Transcript Data Retreat Refresher

CSIP: Clarifying Retreat
June 2010
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TODAY
Observations
Hypotheses
CSIP
Connection to ASPIRING Goal
Student Staff Development
Performance
Objectives & Actions
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Reviewing Improvement Goals
Improvement goals are the bridge from
data analysis to improvement planning.
Data
Analysis
Improvement
Planning
GOALS
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ASPIRING GOALS
A Assessable
S Specific
P Purposeful
I Inclusive
R Reinforcing
I
Involving
Measurable with a defined assessment
process or tool
Intensity of focus for students
Stretches with a measurable
acceleration of improvement
Includes all students in the school
Reinforces and aligns with
district strategic action plans
Involves all staff as “doers” of the goal
N Now
States the target data as a
current annual goal
G Gaps
Addresses equity in success
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Sample Aspiring Goal
All teaching staff at Elm Creek Middle School
will improve skills in analyzing expository text
of all 6th, 7th, and 8th grade students, so that at
least 85% of the students achieve at proficient
and advanced levels, while accelerating the
performance of students with disabilities, so
that at least 67% of SwD achieve proficient or
advanced levels, as measured on the 6th, 7th
and 8th grade reading benchmark spring
assessments by May, 2009.
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Sample Goal #2
We, the staff of Jefferson Elementary School, will increase the
vocabulary and word meaning skills of all K-6 students by May,
2009 in the following manner:
 80% of at-risk and 90% of non at-risk kindergarten
students will show proficiency or advanced proficiency on
the K vocabulary assessment
 80% of at-risk and 90% of non at-risk first grade students
will score proficient or advance on the 1st grade skills
assessment (vocabulary sections/Harcourt)
 80% of at-risk and 90% of non at-risk 2-6 grade students
will score within one standard deviation of the mean on
the MAP word meaning/content section.
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Sample Goal #3
As a community of learners, Lincoln staff and students will
collaborate and monitor a student’s rate of progress every 6-8
weeks to ensure that the level of learning will be accelerated for
each student. Benchmark measures include:
 Increase from 60% of students meeting their end of the
year benchmark to 80% of the students meeting their
end of the year benchmark by June 2009.
 Increase from 35% of all SwD students meeting their
end of they year benchmark to 50% of the SwD students
meeting their end of the year benchmark by June 2009.
 Increase from 50% of all ELL students meeting their end
of the year benchmark to 70% of all ELL students
meeting their end of the year benchmark by June 2009.
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ASPIRING GOALS
The following slides provide information that
defines/explains each of the characteristics of an
ASPIRING Goal.
Please review and use this
information as you craft your
CSIP Goal.
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A Assessable
A. ASSESSABLEmeasurable with
an assessment
process or tool
Measurable with a defined assessment
process or tool
Names the Assessment – Names
the specific tool(s) or process to be
used to measure the goal.
Incomplete Naming –
Suggests the process without
explicitly stating what it is.
No Assessment – Does not
list the measuring device(s)
or process for the goal.
… as measured by the 5th grade 4th quarter reading
comprehension benchmark assessment.
… on the kindergarten numbers exit checklist.
… as assessed with the AASD writing process 8th grade
rubric for persuasive writing.
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S Specific
S. SPECIFICintensity of focus
for students
Intensity of focus for students
Sharp – This goal has a sharply
intensified focus on specific
student learning or behavior skills.
Directed – This goal has a
sense of direction on certain
student skills.
Broad – This goal is a
statement of improvement in
a broad or ambiguously
stated area of skills.
… in reading fluently fiction and nonfiction text in all content
areas …
... in drawing inferences from literal and informational text …
… in word meaning on grade level targeted vocabulary in the
content areas, so that …
…in literal and analytical comprehension of technical and
nonfiction text, …
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P Purposeful
P. PURPOSEFULstretches with a
measurable
acceleration of
improvement
Stretches with a measurable
acceleration of improvement
High Expectations – This goal
shows that the trajectory of
improvement is accelerated
enough to make significant, but
reasonable, measurable gains for
students.
Solid Growth – This goal
shows solid growth in
measured skill proficiency of
students.
Inches Along – This goal
shows conservative
increments of improvement.
Accelerate,
Stretch &
Intensify!
Lower
and
Slower
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Stretch, for example
2007-08
2008-09
2009-10
61% at
proficient/advanced
on MAPs
67% at
proficient/advanced
on MAPs
80% at
proficient/advanced
on MAPs
57% at grade level
reading benchmark
60% at grade level
reading benchmark
85% at grade level
reading benchmark
81% meeting
targeted growth on
MAPs
76% meeting
targeted growth on
MAPs
95% meeting
targeted growth on
MAPs
72%
proficient/advanced
on WKCE
75%
proficient/advanced
on WKCE
95% show lexile
growth
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I Inclusive
I.
INCLUSIVEinvolves all
students in the
school
Involves all students in the school
Inclusive – This goal will have a
positive impact on the learning of
all students; and also may have a
sharper impact on a specific group
of students.
Majority – This goal will
involve a majority of the
students.
Few – This goal involves a
subset of students.
… so that …
85% of all kindergarten students …; 89% of all 1st grade
students; 91% of all 2nd grade students
… 81% of all 6-8 grade students and 75% of all students
with disabilities …
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R Reinforcing
R. REINFORCINGreinforces and
aligns with district
strategic action
plans
Reinforces and aligns with
district strategic action plans
Fully Aligned – The goal is directly
aligned to achievement of a district
strategic goal.
Partially Aligned – This goal is
partially aligned to a district’s
strategic goal.
Not Aligned – This goal is
not aligned with any of the
district’s strategic goals.
Check that the student outcome in the goal is aligned with
district strategic goals.
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I
I.
Involving
INVOLVINGinvolves all staff
as “doers” of the
goal
Involves all staff as “doers” of the goal
All Staff – Explicitly states that all
staff in the school will be involved
and responsible for implementing
the goal.
Suggests Staff – Implies
which staff will be
implementing the goal.
No Staff – Does not state
which staff are involved or
responsible for implementing
the goal.
•We, all staff of Willmar Middle School, will …
•We, all educators in Heritage Elementary school will
collaborate to improve the …
•All teaching pupil services staff of Bayport High
School will work as a professional learning community
to …
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States the target data as a
current annual goal
N Now
N. NOWstates the target
date as a current
annual goal
Specific Date – Specifies the date
as an annual target date by which
the goal will be achieved.
Window of Time – Suggests a
period of time for the goal to
be accomplished that may
extend beyond the current
timeframe.
No Date or Extends
Beyond – Lacks a due date
to accomplish the goal or
sets a due date that is far
beyond “now”.
The due date is written for the goal to be measured and
accomplished within the current school year.
•… by May, 2010.
•… on the spring, 2010 assessments.
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G Gaps
G. GAPSaddresses equity
in success
Addresses equity in success
Equity-Oriented – Focuses on
closing gaps and toward equitable
success between underperforming
student groups and their
comparison groups.
Suggests Equity – This goal
suggests closing gaps
between groups – and is not
explicit.
Misses Equity – This goal
has little or no reference to
closing gaps or meeting
individual needs.
If any gaps exists, they must be addressed in the goal.
… at least 85% of all students meet targeted RIT growth, while the
median RIT gap between students with disabilities and nondisabled
students decreases by 10 RIT points
… 99% of boys and girls with below grade level reading benchmark in
grades k-4 reach grade level benchmark while boys and girls at grade
level benchmark increase by 2 levels by …
… 100% of boys in grades 9-12 increase their Lexile levels from fall
to spring, and 90% of girls increase their lexile levels from fall to
spring
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1. Goal Development Task
Use the ASPRIRING Goals template/
materials and any/all of the following to
craft your 10-11 CSIP Goal:

