Likelihood to participate in sessions held Saturday Low	Likelihood to participate in sessions held Saturday Very Low
Likelihood to participate in afterschool sessions (4-6PM)	Likelihood to participate in afterschool sessions (4-6PM) Very High	Likelihood to participate in afterschool sessions (4-6PM) High	Likelihood to participate in afterschool sessions (4-6PM) Medium	Likelihood to participate in afterschool sessions (4-6PM) Low	Likelihood to participate in afterschool sessions (4-6PM) Very Low

Comments

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* 1. Please fill out a little basic information:

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* 2. 21st Century Skills: Schools are increasingly emphasizing college, career, and citizenship readiness (otherwise known as 21st Century Skills).

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* 3. Project Based Learning

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* 4. Professional Learning Communities (PLC)

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* 5. Content Area Literacy (literacy within secondary content areas)

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* 6. Content Area Literacy (vocabulary instruction within secondary content areas)

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* 7. Guided Reading

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* 8. Writing

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* 9. Formative Assessment

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* 10. Standard Based Reporting and Grading

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* 11. Curriculum Work

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* 12. Responsive Classroom

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* 13. With the RtI deadline impending, districts are in different places when it comes to a systems approach (RtI) approach. Please tell us a little more about your RtI needs by rating the likelihood of attendance at the following sessions:

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* 14. Co-teaching continues to be an area of reported need, yet providing the "right" professional development remains elusive. Please tell us a little more about your co-teaching needs by rating the likelihood that you would participate in sessions on the following:

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* 15. Mentors & Mentees

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* 16. Leading the Learning

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* 17. Instruction for All Students (Upgraded ITIP)

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* 18. Meeting the Needs of Diverse Learners

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* 19. Differentiation of Instruction

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* 20. Other

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* 21. Format

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* 22. What other information or comments do you have at this time? Questions that didn't get asked or answered?