CIP Updates September 17, 2013
Jan 03, 2016
CIP Updates
September 17, 2013
System Success = Student Success
• Ensure that teachers aren't receiving conflicting signals about what they are supposed to be doing.
• When the task is vague but expectations are specific, we are expecting students/teachers to do the right thing without knowing what it is.
• Schools don't need more things to do. They need to do less with greater focus.
First Who…Then What
If we get the right people on the bus, the right people in the right seats, and the wrong people off the bus, then we’ll figure out how to take it someplace great.
Core ContentTeachers
Counselor,Special Ed
Parents, Students,Community
Planners,Motivators
Principal, Asst Principal
A Year Long Journey
May - September
Attend Training
Disaggregate Data
Get Input From Faculty
Write the Plan
August - AprilSet up
DocumentationCommunicate the
Plan
Check Documentation
Participate in Seven Reviews
August - April
Make Amendments
Keep the Plan Alive
District-Wide Reading Goals “Non-negotiables”
• Goal 1 - Improve Literacy in All Content Areas– Strategic Teaching• TEACH THE STANDARDS!
– Increased Complexity in Reading and Writing (All Content Areas)
– Address Student Needs– Add Honors/AP Courses– ARI Schools (may add strategy)
District-Wide Math Goals “Non-negotiables”
• Goal 2 - Improve Math Proficiency– Strategic Teaching– Longitudinal Data– AMSTI Schools (may add strategy)
Increase the percent of qualifying AP Literature scores from ___% to ___% during the 2013– 2014 school year.
Specific
• Clearly define the outcome that you want to achieve
Measurable
• Establish concrete measures of success
Attainable• Push your self
past your comfort zone but you should still be able to achieve it with effort and commitment
Relevant
• Connect the goal to the reason why you did not make AYP
• Consider areas of needed improve-ment
Time Bound
• Create a sense of urgency by defining when the goal will become reality
Smart Goals
Strategies:
What will we do in order to achieve the goal we have set?
All teachers and administrators
All teachers and administrators
Many plans only involved intervention teachers and math and
reading teachers
Many plans were written by just a few people rather than guided by a leadership
team who gained whole faculty input
•What needs to be done in core instruction to ensure that fewer students in the future will need intervention?•What can general math and reading teachers as well as non core teachers do to help?•Can these weaknesses be addressed in other content areas also?
Strategy and Action StepReminders
Effective Strategies and Action steps:• Are measurable• Include but are not solely centered around
remediation/intervention• Address core instruction• Require evidence that is observable in a
classroom, not just found in a box• Involve more than just Math and Language Arts teachers
Strategy/Action Step Benchmark Evidence - DOC Evidence - WT
S1. Provide reading instruction based on AHSGE reading objectives in all core and elective classes in grades 7 – 12
S1 – AS1. All teachers (7 – 12)will receive initial training on how to incorporate reading objectives using existing materials (textbooks, newspapers, magazines, etc.) in August; follow up training will occur in Oct and January
AS1 – B1. 100 % of teachers are trained -Training is focused on incorporation of reading obj. using existing materials
Sign in sheets for original and make-up training sessions, training agenda
S1 – AS2. Each content area/department will select two appropriate reading objectives to be used weekly with content reading materials beginning in August
AS 2 – B1. 100 % of the department heads turn in the objectives to the Principal
List of the objectives by departments
S1– AS3. All teachers will implement the use of appropriate reading objectives weekly with content reading materials
AS3 – B1. 100% of teachers implementing on a weekly basis
Lesson plans showing weekly implementation
Observation of teachers teaching selected reading objectives in their content
S1 – AS4. All teachers will assess the two reading objectives they have chosen using Item Spec – like questions added to their regular test at least twice in a nine week period
AS4 – B1. 100 % of teachers giving test with added questions/ 2x per nine week period
Student samples of test with added questions – 2 per nine weeksDepartment item analysis sent to Principal after each nine week period
S1 – AS5. All teachers will use the results of reading assessments during regular content/department meeting to plan with English teachers for additional support
AS5 – B1. 100% of teachers will use the assessment results and obtain additional support from the English teachersImprovement of mastery of reading objectives
Minutes of all department meetings;Mastery/Non mastery list for each assessment;List of instructional recommendations from English Dept.
Observation of department meeting and discussion of the reading assessments
Dept. select 2 objectives
Teachers implement
Teachers assess the objectives
Teachers discuss data and use it
to drive instruction
Teachers are trained
So….When’s It Due?
October 11
General CIP requirements for schools (not necessarily in an evidence box):
• KISS - Keep it simple…..• Principal Summary Forms (PSFs) - in school box.• CIP (and amendments) - in school box.• CIP on website.• Principal(s) is ensuring teachers are creating lessons plans
that reflect the COS/CCRS.• Specific documentation, as mentioned in each school's CIP (in
school box).• Secondary Schools - Syllabus (with COS/CCRS/EOCT
correlations strongly suggested). Syllabus should be posted on teacher's website.
General CIP requirements for schools (cont.)….
• Intervention strategies (as mentioned in school's CIP).• Evidence of student work/teacher lessons. • Only TWO GOALS: Math and Literacy (for all content areas).
Other Items of Interest
• School web presence, including teacher webpages (especially if teacher/student communication is mentioned in CIP)
• Student engagement• Classroom/school culture• Utilizing technology, Web 2.0 tools, and/or
project-based learning• Four-Year Plans (Middle and High Schools)– Kuder
Sample Lesson Plans
Google Drive Lesson Plans
• Government• 6th Language• 8th English• 11th English
• 8th Science Syllabus
ACT Quality Core and ASPIRE
• ACT Quality Core website: http://www.ecboe.org/qualitycore– Objectives– Teacher-generated assessments– Sample syllabi and lessons
• ASPIRE
SEARCH AL CCRS lessons by grade, strand, or anchor standard.Click http://alex.state.al.us/browseEnglish.php and then the Alabama Insight graphic.
Etowah County user name: guest28. Password: guest.
Walkthrough (or Rounds) Schedule
• https://docs.google.com/a/ecboe.org/document/d/1I6bKbwCltVgvdcxo9_W4TzIh1vZIa-R7dij3xvq_nRg/edit
Walkthrough Forms
• Online Form: https://docs.google.com/a/ecboe.org/spreadsheet/viewform?formkey=dDhaUk02U0U1SW1XZXktVGtsanc0S2c6MA#gid=0
• Graph Data Analysis
• Sharing forms
Suggestions
• Kill two birds - Utilize RtI data for math and reading goals (STAR Enterprise and SuccessMaker data)
• Have teachers print out lesson plans and leave on desk. If using lesson plans book, those are completely acceptable as well, as long as they are easily accessible to visitors.
• Prepare tentative schedule for CIP walkthrough (list of teachers and general time frames). Give visitor a copy.
eCIP
CIP Resources
• IMPACT Survey• SpeakUp Survey• Attendance Report (Gail Rice)• http://www.ecboe.org/cip• ARI• RTI• AMSTI
CIP Quick Sheet