09-10 CSIP Goal
 REACh Goal
 Data Dig Observations/Hypotheses
 Other data
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2. Staff Development Task
Brainstorming Activity
 Using Post-its, each person is to list one
SD action or activity per Post-it that will
support the 10-11 CSIP Goal.
 Place the Post-its on the large NSDC
chart paper by similar actions or
activities within the appropriate category;
i.e. content, context or process focus.
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Foundations of CSIP
Response
to
Instruction
Collaborative
Culture
Of
Improvement
Strategic
Family
&
Community
Partnerships
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Foundations connections
Response to
Instruction:
Interventions
&
Enrichments
Universal: Academic and behavioral strategies to assure high
engagement; differentiation; high rigor to achieve the goal for all
students
Selected & Targeted: Academic and behavioral strategies for
effective interventions for struggling learners and effective
enrichments for advanced learners
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Foundations connections
Assessment & Data Use: Strategies for periodic
assessments and classroom formative assessments FOR
learning; effective data management
Collaborative
Culture
Of
Improvement
Collaborative Culture: Strategies for frequent professional
learning communities to do the work of improvement toward
achieving the goal
Student Success: Strategies that eliminate failure and
provide success for every student; grading reform; positive
school climate with support
Professional Learning: Strategies for relevant and effective
professional development of all staff to support achievement
of the goal
Strategic
Family &
Community
Partnership
Strategies to involve parents positively in their children's
learning; to involve the community in school-wide efforts
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3. Objectives and Actions Tasks
Identify which SD actions and activities
support which Objective area.
 Write Objective statements for each of
the three (3) Objective areas.
 Identify actions, resources, timelines, and
who is taking the lead for the actions.

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For the Commitment Retreat
Between now and our August 19
Commitment Retreat, you must
complete drafting your site CSIP;
goal, objective statements, and action
plans.
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Designing School-Wide RtI
Systems for Student Success
Academic Systems
Universal:
•All students
•Preventative & proactive
Targeted:
•Some students
•High efficiency
•Rapid response
Behavioral Systems
Universal:
•All settings, all students
•Preventative & proactive
Targeted:
•Some students
•High efficiency
•Rapid response
Intensive:
Intensive:
•Individual students
•Assessment-based
•High intensity
•Individual students
•Assessment-based
•Intense, durable procedures
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