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Transcript of CIP Updates
CIP UpdatesSeptember 17, 2013
System Success = Student SuccessEnsure 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 WhoThen WhatIf we get the right people on the bus, the right people in the right seats, and the wrong people off the bus, then well figure out how to take it someplace great.Core ContentTeachersCounselor,Special EdParents, Students,CommunityPlanners,MotivatorsPrincipal, Asst PrincipalIn the well known book Good to Greatit was determined that all great companies began by determining first Whothen What. The rationale for this approach is that these companies thought (click and read).
And so it goes with your Continuous Improvement Team at your school.
(click) Of course, the Principal and the Asst Principal need to be the Designated Drivers. Their presence and collaboration with the writing team is invaluable as they are ultimately responsible for leading the faculty, staff, and students to the determined CIP destination. It is the administrations responsibility to drive the improvement efforts but they must also be careful that as they begin writing and setting the plan in motion, that they dont leave the faculty standing on the curb!
One group that should always be represented on CIP teams are your (click) core content teachers. You also need to include a (click) counselor, intervention teacher and a special ed teacher.
Last year, for the first time, we saw many schools become more progressive by (click) including parents, community members, and students on the actual writing and review teams. This worked very well for many schools.
A group of people that we would like for you to strongly consider for participation on your team this year are (click) your strategic planners and motivators . Every faculty has a few people who are really good at short and long term planning and also members who are known for their ability to motivate people to get on board. These people will be crucial in making sure that teachers are implementing and keeping adequate documentation and helping the faculty maintain a positive attitude towards continuous improvement.
(Team Discussion)For the next 5 minutes we would like for you to discuss with your school teamwho needs to be included (who needs to be on the bus) to write a quality CIP? Use the illustration of the bus provided for you to guide your discussion. 3A Year Long JourneyWhy is getting the team right so important? Because over the course of a whole year, this team does more than write the plan. They (click) read and go over each one. 4District-Wide Reading Goals Non-negotiablesGoal 1 - Improve Literacy in All Content AreasStrategic TeachingTEACH THE STANDARDS!Increased Complexity in Reading and Writing (All Content Areas)Address Student NeedsAdd Honors/AP CoursesARI Schools (may add strategy)
District-Wide Math Goals Non-negotiablesGoal 2 - Improve Math ProficiencyStrategic TeachingLongitudinal DataAMSTI Schools (may add strategy)
Increase the percent of qualifying AP Literature scores from ___% to ___% during the 2013 2014 school year.Smart GoalsOver the past several years in our trainings we have stressed that you should write SMART Goals. (click) Everyone should know by now that SMART stands for specific, measurable, attainable, relevant, and time bound. The reason we are revisiting this is because in many cases, we find that goals are not clearly written. Here are some guiding points that may help you(read the boxes).
Lets look at this sample goal the red part of the goal is very SPECIFIC. The blue part makes the goal MEASURABLE by stating what % of students who are currently scoring proficient and what % of students you expect to score proficient. The orange part of the goal states when this will happen it establishes the TIME this goal will be completed. If it is connected to the reason you did not make AYP and/or connected to other areas of need which surfaced after a thorough look at your data, then it is RELEVANT. As a group, you must decide if this is truly ATTAINABLE.
Handout where you are where you want to be7Strategies:
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 teachersMany plans were written by just a few people rather than guided by a leadership team who gained whole faculty inputWhat 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?
So now we have our academic goals set and have decided who we are wanting to targetIts time to choose the strategies that will best help us meet our goal. We encourage you to write 2 3 goals with multiple strategies.
The question you have to ask when selecting or writing your strategies is(click and read) Ask the participants: Who is we? (click) all teachers and administrators implement the plan and (click) all teachers and administrators contribute to the writing.
The problem in the past has been that many plans (click and read ). While these particular people will play a key part in your plan you need to also consider these questions: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 any non core teachers do to help? Can these weaknesses be addressed in other content areas also? Even though math and reading are the accountability areas, do we want to include goals that address other subjects like Science, Social Studies, etc?If we are in improvement because of Grad Rate what can all staff and teachers do to encourage kids to stay in school and be successful?
Another problem is that (click and read). Writing the CIP should be a team effort. People will buy into something much quicker if they are part of the process not the end product.
Strategy and Action StepRemindersEffective Strategies and Action steps:Are measurableInclude but are not solely centered around remediation/interventionAddress core instructionRequire evidence that is observable in a classroom, not just found in a boxInvolve more than just Math and Language Arts teachers
Some good strategy and action step reminders (click and Read the content of the slide)
To help schools write better action steps we created a tool that would lead schools through a thought process as they write their plans. (Hand out the tool)
9Strategy/Action StepBenchmarkEvidence - DOCEvidence - WTS1. Provide reading instruction based on AHSGE reading objectives in all core and elective classes in grades 7 12S1 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 JanuaryAS1 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 agendaS1 AS2. Each content area/department will select two appropriate reading objectives to be used weekly with content reading materials beginning in AugustAS 2 B1. 100 % of the department heads turn in the objectives to the PrincipalList of the objectives by departmentsS1 AS3. All teachers will implement the use of appropriate reading objectives weekly with content reading materialsAS3 B1. 100% of teachers implementing on a weekly basisLesson plans showing weekly implementationObservation of teachers teaching selected reading objectives in their contentS1 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 periodAS4 B1. 100 % of teachers giving test with added questions/ 2x per nine week periodStudent 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 supportAS5 B1. 100% of teachers will use the assessment results and obtain additional support from the English teachersImprovement of mastery of reading objectivesMinutes 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 assessmentsDept. select 2 objectivesTeachers implementTeachers assess the objectivesTeachers discuss data and use it to drive instructionTeachers are trainedLets look at how this particular strategy may flesh out
Look at the first column We have already shared the first action step training - read the rest of the sequence
(click) Notice the who, what when the specificity of how often the teachers would use the objectives with content reading materials. The benchmark includes a percentage because we will not be successful until all dept have chosen their objectives. Notice the evidence that will need to be collected to support that the action step was completed.
(click) Again we see the who, what, whennotice the benchmark and where will we find the evidence. Now that we are down to action steps that occur in the clas