Transcript CIP Updates
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 Content Counselor, Teachers Special Ed Parents, Students, Community Planners, Principal, Motivators Asst Principal A Year Long Journey May September August April Attend Training Set up Documentation Disaggregate Data Get Input From Faculty Write the Plan Communicate 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 Relevant • Push your self past your comfort zone but you should still be able to achieve it with effort and commitment • Connect the goal to the reason why you did not make AYP • Consider areas of needed improvement Smart Goals Time Bound • Create a sense of urgency by defining when the goal will become reality Strategies: All teachers and administrators All teachers and administrators What will we do in order to achieve the goal we have set? 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 Step Reminders 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 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 Benchmark Evidence - DOC 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 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 Student samples of test giving test with added questions/ with added questions – 2 2x per nine week period per nine weeks Department 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 teachers Improvement of mastery of reading objectives Teachers are trained Dept. select 2 objectives Teachers implement Teachers assess the objectives Teachers discuss data and use it to drive instruction Minutes of all department meetings; Mastery/Non mastery list for each assessment; List of instructional recommendations from English Dept. Evidence - WT Observation of teachers teaching selected reading objectives in their content Observation of department meeting and discussion of the reading assessments 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/docum ent/d/1I6bKbwCltVgvdcxo9_W4TzIh1vZIaR7dij3xvq_nRg/edit Walkthrough Forms • Online Form: https://docs.google.com/a/ecboe.org/spreadsheet/viewform?formkey=d DhaUk02U0U1SW1XZXktVGtsanc0S2c6MA#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 What’s Coming….. • ASSIST • http://www.advanc-ed.org/ CIP Quick Sheet