CIP Part II: Goals to Address Academic Needs

The Writing Process Goals Strategies Actions Steps Benchmarks Intervention

Writing the Plan. The plan is written by a team. The team plays a vital role in analyzing data and determining goals, strategies, and action steps. The Principal is a key leader in the process and understands the plan. Weaknesses in the Needs Assessments are addressed throughout the whole plan. All parts of the plan are connected and related.

Communicating the Plan. The plan is communicated to and approved by the Board and signed by the Principal, Federal Programs Coordinator, and CIP team. The SIS and Principal/leadership team plan together how they will effectively communicate the plan to faculty, staff, parents, community, and students.

Implementing and Documenting. All teachers understand the plan and "work" the plan. All teachers contribute to documenting evidence of their support of the plan.

Conducting a Thorough Check Point. LEAs, with the assistance of the SDE, conduct a thorough checkpoint of all CI Plans evaluating the goals, strategies, action steps as they relate to the needs assessment and make recommendations. The LEA checks the Culture Page and Professional Development page to make sure it addresses the identified needs.

Monitoring and the Seven Reviews. The LEA/SIS assist the Principal in conducting the seven reviews. The LEA/ SIS assist the schools in preparing/preplanning the reviews. The LES/SIS assist the schools in determining how feedback and support is given after each review. The plan is fluid and reflects necessary changes/additions after each review.

3

• Needs assessment

• CIP reflection/ projection notes

Data

• Goals written to Address Academic Needs

Goal• Research

Based instructional strategy

Strategies

• Incremental strategic steps taken by teachers and students

Action Steps • How will progress be measured ?

Benchmark

• Determine timely assistance if student performance does not change

Intervention

The Flow of the CIP Process

Writing the Goals forReading and Math

ANNUAL MEASURABLE OBJECTIVES Percentage of Proficient Students

(ARMT & AHSGE Baseline Standards) READING

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Grade 3

73 73 77 77 81 85 88 92 96 100

Grade 4 68 68 73 73 77 77 82 86 91 95 100

Grade 5

73 73 77 77 81 85 88 92 96 100

Grade 6 74 74 78 78 81 81 85 89 93 96 100

Grade 7

63 63 68 68 74 79 84 89 95 100

Grade 8 43 43 51 51 59 59 67 76 84 92 100

Grade 11 81 81 84 84 86 86 89 92 95 97 100

MATHEMATICS

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Grade 3

63 63 68 68 74 79 84 89 95 100

Grade 4 61 61 67 67 72 72 78 83 89 94 100

Grade 5

59 59 65 65 71 77 82 88 94 100

Grade 6 39 39 48 48 56 56 65 74 83 91 100

Grade 7

40 40 49 49 57 66 74 83 91 100

Grade 8

48 48 55 55 63 70 78 85 93 100

Grade 11 68 68 73 73 77 77 82 86 91 95 100

Increase the percent of 11th grade students scoring proficient (Level III and IV) in Math on the AHSGE from ___% to ___% during the 2012 – 2013 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

Sub GroupWhere we

are… (2012 results)

Where we need to be! 2012 2013

% of difference Grade Level Reading Goal

All Students 92% 96%To increase the percent of the ___sub group scoring proficient (Levels III and IV) by __% in reading on the ARMT to 96% by Spring of 2013.

Special Ed. 92% 96%To increase the percent of the ___sub group scoring proficient (Levels III and IV) by __% in reading on the ARMT to 96% by Spring of 2013.

American Indian/Alas

kan92% 96%

To increase the percent of the ___sub group scoring proficient (Levels III and IV) by __% in reading on the ARMT to 96% by Spring of 2013.

Asian/Pacific

Islander92% 96%

To increase the percent of the ___sub group scoring proficient (Levels III and IV) by __% in reading on the ARMT to 96% by Spring of 2013.

Black 92% 96%To increase the percent of the ___sub group scoring proficient (Levels III and IV) by __% in reading on the ARMT to 96% by Spring of 2013.

Hispanic 92% 96%To increase the percent of the ___sub group scoring proficient (Levels III and IV) by __% in reading on the ARMT to 96% by Spring of 2013.

White 92% 96%To increase the percent of the ___sub group scoring proficient (Levels III and IV) by __% in reading on the ARMT to 96% by Spring of 2013.

Limited English

Proficient92% 96%

To increase the percent of the ___sub group scoring proficient (Levels III and IV) by __% in reading on the ARMT to 96% by Spring of 2013.

Free/Reduced 92% 96%

To increase the percent of the ___sub group scoring proficient (Levels III and IV) by __% in reading on the ARMT to 96% by Spring of 2013.

Third Grade Reading by Subgroup

A SMART GoalBy the end of the 2012-2013 school year, we will increase the number of students scoring proficient in Math for grades 3 – 8 on Spring ARMT to: 3rd grade 85% - 95%, 4th grade 86% - 94%, 5th grade 85% -94%, 6th grade 76% - 91%, 7th grade 78% - 91% and 8th grade 80% - 93%.

SMART Goal

• To increase the percent of the special ed sub group scoring proficient by 35% in reading on the ARMT to 96% by Spring of 2013.

CIP Worksheet Component: Goal Short Name:

Goal:

Name of Strategy: Description of Strategy:

Strategy Benchmark: What data will be used to show increase in student mastery as a result of implementation of this strategy? What percent increase is expected?

WT Evidence What evidence can we observe

that indicates that the action step is completed or taking

place?

Evidence Box What evidence can we

collect that indicates the action step is completed or

taking place?

What are your benchmarks for

each Action Step? How will progress for the

action step be measured?

S1 – AS1

S1 – AS2

S1 – AS3

S1 – AS4

S1 – AS5

How will the school provide timely assistance if the strategy does not change performance?

Does your staff need any professional development in order for this strategy to be successful?

What resources will be needed to implement this strategy?

• Needs assessment• CIP reflection/projection notes

Data

The Flow of the CIP Process

StrategyHow is it written in the eCIP?

Strategy Name-Short descriptive title of the strategy Description of Strategy-What is the “big idea”?

Strategy Name: Differentiated Instruction

Description of Strategy: Provide differentiated instruction on math

standards incorporating a variety of instructional, grouping, and assessment strategies.

Differentiated Instruction

Provide differentiated instruction on math standards incorporating a variety of instructional, grouping, and assessment strategies.

CIP Worksheet Component: Goal Short Name:

Goal:

Name of Strategy: Description of Strategy:

Strategy Benchmark: What data will be used to show increase in student mastery as a result of implementation of this strategy? What percent increase is expected?

WT Evidence What evidence can we observe

that indicates that the action step is completed or taking

place?

Evidence Box What evidence can we

collect that indicates the action step is completed or

taking place?

What are your benchmarks for

each Action Step? How will progress for the

action step be measured?

S1 – AS1

S1 – AS2

S1 – AS3

S1 – AS4

S1 – AS5

How will the school provide timely assistance if the strategy does not change performance?

Does your staff need any professional development in order for this strategy to be successful?

What resources will be needed to implement this strategy?

• Needs assessment• CIP reflection/ projection notes

Data

The Flow of the CIP Process

Action Steps• What steps of the strategy are non

negotiable for the success of your students?

• Try to make the steps sequential -make sure it flows.

• Describe what teacher and student behavior will be seen in the classroom.

• Make sure the steps have RIGOR.

Description-What will happen in the classroom? When/how often will it happen? and Who is responsible for the implementation of the step?

Action Step Name: Pacing Most Missed Standards

Description of Action Step: All math teachers will un-wrap the most missed math standard for their grade level in August and adjust their pacing guides to incorporate revisiting these standards throughout the year.

CIP Worksheet Component: Goal Short Name:

Goal:

Name of Strategy: Description of Strategy:

Strategy Benchmark: What data will be used to show increase in student mastery as a result of implementation of this strategy? What percent increase is expected?

WT Evidence What evidence can we observe

that indicates that the action step is completed or taking

place?

Evidence Box What evidence can we

collect that indicates the action step is completed or

taking place?

What are your benchmarks for

each Action Step? How will progress for the

action step be measured?

S1 – AS1

S1 – AS2

S1 – AS3

S1 – AS4

S1 – AS5

How will the school provide timely assistance if the strategy does not change performance?

Does your staff need any professional development in order for this strategy to be successful?

What resources will be needed to implement this strategy?

• Needs assessment• CIP reflection/ projection notes

Reflection and Projection

• Goals written to Address Academic Needs

Goal

• How will progress be measured?

Benchmark

The Flow of the CIP Process

Benchmarks

• Progress measurement is necessary for the overall strategy and each action step.

• As a team/school you must determine your checks for the transfer of learning, checks for accuracy, extent, depth and gaps in learning.

Strategy with Benchmark

After each administration of STI assessment, there will be a minimum of 3% increase in the number of students mastering the most missed standards

StrategyDifferentiated Instruction:Provide Differentiated instruction on math standards incorporating a variety of instructional, grouping and assessment strategies.

The Benchmark for each action step should measure the implementation of the step.

Action Step• All math teachers will unwrap the most missed

math standard for their grade level in August and adjust their pacing guides to incorporate revisiting these standards.

• Benchmark:100% of math teachers unwrap most missed standard and adjust pacing guides throughout the year.

CIP Worksheet Component: Goal Short Name:

Goal:

Name of Strategy: Description of Strategy:

Strategy Benchmark: What data will be used to show increase in student mastery as a result of implementation of this strategy? What percent increase is expected?

WT Evidence What evidence can we observe

that indicates that the action step is completed or taking

place?

Evidence Box What evidence can we

collect that indicates the action step is completed or

taking place?

What are your benchmarks for

each Action Step? How will progress for the

action step be measured?

S1 – AS1

S1 – AS2

S1 – AS3

S1 – AS4

S1 – AS5

How will the school provide timely assistance if the strategy does not change performance?

Does your staff need any professional development in order for this strategy to be successful?

What resources will be needed to implement this strategy?

• Needs assessment• CIP reflection/ projection notes

Data

• Goals written to Address Academic Needs

Goal

• How will progress be measured?

Benchmark

The Flow of the CIP Process

InterventionSample Interventions:• Repeated opportunities for practice and review.• Increased time on task, engaged in instruction

and practice.• Drill repetition and/or practice review.• Opportunities for completing tasks in smaller

steps.• School staff needing assistance will be assigned

to a mentor.

CIP Worksheet Component: Goal Short Name:

Goal:

Name of Strategy: Description of Strategy:

Strategy Benchmark: What data will be used to show increase in student mastery as a result of implementation of this strategy? What percent increase is expected?

WT Evidence What evidence can we observe

that indicates that the action step is completed or taking

place?

Evidence Box What evidence can we

collect that indicates the action step is completed or

taking place?

What are your benchmarks for

each Action Step? How will progress for the

action step be measured?

S1 – AS1

S1 – AS2

S1 – AS3

S1 – AS4

S1 – AS5

How will the school provide timely assistance if the strategy does not change performance?

Does your staff need any professional development in order for this strategy to be successful?

What resources will be needed to implement this strategy?

Points to RememberEffective 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 Reading

teachers